Abstract

The use of computers to support learning at work has for long been propagated. Although a large bulk of experience exists in this field, it is still an open question what role computer applications play and can play in the process of learning. It can even be questioned if the learning processes themselves are sufficiently well understood to enable designers and others to provide relevant support. In this article these questions are addressed with reference to experience gained with two projects on computer support for shop floor learning. The projects involved the future users actively in the design process and it is argued that this involvement reached far beyond the mere shaping of the learning artefacts.