Creating a shared culture of mobile technology use in workplace learning A/Prof F. Trede Prof P. Goodyear, Ms S. Macfarlane, A/Prof L. Markauskaite, Dr C. McEwen, Ms. F. Tayebjee, Ms. P. Parish Thank you I am professional learning and practice researcher from CSU Making the most of WPL experiences for students to become future professionals Project and team and goal, at the end Producing the framework and resources included exploring current perceptions and practices of the 3 players and consulting widely HERDSA, Sydney, June 2017

Introduce project team Susie Macfarlane Patricia Parish Celina McEwen Freny Tayebjee Franziska Trede Project Leader Lina Markauskaite Peter Goodyear Introduce project team

What is Workplace Learning? Real world professional settings Supervised Purposeful Situated Contextual Collaborative

What is mobile technology? Portable Connected Personalisable Adaptable Across settings

What makes WPL partnerships so challenging? Competing interests WPL challenges - Student perspectives Cultural capital barriers Limited support on placement Challenging learning relationships What makes WPL partnerships so challenging? Competing interests Limited opportunity for collective reflection Here are some of the challenges of WPL that have been well documented and experienced where MT can help to overcome WPL challenges. Unable to ask questions

Potential benefits with mobile technology Overcome WPL challenges Connect and bridge different learning spaces Generate resources and activities Improve practice Develop digital literacy and professional online presence We hypothesise that the use of PMD while on placement has the capacity to help students overcome the well documented challenges of WPL; improve practice by adding value to a workplace through an innovative project; enhance the WPL experience, the learning, connections, diversity, etc.; and contextualise the development of students’ digital literacy and professional online presence. Harnessing opportunities to connect and bridge different learning spaces and generate resources and activities relevant to their own discipline and/or context. To help increase student’s agency and professional identity development while on placement.

Mobile Technology affordances to enhance WPL Accessing Connecting Sharing Building Co-creating Customising Supporting Managing Accessing (people and info) Sharing (peers/professionals) Building (PI, networks) Co-creating (insights) Supporting (learning) Managing (work tasks) Across settings (Space) Across time (Controlling time) Connected learning across settings (space) Connected learning before and after actions (controlling time) Connected learning with peers, teachers, practitioners (co)creating and producing new knowledge, insights and practices Developing online professional profile Across time and settings

Mobile technology challenges No connectivity in workplace Additional workload for academics Diverse uptake of mobile technology in workplaces Reduces face-to-face interpersonal communication Conflict with confidentiality and privacy

Theoretical underpinnings Fostering the development of students’ agency in WPL (Billett, 2011) Designing for what is designable ahead of time; what will emerge; and what should be left for self-management (Goodyear & Markauskaite, 2012) Exploring the enmeshed relationships between learning, technology and work (Orlikowski, 2007)

Project Aim To help students make better use of their personal mobile devices for workplace learning To develop resources to support academics and workplace educators enhance: students’ learning from WPL experiences students’ agency

Is there a policy for mobile technology use in your workplace? Was the policy of your workplace regarding mobile device use explained to you?

Academic perspectives More timely contact Greater depth of understanding of what’s happening with students during their placement More flexible way to communicate with students Collective reflection

WPE perspectives: Distractions from learning When not needed or used as a professional tool When performed as a central rather than peripheral element of work Internet is a distraction for people who are not engaged in the workplace

Student perpsectives Internet connectivity ‘No use’ policies Cost of data up/download Privacy, confidentiality, misconduct Negative sharing on social media Others’ perception of non-work-related tool/activities Conservative workplace that want to protect what happens inside from the outside eye

Findings High use of mobile devices High confidence in using mobile devices Many opportunities to use mobile devices Positive impact on connection and learning BUT there is a need for… Better preparation and training Implementation of policies and guidelines More reliable internet access Broader integration Focus on people and pedagogy Emerging questions: How to design for learning in hybrid space? How does time and place of WPL change when integrated with an online environment? How prepared and committed are academics and WPEs to online co-presence and dialogue? Does mobile technology change the need for the WPE’s physical presence?

Implications greater awareness of the tensions that pervades disciplines, workplaces and individuals around the use of mobile technology. understand the complexity of learning with MT in professional settings. advance effective pedagogical ways of using mobile technology for learning.

https://wpltech.wordpress.com/ To enhance students’ learning from WPL experiences To increase students’ agency while on placement. It has been designed to help students, academic teachers and WPEs To achieve a shared understanding of students’ use of MT in WPL No app https://wpltech.wordpress.com/

Points of debate What is the value in bringing workplace learning and mobile learning together and how could mobile technologies enhance workplace learning? Who leads the change and integration of mobile learning in workplace learning? How can various stakeholders come to a shared understanding of the expectations, role and advantages of integrating mobile learning in workplace learning? How could we better prepare students, academics and workplace educators to make appropriate and ethical use of mobile technologies for workplace learning? What are the implications for higher education curricula?

Bibliography Acknowledgment Hitlin, S., & Elder, G. H. (2007). Time, Self, and the Curiously Abstract Concept of Agency*. Sociological Theory, 25(2), 170-191. doi: 10.1111/j.1467-9558.2007.00303.x Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. The International Review of Research in Open and Distributed Learning, 12(2), 78-102. Acknowledgment Photographs are from Freepix Illustrations are from Stock illustrations Sculptures by the Sea

Thank you https://wpltech.wordpress.com/ Franziska Trede ftrede@csu.edu.au #GPS4WPL #WPLmLearn Project website, resources & blog https://wpltech.wordpress.com/