Information technologies offer considerable opportunities for supporting learning in work environments (Tochtermann & Granitzer, 2008). Notably, the Social Web provides a platform for the creation and sharing of user-generated knowledge, thereby supporting the realisation of social learning (Bingham & Conner, 2010; Vassileva, 2008). Typically, knowledge workers use a variety of social software tools for work and learning purposes. As a result the collective knowledge tends to be distributed across different, often heterogeneous, social technologies. Semantic Web technologies could potentially provide critical advantage in structuring and integrating online traces of workers’ activities dispersed across various tools. These traces can be turned into relevant, contextualised information within the workplace ( Jeremić, Jovanović & Gašević, 2013). Built on top of these two streams of technology – the Semantic and the

Social Web – Social Semantic Web (SSW) merges the ‘best of both worlds’, combining common formats for defining and structuring information with the social mechanisms for creating and sharing knowledge ( Jovanović, Gašević, Torniai, Bateman & Hatala, 2009; Mikroyannidis, 2007). We provide a discussion of the current attempts to address the challenges of work-place learning using SSW technologies and conclude by discussing the lessons learned from current research and avenues for future directions.