The paper discusses Problem-Based Learning (PBL) as a mediating factor in generating a variety of learning networks in workplace contexts. We argue that informal learning in experiential circumstances can be systematised to encourage deep learning at the individual and collective level. Given the distinct problem-solving opportunities in PBL, learners can increase their capacity to acquire new knowledge through self-inquiry, reflection and dialogue. The repositioning of learning attitudes also leads to an enlargement of communities of practice wherein double and triple-loop learning cycles intersect to create rigorous learning. We propose an integrated model to explain the dynamics of PBL operating within the constraints of workplace contexts.
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