21st century career development is increasingly characterized by recurring participation in work-related skill learning, much of which is mediated by technology. However, integration of this technology into work-related lifelong learning contexts has been relatively atheoretical and non-systematic. Building on interdisciplinary adult learning research and our findings from several studies on an online graduate degree program in a high demand STEM field, we propose a multilevel, person-centric framework of adult learning processes related to: (1) knowledge and skill acquisition, (2) the development and maintenance of motivation and wellbeing over time, and (3) transfer of learning to career-related goals. For each level of the framework, we discuss issues related to the measurement and evaluation of learning. We outline affordances (i.e., functional benefits) of technology (including artificial intelligence) for supporting career-related learning at each level, and present future directions related to major gaps in the field's understanding of these affordances. Throughout the final section, we illustrate the implications of our framework with examples of its use in a research institute focused on AI adult learning technologies. Finally, we present guiding questions for researchers and practitioners interested in technology-mediated career-related learning.

中文翻译：

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终身学习的技术支持：多层次、以人为中心的框架的应用


21 世纪的职业发展越来越以反复参与与工作相关的技能学习为特征，其中大部分是由技术介导的。然而，将这项技术整合到与工作相关的终身学习环境中一直相对缺乏理论性和非系统性。基于跨学科成人学习研究以及我们对高需求 STEM 领域在线研究生学位课程的多项研究结果，我们提出了一个多层次、以人为中心的成人学习过程框架，涉及：(1) 知识和技能获取，( 2）随着时间的推移发展和维持动力和幸福感，以及（3）将学习转移到与职业相关的目标。对于框架的每个级别，我们讨论与学习测量和评估相关的问题。我们概述了技术（包括人工智能）在各个层面支持职业相关学习的可供性（即功能性好处），并提出了与该领域对这些可供性理解的主要差距相关的未来方向。在最后一部分中，我们通过在专注于人工智能成人学习技术的研究机构中使用该框架的示例来说明该框架的含义。最后，我们为对技术介导的职业相关学习感兴趣的研究人员和从业者提出了指导性问题。