Learning and informed environments (AAI) are defined as a set of virtual or physical elements – spaces, meetings, events, virtual communities, among others – which aggregate the people and institutions in contexts that stimulate the share, the socialization and the exchange of knowledge. The relations established in learning and informed environments express the intellectual capital of social networks of VHL, in other words, the knowledge accumulated by institutions and individuals which participate of collective construction of network, in its institutional and professionals trajectories.

The main goal of learning and informed environments is to aggregate this dimension of collective construction of knowledge in VHL. In consonance with the operational framework of VHL, the AAI’s are integrated with social networks and of contents at the same time that promote the linkages between them, making these three dimensions converge to a single network (see The VHL as operational framework of work in network).

In the VHL, the sustainability of content networks is directly related with the intensity of the dynamic of interactions established among social networks in the process of management and operation of the information sources. From the premise that knowledge is constructed socially, the social relations take a fundamental role in its generation. Therefore the approach and implementations of the AAI’s extend the capacity of overcoming what is called “know-do gap”, that is, exceed or reduce the gap between what is known and what is practiced, or even, between knowledge and action. In this perspective, AAI are strategic for the development of VHL, promoting the capillarity and supplying between the social networks and the contents.

In this perspective, AAIs are strategic for the development of VHL, promoting the participation of the most diverse communities and localities in supplying of the contents of network

The learning and Informed environments are developed in the contexts of the instances geographic and thematic of VHL, from the moment it is appropriate as a means and space for the share of information and knowledge. Initially, the adoption of AAI is given by social networks which are participating in the construction of VHL, for example, exchanging ideas to integrate and search for support of the participants, realigning events of information or any other information source in this space.

This general understanding about the AAI shows the importance of fomenting and potentiating the exchanges and interactions among social networks, strengthening continuously its capacity of production and management of the information sources in VHL.

Progressively, the VHL is incorporated as a resource of information and knowledge by institutions represented in social networks, promoting the evolution and transformation of these institutional spaces in apprentice and informed environments. The institutions are stimulated to incorporate and promote continuously mechanisms that aim at the exchange and knowledge transfer.

The dimension of the AAI subsidizes the formal creation of conditions and infrastructures for that the institutions operate their local flows of information of integrated manner with the sources and flows of information of the VHL. Like this, the AAI’s tend to expand and gain forms more and more inter-rectum related.

In the organization environments, practices of interaction between individuals and mechanisms of knowledge transfer, as the transparency of the processes and flows of work, management of projects in net, adoption of policies of information management, among others, extend the individual and collective capacity of learning and acquiring new knowledge.

The solution of problems that demand innovation of processes, practices, methodologies or technology, mostly are developed in “black-boxes”, without mechanisms that promote the exchange of information and knowledge. The AAI’s equip the organizations; environments and network, with greater ability to register and to systematize information, as well as, with mechanisms for the creation of new knowledge, potentiating the innovation processes on health.

In this sense, promote access and use of information and scientific knowledge with the effective participation of people and institutions, as well as the development of its capacities and infrastructures through the VHL contributes to the strategy of the World Health Organization (WHO) of reduction and overcoming of the gap between what is known and what is practice to advance towards health equity

The management and operation of apprentice and informed environments is based on a set of lines of action, oriented to development of individual competences and collective strengthening, described as follows: