The purpose of this paper is to relate an experience which tried to veer the focus of traditional workplace learning towards blended learning in an Italian University. The question is whether this will really contribute to creating a community in a situation where people have little opportunities to have contact and exchange ideas and practices. Tutor support and careful induction sessions will help make everyone more comfortable with the new technology by showing the opportunities it opens up.
The evidence taken into consideration refers to the initial phases of the project: leading a needs assessment survey and introducing library staff to the new system, both as learners and teachers. Courses have been organized and surveys have been drawn to collect the participants' impressions.
Actually, it seems that learning is enhanced when related to real situations, and so is interaction and involvement of participants, notwithstanding age and background differences: this seems to be even more true for online environments.
This is a report about a particular experience from which is drawn a series of considerations useful for practice: it is not intended as a wide scope study on e‐learning application to workplace learning and development.
The experience described here builds up a basis for a new mode of delivering learning experiences at work, while at the same time trying to create a sense of belonging and community.
Though not aiming at drawing conclusive statements on the subject, the paper analyzes the impact of blended learning in an organizational environment where differences in age, education and relative isolation of single workers are the rule. This applies to most library systems and larger organizations, therefore the experience can build up a basis for critical thought in sketching workplace development plans for larger libraries and library systems.
