Abstract
The concept of the learning project can be used to systematically organize learning around work‐related problem‐solving activities. It draws on a dual tradition of organizational projects and project education. There are several approaches to learning projects which tend to overstress competence development of learners and underscore the importance of simultaneous work development as a means of problem‐solving. The learning network theory (Van der Krogt 1995) is used to broaden the scope on problem‐solving and to define a coherent concept of learning projects, allowing for a distinction between a liberal, vertical, horizontal, and external type. A range of alternative ways of organizing learning projects to solve work‐related problems are presented, explicitly linking competence development to work development.
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