The central assumption that guides this book is that research and practice about learning at the workplace has recently lost its critical edge. This book explores what has happened to workplace learning and organizational learning and studies what has replaced it. In addition, the book discusses to what extend there are reasons to revitalize it. Today, themes such as ‘innovation’, ‘co-creation’ and ‘knowledge sharing’ seem to have become preferred and referred to as theoretical fields as well as fields of practice. In several chapters of this book it is argued that the critical power of learning could be regained by starting a new discussion of how these new fields of practice can be substantiated by topics such as learning arrangements, learning mechanisms, and learning strategies.  Hence, the aim of this book is to both advance and recapture our knowledge of learning in today’s increasingly complex world of work and organizing. The contributions inthis work do so by revisiting classic research on workplace and organizational learning and discussing how insights from this body of literature evokes new meaning. It sets the stage for new agendas and rethinks current practices that are entangled in activities such as innovation, co-creation, knowledge sharing or other currently widespread fields of practice.

Table of Contents:
Part I: Co-creating.- Part 1. A researcher’s (personal) reflexive note - and call for collaborative learning (Anna Jonsson).- Chapter 2. Infrastructuring for co-production: a learning perspective on health promoting services among senior citizens (Marie Aakjær & Eva Pallesen).- Part II: Knowledge sharing.- Chapter 3. Coordination as integration - the dilemmas when organizing inter-professional teams at a hospice (Bente Elkjaer, Maja Marie Lotz & Niels Christian Mossfeldt Nickelsen).- Chapter 4. Do You Have a Moment? “Talks-To-Go” as Practices for Workplace Learning (Britta Møller).- Part III: Innovating.- Chapter 5. ‘No Mental Surplus’: Workplace Innovation from Problem Solving to Problem Framing (Charlotte Wegener, Britta Stenholt and Iben Lovring).- Chapter 6. Learning, Co-Construction and Socio-Technical Systems: Advancing Classic Individual Learning and Contemporary Ventriloquism (John Damm Scheuer & Jesper Simonsen).- Chapter 7. The promise of learning through gaming atwork (Katia Dupret).- Chapter 8. Entrepreneurial Learning. Learning Processes within a Social Innovation Lab through the Lens of Illeris Learning Theory (Joy Rosenow-Gerhard).- Part IV: Organizing.- Chapter 9. Networks of learning: Exploring what organization means in professional attempts at organizing learning (Kasper Elmholdt & Claus Elmholdt).- Chapter 10. Healthcare technology and telemonitoring: Overcoming barriers to collaboration between healthcare contexts (Niels Christian Mossfeldt Nickelsen & Stine Rath).- Chapter 11. Self-managing teams in a public library: Learning arrangements at work (Sari Yli-Kauhaluoma).- Part V: Educating.- Chapter 12. Making schools into learning organizations - Building capacity for organizational learning through national competence programs (Thomas Dahl and Eirik J. Irgens).- Chapter 13. The communicative organization of reflexivity in management education: A case of learning to be “right” by becoming wrong? (Roddy Walker& Mie Plotnikof).- Chapter 14. Rethinking transfer of training: Continuing education as collaborative practice (Nikolaj Stegeager and Peter Sørensen).