Education for Practice in a Hybrid Space: Enhancing Professional Learning with Mobile Technology

211 Pages·2019·3.341 MB·English

by  Franziska Trede, Lina Markauskaite, Celina McEwen, Susie Macfarlane

Understanding Teaching-Learning Practice
Franziska Trede
Lina Markauskaite
Celina McEwen
Susie Macfarlane
Education for
Practice in a
Hybrid Space
Enhancing Professional Learning
with Mobile Technology
Understanding Teaching-Learning Practice
Series Editors
Robert A. Ellis, Griffith University, Brisbane, QLD, Australia
Peter Goodyear, University of Sydney, Sydney, NSW, Australia
This series publishes research on contemporary teaching-learning practices, and in
particular,studiesthatprovideevidenceoftheintertwinedrelationshipbetweenhow
practice informs research andhow theoutcomesof research caneffectively inform
practice. The series publishes studies that make use of diverse methodologies and
conceptual framings that foreground real-world practice and trace the connections
between teaching, learning activities and experiences, and learning outcomes.
Focusing on research that goes beyond disciplinary, sectoral and national borders,
theseriesreflectsthefollowingviewsonunderstandingteaching-learningpractice:
(cid:129) Student learning is central: one cannot understand effective teaching without
understanding successful learning.
(cid:129) Evidence of the quality and character of teaching-learning practice is best
understood in context; the broader landscape in which it occurs must figure
prominently in its analysis.
(cid:129) A real-world application of research outcomes to improve teaching-learning is
best informed by a real world analysis of its practice; the challenge lies in
completing the circle.
(cid:129) Innovations in learning and teaching practice, including those which involve
new technologies, create quality, coherence and sustainability issues, which
need to be addressed.
Theseriesacknowledgesthegrowingcomplexityoflearningandteachingactivities
in context and studies the roles of digital and material tools and new spaces in
teaching and learning. In doing so, it recognises the increasingly diverse nature of
educational work and aims to publish studies combining multiple data sources to
create richer, robust, more interpretable, more action-oriented evidence.
Theongoinggoaloftheseriesistoimprovethescholarlinessofpractice-helpingit
to be better informed by research - and synergistically, to improve the practical
applicability of research designs and outcomes.
More information about this series at http://www.springer.com/series/14356
Franziska Trede Lina Markauskaite
(cid:129) (cid:129)
Celina McEwen Susie Macfarlane
(cid:129)
Education for Practice
in a Hybrid Space
Enhancing Professional Learning with Mobile
Technology
123
Franziska Trede LinaMarkauskaite
University of Technology Sydney TheUniversity of Sydney
Ultimo, NSW, Australia Camperdown, Sydney,NSW,Australia
Celina McEwen Susie Macfarlane
University of Technology Sydney Deakin University
Ultimo, NSW, Australia Burwood, Melbourne,VIC, Australia
ISSN 2522-0845 ISSN 2522-0853 (electronic)
Understanding Teaching-Learning Practice
ISBN978-981-13-7409-8 ISBN978-981-13-7410-4 (eBook)
https://doi.org/10.1007/978-981-13-7410-4
LibraryofCongressControlNumber:2019935984
©SpringerNatureSingaporePteLtd.2019
Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart
of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission
orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar
methodologynowknownorhereafterdeveloped.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfrom
therelevantprotectivelawsandregulationsandthereforefreeforgeneraluse.
The publisher, the authors and the editors are safe to assume that the advice and information in this
book are believed to be true and accurate at the date of publication. Neither the publisher nor the
authors or the editors give a warranty, expressed or implied, with respect to the material contained
hereinorforanyerrorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregard
tojurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations.
ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSingaporePteLtd.
The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721,
Singapore
Acknowledgements
This book was made possible with a grant from the Australian Commonwealth
Office for Learning and Teaching, under the Innovation and Development Grant
scheme(ID143535)fortheproject‘EnhancingWorkplacelearningthroughmobile
technology’.Thisgrant,andtheprojectitfunded,formedtheplatform fromwhich
we launched our book idea. The aim of this project was to identify how students,
workplace educators and academics can use mobile technology for students’
workplace learning experiences (WPL), or professional learning in authentic work
settings.Wedevelopedaframeworkandresourcestoenhancelearningwithmobile
technologyintheworkplace.Moredetailedinformationcanbefoundontheproject
website www.wpltech.wordpress.com.
In addition to the authors, project team members included Ms. Freny Tayebjee,
Western Sydney University, and Prof. Peter Goodyear, The University of Sydney.
Ms. Tayebjee contributed to the implementation of the project and Prof. Peter
Goodyear contributed his expertise in design for learning. We would also like to
acknowledgetheassistanceofMs.PatriciaParish,WesternSydneyUniversity,and
the contribution of members of our international advisory group: Prof. Allison
Littlejohn,Prof.MadeleineAbrandtDahlgren,Prof.MonikaNerlandandMs.Sonia
Ferns.Further,wewishtothankmembersoflocalreferencegroupsatCharlesSturt
University, Deakin University, The University of Sydney, and Western Sydney
University who assisted us with theimplementation ofthe study.
We also want to thank the students, academics and workplace educators who
participated in our study and provided feedback on our learning resources.
Thank you also to the many anonymous reviewers and editors of the publica-
tions listed below helped us sharpen our ideas:
(cid:129) Trede, F., Goodyear, P., Macfarlane, S., Markauskaite, L., McEwen, C., &
Tayebjee,F.(2016).Enhancingworkplacelearningthroughmobiletechnology:
Barriers and opportunities to the use of mobile devices on placement. In pro-
ceedings of Mobile Learning Futures—Sustaining Quality Research and
PracticeinMobileLearning,15thWorldConferenceonMobileandContextual
Learning, mLearn 2016, Sydney, 24–26 October, pp. 250–260.
v
vi Acknowledgements
(cid:129) Trede, F., Markauskaite, L., Macfarlane, S., Goodyear, P., McEwen, C., &
Tayebjee,F.(2016).Usingmobiletechnologyforworkplacelearning:Fostering
students’ agency. In proceedings of ASCILITE 2016: 33rd International
Conference on Innovation, Practice and Research in the Use of Educational
Technologies in Tertiary Education, University of Adelaide, 28–30 November,
pp. 583–588.
(cid:129) Trede, F., Goodyear, P., Macfarlane, S., Tayebjee, F., Markauskaite, L., &
McEwen,C.(2017).Learninginhybridspaces:Designingamobiletechnology
capacitybuildingframeworkforworkplacelearning.InT.BowenandDrysdale,
M. (Eds.) Work-integrated Learning in the 21st Century: Global Perspectives
on the Future, pp.83–98. Bingley, UK: Emerald Publishing.
Wewouldliketothankthebookreviewerswhowiththeirconsideredcomments
have helped us improve this book. Lastly, we wish to thank our copy editor,
Ms. Ros Allum, who supported us beyond the call of duty in the final stages of
writing this book.
Contents
Part I Conceptual Framing of Mobile Technology-Enhanced
Workplace Learning
1 Setting the Scene: Professional Learning in a Hybrid Space. . . . . . 3
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The Current Context of University Professional Education . . . . . . . . . 6
Conceptualising the Connections Between Technology
and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Meeting of Work, Learning and Technology as a Hybrid
Space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Structure of This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2 Workplace Learning as a Hybrid Space . . . . . . . . . . . . . . . . . . . . . 19
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Theoretically Framing a Hybrid Space . . . . . . . . . . . . . . . . . . . . . . . . 21
The University–Industry Partnership in WPL . . . . . . . . . . . . . . . . . . . 23
Teaching and Learning Roles in the Learning Environment
of WPL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
WPL as a Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3 mLearning in Workplace Learning. . . . . . . . . . . . . . . . . . . . . . . . . 33
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Foundations of mLearning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Historical Developments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Affordances of Mobile Technology . . . . . . . . . . . . . . . . . . . . . . . . 35
Pedagogical and Analytical Foundations of mLearning . . . . . . . . . . 36
Foundations of mLearning for WPL. . . . . . . . . . . . . . . . . . . . . . . . . . 39
Mobile Technology in WPL: Affordances and Constraints. . . . . . . . 39
vii
viii Contents
Convergences and Departures Between mLearning and WPL. . . . . . 41
Theorising mLearning for WPL and Its Design. . . . . . . . . . . . . . . . 42
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4 Designing a Mobile Technology Capacity Building Framework
for Workplace Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Developing a Better Understanding of the Use of Mobile
Technology for WPL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
The Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Key Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Students’ Preferences and Use of Mobile Devices. . . . . . . . . . . . . . 49
Students’ Perceptions of Benefits and Challenges of Using
Mobile Devices for WPL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Comparing Students and WPEs’ Use of Mobile Devices
for WPL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Identifying Benefits and Barriers . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Defining Core Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Staying Professional and Safe . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Considering Issues of Time and Place . . . . . . . . . . . . . . . . . . . . . . 61
Planning Learning Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Initiating Dialogue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Networking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Creating Learning Opportunities On-the-Go . . . . . . . . . . . . . . . . . . 63
Deepening Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Designing Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Developing Learning Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Framing the Learning Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Part II Mobile Technology Capacity Building Strategies
for Workplace Learning
5 Staying Professional and Safe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Professionalism and Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Professional Use of Mobile Technology . . . . . . . . . . . . . . . . . . . . . 74
Workplace Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Online Professional Presence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Privacy and Confidentiality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Safety and Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Contents ix
Strategies to Stay Safe and Professional. . . . . . . . . . . . . . . . . . . . . . . 80
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
6 Considering Issues of Time and Place. . . . . . . . . . . . . . . . . . . . . . . 85
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Understanding Time and Place in Situated Practice. . . . . . . . . . . . . . . 88
Rhythms, Routines and Working in Time Frames . . . . . . . . . . . . . . 88
Measured Objective and Perceived Subjective Time . . . . . . . . . . . . 89
Physical and Social Considerations of Place . . . . . . . . . . . . . . . . . . 90
Augmenting Time and Place with Mobile Technology . . . . . . . . . . . . 90
Connecting Place and Space Purposefully. . . . . . . . . . . . . . . . . . . . 92
Considering Context and Complexity . . . . . . . . . . . . . . . . . . . . . . . 93
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
7 Planning Learning Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Planning as Curriculum and as Pedagogy. . . . . . . . . . . . . . . . . . . . . . 100
Planning as a Participatory Process . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Planning as Educational Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Planning Activities for Technology-Mediated WPL. . . . . . . . . . . . . . . 104
Planning to Use Mobile Technology. . . . . . . . . . . . . . . . . . . . . . . . 104
Planning Interactions in Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
8 Initiating Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Understanding the Relationships Between Dialogue, Learning
and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Using Mobile Technology to Dialogue on Placement . . . . . . . . . . . 113
Mobile Technology in WPL as a Discussion Starter . . . . . . . . . . . . 114
Affordance of Mobile Technology to Enhance Dialogue . . . . . . . . . 115
Dialogical Approaches and Activities. . . . . . . . . . . . . . . . . . . . . . . . . 116
Approaches and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Implementing Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
9 Networking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Networked Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Professional Networks: Properties and Affordances for WPL. . . . . . . . 127
Developing Students’ Network Capabilities . . . . . . . . . . . . . . . . . . . . 128