Ulrike Hugl, Stephan Laske (Hrsg.) Virtuelle Personalentwicklung

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1 Ulrike Hugl, Stephan Laske (Hrsg.) Virtuelle Personalentwicklung

2 GABLER EDITION WISSENSCHAFT

3 Ulrike Hugl, Stephan Laske (Hrsg.) Virtuelle Personalentwicklung Status und Trends lukt-gestutzten Lernens Deutscher Universitats-Verlag

4 Bibliografische Information Der Deutschen Bibliothek Die Deutsche Bibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet uber < abrufbar. ISBN-13 : DO I : to / e-isbn-13 : Auflage August 2004 Aile Rechte vorbehalten Deutscher Universitats-Verlag/GWV Fachverlage GmbH, Wiesbaden 2004 Lektorat: Ute Wrasmann / Frauke Schindler Der Deutsche Universitats-Verlag ist ein Unternehmen von Springer SciencetBusiness Media. Das Werk einschlieblich aller seiner Teile ist urheberrechtlich geschutzt. Jede Verwertung auberhalb der eng en Grenzen des Urheberrechtsgesetzes ist ohne Zustimmung des Verla.gs unzulassig und strafbar. Das gilt insbesondere fur Vervielfaltigungen, Ubersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen. Die Wiedergabe von Gebrauchsnamen, Handelsnamen, Warenbezeichnungen usw. in diesem Werk berechtigt auch ohne besondere Kennzeichnung nicht zu der Annahme, dass solche Namen im Sinne der Warenzeichen- und Markenschutz-Gesetzgebung als frei zu betrachten waren und daher von jedermann benutzt werden durften. Umschlaggestaltung: Regine Zimmer, Dipl.-Designerin, Frankfurt/Main Druck und Buchbinder: Rosch-Buch, ScheBlitz Gedruckt auf saurefreiem und chlorfrei gebleichtem Papier

5 Was Sie erwartet: Eine kurze Einfiihrung Alles ist moglich! Weiter gehen! Nicht stehen bleiben! Und schlieblich: Auf Goldadern stoben! Soli heiben: Kostenersparnis, ErhOhung privater und beruflicher Mobilitat und Flexibilitat sowie Servicierung durch mannigfache Vernetzung und Abrufbarkeit von Daten... So oder ahnlich zeigte sich die IuKT(Informations- und Kommunikationstechnologie)-Euphorie bis zum,,2000-kollaps". E-Learning, Knowledge Management u.a. sind Treiber des Bildungsmarktes. Ein Bildungsmarkt, der - schenkt man entsprechenden Studien Glauben - grobes Potenzial in sich birgt. Dies scheint nach wie vor zu gelten. Die Beitrage dieses Buches konnen als Beweis fur die Beschaftigung und Umsetzung von IuKT-gesmtztem Lemen, Knowledge- oder Wissensmanagement und -systemen gelten. Fokus des Buches ist die Prasentation neuer theoretischer und praxisrelevanter Ansatze von lukt-unterstiitzten Moglichkeiten der Personalentwicklung mit allen ihren Facetten und Perspektiven fur Mitarbeiterinnen und Mitarbeiter und Unternehmen: lukt -gesmtztes Lemen, Wissens(Informations-)vermittlung und -erhaltung. 1m vorliegenden Band wird tiber verschiedene Tools und schon bewahrte Anwendungssysteme informiert. Mogliche Komponenten, Begleitaktivitaten, Gestaltungsoptionen und Fordermoglichkeiten einer luktuntersmtzten Personalentwicklung werden aus verschiedenen Blickwinkeln beleuchtet. Nicht zuletzt die Learntec, die grobte Bildungsmesse im deutschsprachigen Raum, hat in den letzten lahren gezeigt, dass blobes e-learning grobteils schon der Vergangenheit angehort. "Blended Learning" als neues (und in gewisser Weise auch altes) Paradigma dominiert praktische Umsetzungen und wissenschaftliche Auseinandersetzungen. Und: E-Learning und Wissensmanagement "verzahnen" sich immer starker. Unser Buch zielt nicht ausschlieblich auf "Blended Learning" als Mix zwischen Prasenzunterricht und IuKT-basierten Lemen - es will Personalentwicklung mit Hilfe neuer Medien und lukt breiter erfassen. In Beitragen von WissenschaftlerInnen und PraktikerInnen wird die derzeit relevante Diskussion in ihrer groben Spannbreite abzudecken versucht: Von Praxisseite her Welche Tools, Moglichkeiten, Features und technische Rahmenkonzepte, aber auch mediendidaktische Ansatze, Konnexe von e-/distance-learning und face-to-face-lernen ("Blended Learning") sind im Einsatz? Welche Erfahrungswerte und Trends konnen identifiziert werden, wohin wird die Reise moglicherweise gehen?

6 VI Hugl, Laske Von Wissenschaftsseite her Welche neuen theoretischen Konzepte bestehen fur padagogische, strukturell-organisatorische und technische Anforderungen? Welche Trends zeichnen sich im Bereich "Personalentwicklung durch neue Medien" ab? W orauf kann vemunftigerweise aufgebaut werden werden? Eine Vielzahl von Studien prognostizieren im Aus- und Weiterbildungsbereich Nutzerzahlen und Penetrationswerte fur IuKT -untersllitztes Lemen in nahezu Schwindel erregenden Hohen. Dies war auch schon in der Vergangenheit der Fall, allein die Realitiit hinkte (bisher) den Erwartungen hinterher... Welche kritischen Aspekte ergeben sich durch IuKT-gesllitztes Lemen bzw. Knowledge-Management? Das Buch richtet sich an PersonalentwicklerInnen, IT-ExpertInnen, AusbilderInnen, TrainerInnen, MitarbeiterInnen, ManagerInnen, Bildungsorganisationen, Wirtschaftsverbande, Kammem u.a. Institutionen - kurz: an aile, die sich mit Personalentwicklung undloder neuen Medien beschaftigen oder an diesem Thema interessiert sind. Als Herausgeber mochten wir allen Autorinnen und Autoren, die das Entstehen dieses Buches erst moglich gemacht haben, danken. Eine "tour d'horizon" durch die Beitrage fuhrt uns zu aktuellen Studien und Untersuchungen, Lemprogrammen und -plattformen und "Blended Learning"; zu spezifischen Fallbeispielen einer "e-personalentwicklung" aus Wirtschaftsorganisationen und der Hochschule bis hin zu (strategischem) Informations- und Kompetenzmanagement und moglichen "smarten" Lemszenarien der Zukunft. AbschlieBend mochten wir uns neben vielen anderen, die dieses Buch ermoglicht haben, ganz besonders bei Bettina Jakel fur die unermudliche und auberst kompetente Schreib-, Formatierungs- und Endredigierungsarbeit bedanken! Wir wurden uns freuen, wenn die zahlreichen und thematisch unterschiedlichen Beitrage dieses Buches Ihre "personalentwicklerischen Gedanken" be flugeln. Ulrike Hugl & Stephan Laske

7 Was Sie erwartet: Eine kurze Einfiihrung VII Erreichbarkeit: Ass.-Prof Dr. Ulrike Hugl Institut fur Betriebliche Finanzwirtschafl (Bereich Management Accounting) ulrike. o. Univ.-Prof Dr. Stephan Laske Institut for Organisation und Lemen (Abteilung Personal und Arbeit) beide: Universitat Innsbruck F akultat for Betriebswirtschafl Hinweis zu den Beitragen: Einige Autorinnen und Autoren haben in ihren Beitragen ausschlieblich die mannliche Form verwendet, andere haben auch die weibliche Form berucksichtigt. Wir gehen davon aus, dass ersteres aus Grunden der Lesbarkeit geschieht und keine wie immer geartete Diskriminierung eines Geschlechts intendiert ist.

8 Inhaltsverzeichnis Der IuKT-/e-Learning Markt: Studien und Untersuchungen Friedrich Roithmayr. lurgen Smid Virtual Learning and Classroom Learning Theoretical Concept and Empirical Results... 3 Claudia Kupper Einsatz und Erfolg virtueller Personalentwicklung mittels e-learning Empirische Analyse ihrer Abhiingigkeit von der UnternehmensgroBe Claudia Biedermann. Petra Rietsch. Sabine Tomasovsky Weiterbildung von IT-Fachkraften durch e-learning Untersuchung am Beispielosterreichischer IT-Klein- und Mittelbetriebe Lernprogramm und Lernplattformen lens Uwe Martens Personalentwicklung mit Multimedia Erfahrungen mit dem Programm "Der personliche Berater" in der Personalentwicklung Peter Baumgartner. Hartmut Hafele. Kornelia Maier-Hafele Lernplattformen flir das Corporate e-learning Blended Learning Markus Cordes. Werner Sauter Blended Learning-integrierte Lernlosungen mit individueller Selbststeuerung der Lernenden Ullrich Dittler Vom traditionellen Prasenztrainer zum Tele-Trainer Die erweiterte Rolle von Trainern in Blended Learning-Szenarien

9 x Inhaltsverzeichnis und AutorInnenliste Fallbeispiele aus Hochschule und Wirtschaft Dieter Euler Bildungsmanagement als Blended-Learning-Kurs in der Universitatsausbildung Gillian Collom, Regina Obexer Supporting cultural change in higher education: modelling learner-centredness in academic staff development Wolfgang Muskens, Isabel Muskens Career Portfolios JosefDraxler, Sabine Dullnig, Wolfgang Mayrhofer Die Einflihrung virtueller Elemente in die Personalentwicklung eines globalen Konzerns: Das Beispiel Flextronics Gunter Pruner Skill Transformation und Kompetenzentwicklung als Treiber von Strategie, Implementierung und Innovation Christian Hohnbaum (e )Learning - Erfolgreiche Zukunft trotz konfliktreicher Vergangenheit Informations- und Kompetenzmanagement, Strategisches und Ausblick Joachim Hasebrook Vom Informations- zum Kompetenzmanagement am Beispiel der betrieblichen Weiterbildung Peter Kohlhaas Personalentwicklung in Dienstleistungsunternehmen: Vom Knowledge Management zum Learning Management Katja Hoffmeister "MESS: Make 'Em Simple and Stupid" Die Industrialisierung der Personalentwicklung

10 Inhaltsverzeichnis und AutorInnenliste XI Ulrike Hugl E-Learning - Entwicklungsfelder, Erfolgsfaktoren und eine "smarte" Zukunft des Lernens AutorInnenliste (in der Reihenfolge der Beitrage) Friedrich Roithmayr, Department of Value Process Management - Information Systems, University of Innsbruck Austria Jiirgen Smid, Ph.D. student at the Department of Value Process Management Information Systems, University of Innsbruck Austria Claudia Kiipper, Ludwig-Maximilians-Universitat Munchen, Institut fur Innovationsforschung, Technologiemanagement und Entrepreneurship Claudia Biedermann, Global Knowledge Network GmbH, Wien Petra Rietsch, Institut fur Betriebswirtschaftslehre der Klein- und Mittelbetriebe, Wirtschaftsuniversitat Wien Sabine Tomasovsky Jens Uwe Martens, Institut fur wissenschaftliche Lehrmethoden, Munchen Peter Baumgartner, Fernuniversitat Hagen Hartmut Hafele, Arge Virtual-Learning, Vandans Kornelia Maier-Hafele, IDEe Hafele KEG, Vandans Markus Cordes, Vereinigung fur Bankberufsbildung Werner Sauter, A THEMIA GmbH Ullrich Dittler, Fachbereich Digitale Medien, Fachhochschule Furtwangen Dieter Euler, Universitat St. Gallen, Institut fur Wirtschaftspadagogik Gillian Col/om, Griffith University, Brisbane, Australia Regina Obexer, Griffith University, Brisbane, Australia

11 XII Inhaltsverzeichnis und AutorInnenliste Wolfgang Miiskens, Carl von Ossietzky Universitat Oldenburg, Arbeitsbereich Weiterbildung Isabel Miiskens, Carl von Ossietzky Universitat Oldenburg, Arbeitsbereich Weiterbildung Josef Draxler, Human Resource Manager, Flextronics, Althofen Sabine Dullnig, Flextronics, Althofen Wolfgang Mayrhofer, Interdisziplinare Abteilung fur Verhaltenswissenschaftlich Orientiertes Management, Wirtschaftsuniversitat Wien Giinter Pruner, Siemens AG, Munchen Christian Hohnbaum, Swiss Virtual Campus SVC, Bern Joachim Hasebrook, International School of New Media, Lubeck & efiport AG, F rankfurt/main Peter Kohlhaas, Zurcher Hochschule Winterthur ZHW, Zentrum Human Capital Management, Winterthur Katja Hoffmeister, Deloitte Consulting, Berlin Ulrike Hugl, Institut fur Betriebliche Finanzwirtschaft, Universitat Innsbruck

12 Der IuKT -Ie-Learning Markt: Studien und Untersuchungen

13 Virtual Learning and Classroom Learning Theoretical Concept and Empirical Results Friedrich Roithmayr, Department of Value Process Management - Information Systems, University of Innsbruck Austria Jurgen Smid, Ph.D. student at the Department of Value Process Management - Information Systems, University of Innsbruck Austria Abstract Der von international en Marktforschungsinstituten prognostizierte Umsatz im e Learning hat in den vergangenen Jahren bei we item nicht die vorhergesagten GroBen erreicht. Die Griinde dafur liegen entweder in einer fehlerhaften Markteinschatzung durch die Forecaster, oder in einer mangelnden Akzeptanz des Marktes. Ein GroBteil der Unternehmen hat im Jahre 2002 die Aufwendungen fur Education Training&Learning (ET&L) drastisch reduziert, was sich natiirlich auf den ohnedies schwachen Markt fur e-learning noch dramatischer auswirkte. Diese Situation war fur das Institut fur Wertprozessmanagement - Wirtschaftsinformatik der Universitat Innsbruck Ausgangspunkt fur eine Studie zum Verhaltnis e-learning : classroom learning. Urn die Schwachen im e-learning diagnostizieren zu konnen, wurde im ersten Schritt ein "research model" entwickelt, auf dessen Basis eine Expertenbefragung unter Verwendung der Methode TeleDelphi durchgefuhrt wurde. Die Ergebnisse dieser Studie konnen ein Beitrag fur die Gestaltung von e-learning-konzepten sein. The forecasted turnover for e-learning couldn't be reached worldwide during the last five years. The reasons are either in a faulty forecast or in absence of demand. The result was a company's nervousness in future development of the market. In 2002 a large number of companies reported declining education, tarining and learning turnover. This was for the department of Value Process Management - Information Systems of the University of Innsbruck, being the starting point for this survey which consisted of the building of a research model and doing an empirical study. In this contribution we present the research model and some of the empirical results. The results can be a contribution for designing future e-learning concepts.

14 4 Roithmayr, Smid Gliederung 1 Research Framework 1.1 Research Problem and Research Question 1.2 Methodical Framework 1.3 Hypothesis 2 Theoretical Concept 2.1 State of the art ofe-learning 2.2 Research Model Role Organizational Culture Education, Training and Learning (ET&L) Concept 2.3 Delphi Method - TeleDelphi Method 3 The Process of the Empirical Study 4 Empirical Results 4.1 Training must be available at any time/location 4.2 Different roles have different demands on ET &L 4.3 An appropriate relationship between "e-learning" and "classroom-learning" 5 Conclusion References

15 Virtual Learning and Classroom Learning 5 1 Research Framework 1.1 Research Problem and Research Question Globalization and the rapid growth in technology and communications have significantly impacted the look of work. Organizations which are conducting business in global markets have built distributed workforces dispersed worldwide to meet their needs. The growth in technology and communications has increased society's ability to access information. It also created opportunities to implement innovative strategies to develop and share knowledge. "The most important contribution management needs to make in the 21 st century is to increase the productivity of knowledge work and knowledge workers. It is on their productivity, above all, that the future prosperity - and indeed the future survival - of the developed economies will increasingly depend"l. So how can organizations succeed in a continually changing business climate? They must learn to employ an adequate Education Training and Learning (ET&L) concept. Employees who believe that learning is a way of working feel excited about their work and are better able to adapt to changing work demands. This in tum leads to organizational success and the ability to handle the changes of doing business. Traditionally, learning sessions took place in classroom environments. The face-to-face (f2f) interactions between an instructor and a group of learners played a very important role. Participants attended courses for one day, or perhaps for up to one week. Because of the amount of time an employee was away from work, travel costs, and the difficulty getting learners together at one place at one time, organizations have begun to search for alternatives to traditional classroom learning. Technological innovation, globalization, the benefits of learning, and the need for cost-effective training solutions led to the development of a new approach to workplace learning. E-Learning is rapidly becoming an integral part of business strategy and the foundation for learning initiatives implemented by leading organizations. Consequently the research question of this study can be described as follows: What is the future position of e-learning in an organizational Education Training and Learning concept? Drucker (1999)

16 6 Roithmayr, Smid 1.2 Methodical Framework E-Learning has many origins. Compared to traditional forms of f2f learning, e Learning has proven to be a cost-effective method for delivering knowledge and organizational learning initiatives in a timely manner. E-Learning can be delivered through one-way or asynchronous technologies, or through two-way or synchronous technologies. Asynchronous technologies such as video, film, CD ROM, and deliver content in one direction at one time. Synchronous technologies such as teleconferencing, web conferencing and live chats deliver content simultaneously, so the individuals involved are interacting in "realtime". E-Learning has been a part of organizational learning for years. The last five years have seen significant growth in the industry as e-learning strategies have increasingly moved to the forefront of business operations. Market analysts foresee double digit growth rates for the e-learning market2 both in the US and Europe. In terms of market size, analysts predict a relevant growth trend for e-learning 3 Differences in forecasts depend among other things on the adopted definition of e-learning. The central topic discussed in this contribution is the value of an e-learning concept concerning education, training and learning for different roles in an organization. Introducing e-technology to an existing ET &L-concept is very complicated, and its success or failure can only be estimated by experts. The Department of Value Process Management at the University of Innsbruck continued to develop the TeleDelphi method 4 which is based on the Delphi method - an experimental study of group opinion, which has its origins in the early 1960s in a research project of the RAND Corporation, a daughter of the U.S. Air Force. The Delphi technique is named after the Greek oracle at Delphi and is a set of procedures for eliciting and refining group judgments, usually a panel of experts. The objective of the original study was to obtain a reliable consensus from a group of experts 5 6. Dalkey points out, that the rationale for the procedures is primarily the age-old adage "Two heads are better than one, " when the issue is one where exact knowledge is not available 7 From his point of view the procedures have three features: Anonymous response - opinions of group members are obtained by formal questionnaire; International Data Corporation (2001) Organization for Economic Co-Operation and Development (2002) Roithmayr/FinklKofler (200 I) Dalkey/Helmer (1962) Helmer (1967) Dalkey (1967)

17 Virtual Learning and Classroom Learning 7 Iteration and controlled feedback - interaction are effected by a systematic exercise conducted in several iterations, with carefully controlled feedback between rounds; Statistical group response wherein the group opinion is defined as an appropriate aggregate of individual opinions on the final round. 1.3 Hypothesis Figure 1 displays eight hypotheses concerning an appropriate ET &L concept. In this contribution we discuss only HI, H2, and H4. Each of the hypotheses was evaluated by some questions. H2: Differenl role. have differenl dem.nds on ET&l <O"CCPI HI: Training mu,1 be.,'3i1.,le at any lime and any IO(3tion Ql Q2 029 B7: r~rticipation in a I:Oursc Q1S 1-16: Traini ng must be rustomcr assumes 3" entrance nnd a nnlll 039 unminauon. jo~36~~or~lc~n~te~d ~~.I"J!~~~~~~~ ~C ~O : The relationship betw..,n e.learning and Classroom le.rnlng must be appropriate. ~ 1 U8: ddition.1 questions ~l.o n.crnin~ the ET&l bud ct 043 Figure 1: Hypotheses for an ET &L Concept Hypotheses for ET&L HS: Tnlining by radio... r.. _L...!.~n~d..!..T~V~w~Ou~ld~b~C~v!!er2:'.!.!im~o~rt~un~I.' H3: The training content is an integr.ted p.rt of the applic.tion/product HI: Availability of training at any time and any location is important. If this hypothesis cannot be disproved by the empirical study in future ET &L concepts, technology-based learning plays a significant role. This hypothesis will be evaluated through questions 1,2 and 29. H2: Different roles that employees or managers follow in organizations require different demands on an ET &L concept. This means that a learner in a top management position has other requirements concerning a learning environment than a learner in a lower management position, and that a novice in a certain topic has different requirements from an expert. This hypothesis will be evaluated through questions H4: The relationship between e-learning and traditional classroom learning has to be appropriate. This means that neither pure technology-based nor pure f2f classroom learning without any technology will be effective. This hypothesis will be evaluated through question 30. Ql8

18 8 Roithmayr, Smid H5: Training by radio and TV is very important. This hypothesis will be evaluated through question Theoretical Concept 2.1 State of the art of e-learning Corporate education, training and learning initiatives have a long history with their roots in the 1920s. In connection with this evolution, several terms (i.e. e Learning, web-based learning, computer-based learning, online learning, distance learning, etc... ) have been used to characterize innovations and creations. Zahm describes Computer-based training (CBT) as usually delivered via CD-ROM or as a Web download that is usually multimedia-based 8 Karon discusses the convenience factor of well-designed computer-based training by saying that any well-designed computer-based training is more convenient than traditional instructor-led training 9 In addition, self-paced CBT courses are available when learners/students are ready to attend them independent from a certain schedule or the availability of the trainer/instructor. Hall incorporates both definitions by underlining computer-based training as an all-encompassing term used to describe any computer-delivered training, including CD-ROM and the World Wide WeblO. Gotschall classifies online Learning as an all encompassing term that refers to all training done with a computer over a network". Consequently his definition includes a company's intranet, its local area network, and the Internet. He mentions that online training is also known as net-based training. At the same time Urdan & Weggen explain that online learning constitutes just one part of e learning and describes learning via Internet, intranet and extranet'2. They add that levels of sophistication of online learning vary. It can extend from a basic online learning program that includes text and graphics of the course, exercises, testing, and record keeping, such as test scores and bookmarks to a sophisticated online learning program. Sophistication would include animations, simulations, audio and video sequences, peer and expert discussion groups, online mentoring, links to materials on corporate intranet or the web, and communications with corporate education records. Zahm (2000) Karon (2000) 10 Hall (1997) " Gotschall (2000) '2 UrdanIWeggen (2000)

19 Virtual Learning and Classroom Learning 9 Reflecting this broad definition of online training, one can assume that webbased training is online training. Hall defines web-based training as an instruction that is delivered over the Internet or over a company's intranet 13 Accessibility of this training is through the use of a web-browser such as Internet Explorer, Netscape Navigator or Mozilla. Hall & Snider define e-learning as the process of learning via computers over the Internet and intranets l4. They also point out that e-learning is also referred to as web-based training, online training, distributed learning, or technology for learning. However, distance learning is not included in their e Learning definition and is defined as its own entity, as a learning process meeting three criteria: a geographical distance between a trainer and a participant, an interactive communication in two ways, and some kind of technology as a base for a learning process. Berge explains the difference between distance education and distance learning l5 Distance education is seen as the formal process of distance learning while distance learning is seen as the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance. Gotschall sees distance learning as a broadcast of lectures to far locations, usually through video presentations l6. Hall & Snider define distance learning by the three criteria mentioned above 17 Porter points out that distance learning is education or training offered to participants who are in a distant location l Research Model Following the ideas of Roithmayr/Fink the research fields can be structured with a research model (cube) as shown in Figure 219. A decision for introducing corporate learning in an organization depends on three dimensions: role, organization culture, ET&L (Learning model, Learning material, Technology) Hall (1997) Hall/Snider (2000) Berge (1998) Gotschall (2000) Hall/Snider (2000) Porter (1997) Roithmayr/Fink (2002)

20 10 Roithmayr, Smid ET&'L Concept ET&L Concept Learning Model Learning Material Technologv Role /organization culture Figure 2: Research model Role The first dimension that is described in the research model represents the role an employee plays in an organization. This dimension itself is divided into a "management dimension" and "non-management dimension". Top management plays a strategic role and is responsible for establishing business goals, long-range planning, determining new market and product developments, and making decisions on mergers and acquisitions. Middle management has tactical tasks such as setting objectives, allocating and controlling resources, planning and measuring performance. Lower management, by contrast, supervises day-to-day operations and takes corrective action when needed. The operational level performs day-to-day functional operations. The non-management dimension is based on the Dreyfus skill acquisition model which is sub-divided into five knowledge-rating intervals. The Dreyfus model assumes that those persons who master specific skills must pass through five levels ofleaming as displayed in Figure 3.