Learning Path Speciﬁcation for Workplace Learning based on Business

Process Management

Venkatapathy Subramanian

1,2

and Antonia Bertolino

GSSI, L’Aquila, Italy

CNR-ISTI, Pisa, Italy

Keywords:

Business Process Management, Learning Path, Monitor, Workplace Learning.

Abstract:

In modern society, workers are continuously challenged to acquire new skills and competencies while at

work. Novel approaches and tools to support effective and efﬁcient workplace learning in collaborative and

engaging ways are needed. On the other hand, Business Process Management (BPM) is more and more

employed to support and manage the complex processes carried out within organizations. We propose to use

BPM also to drive workplace learning, with the advantage of aligning real tasks to training tasks. We introduce

a speciﬁcation of learning path that maps BPM tasks and activities into sequences of learning tasks that can

be customized to learners competence. The learning path speciﬁcation can be used to both drive learning

sessions, and to inform a monitor that can assess learner’s progress. We describe a platform that is under

development, and provide a simple motivational example to illustrate the approach. The goal is to combine

work and learning in natural and effective way.

1 INTRODUCTION

In the modern knowledge society education plays a

key role. At all ages and in varying contexts we are

called to assimilate a great amount of information and

capacities that are continuously communicated thanks

to pervasive Information and Communication Tech-

nologies (ICT). As a matter of fact, learning is no

longer conﬁned to formal courses in school or Uni-

versity, but happens more and more as a continuous

and lifelong process.

Indeed, advanced countries see investing in people

education and qualiﬁcation as a necessary condition

to overcome the economic crisis and support innova-

tion and future recovery. One signiﬁcant part of adult

education needs to take place at work, where peo-

ple must continuously develop new skills and compe-

tences to overcome evolution of processes and tech-

nology. A culture of collaborative workplace learn-

ing must be shared between employers and workers

within a win-win strategy.

Hence, the need arises for putting in place means

to support workplace learning, while successful indi-

vidual learning becomes an important parameter for

the successful functioning of an organization. In re-

cent years, many training and e-learning methods and

frameworks are developed to help the employees of an

organization to learn about the business activities they

are involved. However the training and e-learning ses-

sions were not as successful as aimed because:

• often the training session is out of working time,

implying that workers need to devote extra-work

time that is demanding and exhausting

• the learning curve for the training session itself

was steep and apart from their business activities

and hence workers were hesitant to take up the

task

• setting up a learning environment similar to the

working environment is very difﬁcult for the com-

pany and usually costly and so workplace training

becomes difﬁcult for the company to setup

Companies look for alternative approaches to train

the employees that can address the above issues.

What companies are looking for is workplace learn-

ing in which employees can take lessons while they

are at work. In our view the requirements for success-

ful workplace learning should include:

• capability to simulate the actual working environ-

ment for the employees

• efﬁcient and cost-effective set up of the training

environment

172

Subramanian, V. and Bertolino, A.

Learning Path Speciﬁcation forWorkplace Learning based on Business Process Management.

In Proceedings of the 8th International Conference on Computer Supported Education (CSEDU 2016) - Volume 1, pages 172-180

ISBN: 978-989-758-179-3

• capability to track and customize learning tasks to

the proﬁle of the employees

On the other hand, nowadays ICT penetration

within the functioning of business organizations is

deep and it can be very conﬁdently stated that they

help in every step of the functioning of the organi-

zation. As the adoption of ICT increases, the in-

teraction between actual physical business transac-

tions and software technology become heavily inter-

twined and inter-dependent. Several methodologies

have been proposed to make the integration of ICT

and work procedures easier and more efﬁcient. One

such methodology is Business Process Management

discipline, which helped the organizations to view

their function as processes.

BPM have matured for the last couple of decades

and has penetrated many large scale organization in

their design of business process as well as the re-

lated software applications needed to execute the pro-

cesses. BPM can also be easily integrated into legacy

systems and other applications that reside outside

of normal scope the organization’s software appli-

cational needs. Systems that are developed using

BPM techniques are called as Business Process Man-

agement Systems. BPM success stories are many.

Austin Energy, one of the leading energy utility com-

pany used BPM techniques to create an integrated

IT infrastructure that spans the entire enterprise, to

employ a powerful software framework for develop-

ment, management and operations, enabling better

service and to provide end-to-end monitoring, control

and management of generation and distribution to im-

prove responsiveness and utilization of resources lev-

els. (IBM-BPM, 2009) With robust IT infrastructure

available, there is a need now to use them for enabling

learning at workplace.

We believe that the current methodologies of BPM

techniques can help organizations build such work-

place learning environment. This idea is at the core

of the ongoing Learn PAd European Project, where

we are developing a new approach and a platform to

learning at work that exploits BPM models as both

learning content and guide for personalized and col-

laborative learning sessions.

In the context of such wide goal, in this paper, we

propose BPMS as a tool that can be used to develop

workplace learning and training within an organiza-

tion. Many facilities needed for using a BPMS to de-

sign a learning systems are already in place such as

collaborative execution between different users, web-

service integration, etc However BPM is not origi-

nally conceived for learning. In this work, we focus

on deﬁning a learning path speciﬁcation that can be

used to extend a BPMS for workplace learning. We

call it as Business Process Management-based Learn-

ing System (BPMLS).

As deﬁned in (Janssen et al., 2008a), a sequence

of activities and learning objectives customized to the

needs and competencies of a learner is called a learn-

ing path. Therefore, after some background notions

(Section 2), in Section 6 we introduce a deﬁnition of

a learning path mapped on BPM models. Then in Sec-

tion 4 we describe a BPMLS framework under devel-

opment that can be for declaring and assessing learn-

ing activities of workplace learners. In Section 5 we

walk through an example to show how the approach

is used. Related work and Conclusions sections com-

plete the paper.

2 BACKGROUND

This section will provide an overview of background

concepts and technologies that are at basis of our

work. In particular, our learning path speciﬁcation

uses and combines concepts and deﬁnitions related to:

• Business Process Management discipline;

• Business Activity Monitoring systems;

• Workplace Learning approaches;

• Learning Path speciﬁcation.

We already introduced informally Business Pro-

cess Management (BPM) in Section 1. More for-

mally, we adopt here van der Aalst and coauthors

operational deﬁnition of BPM (van der Aalst et al.,

2003) as a discipline supporting business processes

using methods, techniques, and software to design,

enact, control, and analyze operational processes in-

volving humans, organizations, applications, docu-

ments and other sources of information.

BPM spans over a complex life-cycle including

stages of design, conﬁguration, enactment, and diag-

nosis (van der Aalst et al., 2003) . A Business Process

Management System (BPMS) is a suite of software

tools that leverage BPM concepts and covers some of

the important components of the BPM life-cycle. Us-

ing a BPMS, process models are automated as work-

ﬂow models that are then executed by a process en-

gine. (Van Der Aalst and Van Hee, 2004)

Business Process Management Notation 2.0

(bpmn.org, 2011) (in the following referred to sim-

ply as BPMN) provides a standardized graphical no-

tation for modeling executable business processes in

a workﬂow. A workﬂow contains a sequence of busi-

ness activities, the work of a person, group, or any

business applications. BPMN is one of the most suit-

able standards for developing process-oriented enter-

prise systems.

Learning Path Speciﬁcation forWorkplace Learning based on Business Process Management

173

BPMS frameworks provide tools for: i. Process

modeling, ii. Process Execution, and iii. Business

Activity Monitoring (Van Der Aalst et al., 2003),

among other things. In particular, Business Activity

Monitoring (BAM) software can provide real-time

access to critical business performance indicators

for business activities executed by BPMS. BAM

uses Complex Event Processing (CEP) techniques

(Buchmann and Koldehofe, 2009), to process simple

software-level events and derive higher level business

events. BAM collects data of interest during the

run-time business process execution. Collected data

are later analyzed by Complex Events Processor

(CEP) and correlated to Key Performance Indicators

(KPIs) and Goals deﬁned for the process models.

(Calabro et al., 2015; Koetter and Kochanowski,

2012)

By adopting a model-driven approach, BPMS can

easily be adapted for the design of platforms that

can both inform and mimic business scenarios. This

idea is at the basis of the ongoing Learn PAd project,

which is developing a technology-enhanced platform

for adult learning. In fact, when the modeled BP re-

produces operational process in the ofﬁces, such plat-

forms can provide opportunities for the employees to

acquire knowledge by actually doing the activity. This

kind of learning is called as workplace learning (Bil-

lett, 2001). Workplace learning emphasizes on partic-

ipatory business practices for individual knowledge-

gain. (Billett, 2004)

Within the learning context, Learning path is

described as the chosen route, taken by a learner

through a range of learning activities, which allows

them to build knowledge progressively. (Clement,

2000) It can be used to formally describe learning

scenarios. (Janssen et al., 2008a) A learning path in-

cludes a learnﬂow which contains orchestration de-

tails for learning activities, roles and other learning

resources. (Mari

no et al., 2007) Learning path speci-

ﬁcation should also deﬁne learning objectives or out-

comes.

Many platform-independent Educational Model-

ing Languages have been proposed to describe learn-

ing path. IMS Global Consortium released the IMS-

Learning Design speciﬁcation that allows for deﬁning

the learning path as a Unit of Learning (UOL). (IMS-

Global, 2003) Janssen and coauthors have provided a

generic learning-path model that are mapped to IMS-

LD designs. (Janssen et al., 2008a)

The aim of this paper is to introduce a learning

path speciﬁcation that can be integrated to BPMS

for workplace learning. Our speciﬁcation draws to-

gether the key concepts and deﬁnitions from Business

Process Management discipline as well as Workplace

Learning approaches explained above.

3 LEARNING PATH

SPECIFICATION

IMS-LD and Janssen et al (IMS-Global, 2003;

Janssen et al., 2008a) learning path speciﬁcations em-

phasize on learnﬂow that consists of a sequence of

activities and learning objectives based on the com-

petencies of the learner. However, when it comes to

deﬁning learning path for business process models,

speciﬁcation of learnﬂow and learning objectives dif-

fer due to the following reasons:

• Learning ﬂow for workplace learning should align

to the business activities of an organization. What

an employee learns should conform to the busi-

ness process sequence rules established by the or-

ganization.

• Learning objectives of workplace learning should

be correlated to Key Performance Indicators

(KPIs) of business activities that are executed dur-

ing the learning process.

• Learning path should be able to capture differ-

ent business scenarios of the same business pro-

cess. An employee’s business activity may change

based on the inputs he receives during the busi-

ness process execution

The above key aspects are captured in our learn-

ing path speciﬁcation. Our speciﬁcation maps KPIs of

business processes to objectives of the learning path.

Figure 1, represents the model of our learning path

speciﬁcation. We extend the BPMN model to intro-

duce attributes related to LearningPath. This speciﬁ-

cation allows deﬁning Learning path on top of BPMN

speciﬁcation. In the ﬁgure, classes of BPMN model

are represented in gray background. Classes with the

yellow background are related to the learning path

speciﬁcation. An overview of the model is explained

in detail below.

A Business Process Model deﬁned using

BPMN.2.0 speciﬁcation can have one or more

Learning Paths. Learning Paths are deﬁned only for

BPMN models with parameter isExecutable set to

true. This is to ensure that learning paths are deﬁned

only for deployable BPMN process models (refer

BPMN Speciﬁcation). Each instance of Learning

Path model represents one learning session, and

executes a process instance in BPMLS, with KPIs

and monitoring parameters deﬁned by the Learning

Path model. Learning Paths fulﬁll learning objectives

which are represented as KPIs. KPIs are used to

CSEDU 2016 - 8th International Conference on Computer Supported Education

174

Figure 1: Learning path speciﬁcation for business process model.

evaluate key business metrics that are crucial during

the execution of the process instance. Mapping KPIs

to Learning objectives ensures that learning sessions

caters to the business goals of the organization.

A Learning Path can have one or more Learning

tasks. LearningTask class is extended from the Task

of BPMN. Learning Tasks deﬁne one or more Param-

eter objects which are used to calculate KPIs during

the learning session.

LearningTask can contain a set of DataInput ob-

jects that deﬁnes a set of input data thatis expected for

the corresponding learning task. Similarly DataOut-

put objects deﬁnes output data expected from the

learning task. DataInput and DataOutput are ex-

tended from their counterparts from BPMN speciﬁca-

tion.

In this section we have provided a learning path

speciﬁcation for business process models. In the next

section we will provide an architectural framework

that uses this speciﬁcation for building BPMLS. In

Section 5, we provide an example to explain how the

business process and learning are related, and how

learning path speciﬁcation help in business process

learning.

4 FRAMEWORK FOR

BPMS-BASED LEARNING

SYSTEM

BPMS which can be used for modeling and execution

of BPMN-based process models can be extended into

BPMLS, if we can deﬁne:

• A Model to specify Learning Path on top of

Business Process Models: This is what we pro-

vide in Section 6.

• A Platform to Design Learning Models: It can

be a tool developed on top of BPMS modeling

tools. This work is currently in progress, and we

are not covering this in this paper.

• Methods to Monitor and Assess the Learning

Progress of a User: Preliminary result of this

can be found in our work. (Subramanian and

Bertolino, 2016)

In this section, we will provide the architecture

of BPMLS. The framework is conceived such that an

employee who needs to learn about a business process

can log into the system and will ﬁnd an environment

Learning Path Speciﬁcation forWorkplace Learning based on Business Process Management

175

Figure 2: Framework of BPMS based Learning and Monitoring System.

mimicking the real business process for learning pur-

poses. Project Learn PAd, of which this work is a

part, aims at developing a learning environment that

supports, among other things, a procedural learning

approach based on simulation and monitoring (learn-

ing by doing). This research work will provide meth-

ods to deﬁne learning path as well as to execute and

monitor the learning progress during a learning ses-

sion. Since providing actual components for creating

a learning scenario is beyond the scope of this work,

we will use existing business process engine for pro-

cess execution. Later we will integrate our framework

with the simulation environment of Learn PAd.

The framework provides components: i. to deﬁne

learning path for business process models, ii. to cre-

ate a learning session and deploy the corresponding

process instance in a process engine (simulation en-

gine in the later period of time, when it is been devel-

oped). iii. to monitor the learning session to verify if

the learning path satisﬁes the learning outcomes. The

overall framework of our BPMS-based learning sys-

tem and monitoring system is given in Figure 2.

The architecture covers three phases of a BPM

life-cycle, namely Modeling, Execution and Monitor-

ing. During the modeling phase, learning paths are

deﬁned for a given process model based on our spec-

iﬁcation. A document will be created for each learn-

ing path. When writing this paper, we are in the pro-

cess of developing a tool for XML serialization of the

LearningPath speciﬁcation. The document will con-

tain the business process model as well as of the learn-

ing path model.

During the execution phase when one of the

learning path is selected for execution, model-

transformation technique is applied to transform the

learning path model into business process model.

Model-transformation from Learning path model to

Business Process model is an ongoing work and is be-

yond the scope of this paper. Some of the initial work

can be found at (will be reference to submitted paper

not included due to double-blind review procedure).

After the transformation is complete, a learning

scenario will be created by executing the correspond-

ing process instance in BPMLS business process en-

gine. Monitoring uses BAM techniques to monitor

the learning path execution and provides real-time re-

sults of the learning progress.

In the next sections, we will see an example and

the prototype that we developed for the execution of

learning path model.

5 MOTIVATIONAL EXAMPLE

In this section we will see a motivational example,

to understand the learning path speciﬁcation that was

deﬁned earlier.

European Union Framework Program (FP7) pro-

vide funding opportunities for many organizations

within Europe to support Research and Development.

Organizations working within FP7 programs should

understand the complexity involved during the suc-

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176

Figure 3: Example Process- Periodic Budgeting Report.

cessful execution of their projects. Understanding the

different processes involved is crucial for the success

of the project. For example, participants in an EU

ﬁnanced project are obliged to report periodic bud-

geting activities for the tasks performed within the

project. This process is quite complex but yet ex-

tremely important for the employees of the organi-

zation to understand. Workplace learning for such

scenarios is the need of the hour for such organiza-

tions. We will consider below a motivational example

that will highlight the usefulness of our learning path

speciﬁcation workplace learning for the above sce-

nario. Figure 3 represents a simpliﬁed BPMN model

for the periodic budgeting report of an organization

that is involved in the FP7 project. It is a collabora-

tive process between a project manager and a project

coordinator. In the ﬁrst task ‘Fill Use of Resources

(UoR)’, the project manager has to ﬁll a predeﬁned

timesheet form to reﬂect the different resources used

for the project during a particular period. Next task

is an automated service task (typically a web-service

call), that mimic the process to calculate project costs

based on the timesheet ﬁlled earlier. At the end of the

‘Calculate Cost’ task, a ﬁlled ‘Form C’ document will

be provided to Project Coordinator. The coordinator

will set a contribution in the next task called ‘Set Re-

quest Contribution’ based on the details available in

Form C. In the ﬁnal step, the manager has to attach a

list project activity documents relevant to the project.

The task is called ‘Include Activity Docs’ in the busi-

ness process model. With the submission, the process

will be completed.

Though it is a simpliﬁed version of EU budget re-

porting, the above example is still complex enough

to be reproduced in a standard Learning Management

System (LMS). We will see how our BPMLS frame-

work makes it easier for creating a learning environ-

ment for such scenarios.

5.1 Learning Path for Periodic Budget

Reporting

Our First goal is to provide a learning path speciﬁca-

tion for the above example. Figure 4 provides the in-

stance model of the Learning Path speciﬁcation. The

instance captures one learning scenario for the ex-

ample. The learning path is created for the budget-

ing scenario of ‘Project X’. The details of the sam-

ple project scenario is provided as DataInput to the

learning task ‘Fill Use of Resource’. Note that in the

representational ﬁgure just the name of the project is

provided. However additional details can be provided

as an array of DataInput object (not provided in the

ﬁgure for the sake of brevity). The learning task also

contains a Parameter object called ‘Total Time’ that

will be used within KPI. ‘Set Request Contribution’

is another learning task of the learning path speciﬁ-

cation. It also contains a Parameter object called

‘Request Cost’ to capture the cost set by the project

coordinator.

Both the Parameter objects are used within the

calculate function of KPI class which is deﬁned as:

TotalTime < 100 && RequestCost < 10000

The KPI function veriﬁes if the collaborators of

the ‘ Project X’ is able to ﬁll the forms accurately.

In our speciﬁcation, KPIs are used to monitor if the

‘Total Time’ entered by the project manager is less

than 100 (hours) and the ‘Request Cost’ entered by

the project cost is less than 10000 (Euros). And this

KPI is set as learning objective of our learning path

speciﬁcation. This way our learning path speciﬁca-

tion can ensure that the learning scenario caters to the

business goals of the organization.

5.2 Prototype Evaluation

A prototype was developed to evaluate the learning

path model transformation and assessment tech-

niques. Learning path speciﬁcation are created as

mentioned above. Model transformation is performed

in a semi-automated way, where the BPMN models

are generated automatically and later manually up-

dated with the additional learning tasks parameters.

We already have developed a semi-automated model

transformation technique in our work. (reference

to submitted work, omitted here for double-blind

process) We are in the process of automating the

transformation technique.

Learning Path Speciﬁcation forWorkplace Learning based on Business Process Management

177

Figure 4: Learning Path Speciﬁcation- Periodic Budgeting

Report.

Figure 5: Learning Path Speciﬁcation- Periodic Budgeting

Report.

Figure 6: Monitoring- Periodic Budgeting Report.

For the Process Execution Engine, we used

Apache Activiti, an open-source Java-Based BPM

Platform. (Rademakers, 2012) For learning path mon-

itoring we used Drools Fusion (Drools Fusion 6.0.3,

2015) based CEP engine. Apache Activiti Explorer

was used to design, and execute the process mod-

els. Learning path model and its corresponding busi-

ness process models, CEP rules were created sepa-

rately. The explorer interface was modiﬁed to detect

and display the learning progress to the users. Figure

5 provides a screenshot in which the ‘Fill Use of Re-

sources’ task is executed. Figure 6 provides a screen-

shot of a simpliﬁed web page where the progress of

the learner is registered.

6 RELATED WORK

Using BPM concepts for the management of col-

laborative learning processes have long been consid-

ered by the research community. Marino and coau-

thors (Mari

no et al., 2007) proposed a method to

transform learning design models deﬁned using the

IMS-LD speciﬁcation to business process execution

model called XML Process Deﬁnition Language. The

goal was to use IMS-LD for deﬁning a learning de-

sign and use business process engine as a delivery

platform for the learning designs. In (Karampiperis

and Sampson, 2007), Karampiperis and coauthors ex-

amine using of BPMN as a common representation

notation for learning ﬂows modeled using Business

Process Execution Language (BPEL) and present an

algorithm for transforming BPEL Workﬂows to IMS-

LD learning ﬂows.

Vantroys and Peter (Vantroys and Peter, 2003) pre-

sented Cooperative Open Workﬂow (COW), a ﬂex-

ible workﬂow engine that can be used to transform

IMS-LD into XPDL designs to enact the learning

models in the platform. Another e-learning plat-

form called Flex-el (Lin et al., 2002), is also been

built on top of workﬂow technology. It provides a

unique environment for teachers to design and de-

velop process-centric courses and to monitor student

progress. Project TRAILER, BPMN is used as a

model to deﬁne a methodology and developing tools

to learning as well as the management of competences

and skills acquired through informal learning experi-

ences, both from the perspective of the user and the

institution or company. (Penalvo et al., 2012; ?)

Above discussed methodologies and platforms fo-

cus on using BPM techniques and technologies for

designing learning speciﬁcations for academic sce-

narios and do not focus on workplace learning.

Regarding learning path speciﬁcation, Janssen and

coauthors proposed learning path information model

that can represent a formal learning path model.

(Janssen et al., 2008b) However, the speciﬁcation

is generic and does not address the requirements of

workplace learning based on BPM. We already raised

the issues in Section 6.

CSEDU 2016 - 8th International Conference on Computer Supported Education

178

As far as we know none of the existing work focus

on using BAM for workplace learning monitoring. In

their work, Adesina et al focus on visually tracking

the learning progresses of a cohort of students in a

Virtual Learning Process Environment (VLPE) based

on the Business Process Management (BPM) concep-

tual framework. (Adesina and Molloy, 2012) Their

work focus on learning speciﬁcations for academic

scenarios and do not focus on workplace learning.

Tracking the learning progress also do not leverage

upon BAM systems.

Our work deﬁnes a precise speciﬁcation that can

be used for deﬁning learning path for business process

models, as well as transformation techniques for us-

ing standard business activity monitoring techniques

to monitor learning progress of an employee.

7 CONCLUSIONS AND FUTURE

WORK

Our work aims at exploiting the potential of BPM to

support effective and realistic workplace learning ac-

tivities. BPMS solutions used at work are very pow-

erful and widely used, but they are not conceived for

training. To the best of our knowledge there is no ex-

isting proposal for adapting BPMS to learning needs.

Our work stays within the context of the European

Learn PAd project, that aims at exploiting enriched

BPMN models for deriving both recommender sys-

tems and simulation sessions used expressly for learn-

ing the modeled sequence of tasks.

This work, in particular, aims at ﬁlling the gap be-

tween BPM used for work, and workplace learning

needs. We introduced a speciﬁcation of learning path

that extends the standard BPMN speciﬁcation by in-

cluding learning relevant concepts. The development

of a platform using such deﬁnition both for driving the

learning session and for assessing learners progress is

still ongoing. We are currently reﬁning platform im-

plementation, and testing it on several scenarios de-

ﬁned within the Learn PAd project.

ACKNOWLEDGEMENTS

This research has been partially supported from the

European Union’s Seventh Framework Programme

[FP7/2007-2013] under Grant Agreement N. 619583

(Project Learn PAd - Model Based Social Learning

for Public Administrations).

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