Learning processes and processing learning: from organizational needs to learning designs

Abstract Purpose – The purpose of this paper is to provide a model for a process‐oriented view on learning in organizations, and to link this model with IMS Learning Design (LD), a language for the description of pedagogical arrangement of multi‐role activities. Design/methodology/approach – This article exploits conceptual modeling techniques and a literature review. Findings – A tentative mapping of the GOAP model to LD constructs is sketched, and some tentative aspects that suggest the need for an extended specification embedding LD are discussed. Research limitations/implications – This paper describes a model for a process‐oriented view on learning in organizations, and sketches how that framework could be integrated with IMS Learning Design, a language for the description of pedagogical arrangement of multi‐role activities. Practical implications – The paper promotes the role of conceptual modeling as a key process for learning design. Originality/value – The paper presents an exploitation of learning processes modeling towards effective learning designs.