Within the last few years, knowledge management has become one of the hottest subjects among organisational and information systems theorists and practitioners. Many find in it an amazingly opportunity to bridge the two areas, so many times pursuing common goals following parallel, never matching paths. And they are so absorbed with the new hip that they are letting drop an indissociable concept, organisational learning (OL), with which everything begins. The concept of OL is not new. However, there is an ongoing controversy around the field, as well as around its most recent reedition or pragmatic reconfiguration, the learning organisation. As a result, several models have been developed but, up to now, none seems to have been particularly acclaimed and accepted. This work presents a model for the study of organisational learning, developed in order to fill the gaps found in the literature. Namely, it seems able to work as the integrative framework, providing the holistic context where to study, develop, use and evaluate organisational IS and ICT. It may also help to bridge the theoretical preoccupations and the more rigorous approaches found in the OL field and the empirical drive of the research done in the context of the learning organisation studies.