Development and innovation can be seen as cogenerative learning. With reference to Max Elden and Morten Levin (1991) I will use the concept in order to understand innovation processes at the workplace. In this perspective it is important to organize and to create learning opportunities that enable employees to make good decisions based on increased competence in such learning (Klev & Levin, 2002,).  Klev and Levin (2002) emphasises that learning processes should be self-supporting. It means that learning processes should change their character from being development work in interaction with managers or external actors to become an integral part of everyday life at work.

Competence in Innovation work is seen as one of the most important professional skills needed in the 21st century (Binkley et. Al, 2012, p, 18; OECD, 2017, p. 21; NOU, 2015: 8 p. 31). Education provides a foundation for the individual to acquire new competences in a lifelong perspective. As a part of the practical work, skilled workers, such as health-care workers, need to make critical assessments, find new solutions and implement ideas in practice. Moreover, these competences are not only for professions with theoretical-oriented tasks (NOU 2015: 8 p.21).

The objectives for this paper is to investigate if tools and methods designed to develop EDI can contribute to the motivation for and experience in competence development for young health care-workers.

This action research study involves using data collection throughout the entire #Læringslivet project. We have quantitative results in terms of number of students, credits and innovations that are registered and we have more discussable results related to practical effects. (Amble & Johansen, in process).

The workplaces have developed new practices. Some already call it a work form, everyone says that they will continue working on innovating. As an expected spin-off effect, employees have become better known, safer; and have a better working environment, this indicates increased job satisfaction. The learning environment in the workplace has moved in an expansive direction Preliminary findings also indicate that the Handbook provides a practical guide for innovation, and the manual simplifies the process of innovation, and give the young health- care workers awareness that they have an impact and how they can influence.

Amble, N. & Johansen, E. M. (2018, in process). Når arbeidet blir skole og skolen blir arbeid – #Læringslivet som et eksempel på et symbiotisk læringssystem Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills, in P. Griffin, B. McGaw and E. Care (Eds.) Assessment and Teaching of 21st Century Skills, Dordrecht; Springer (17-66) Elden, M. & Levin, M. (1991). Cogenerative learning Bringing Participation into Action Research. In Whyte, W. Foote (eds.). Participatory Action Research. Sage Publications (127-143) Fuller, A. & Unwin, L. (2004). Expansive learning Environments: Integrating Organisational and Personal Development. In H. Rainbird, A. Fuller & A. Munro (eds.), Workplace learning in Context, London: Routledge (126-144) Høyrup, S. (2010). Employee-driven innovation and workplace learning: basic concepts, approaches and themes. Sage Klev, R. & Levin, M. (2009). Forandring som praksis Endringsledelse gjennom læring og Utvikling. Bergen Fagbokforlaget NOU. 2015:8. (2015). Fremtidens skole. Fornyelse av fag og kompetanser. Oslo: Kunnskapsdepartementet. OECD report (2017). The nature of Problem Solving. Using research to inspire 21. St century learning, OECD Publishing, Paris.