1. 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

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

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

4. What is mobile technology?
Portable
Connected
Personalisable
Adaptable
Across settings

5. 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

6. 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.

7. 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

8. 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

9. 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)

10. 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

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

12. 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

13. 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

14. 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

15. 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?

16. 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.

17. 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

18. 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?

19. Bibliography Acknowledgment
Hitlin, S., & Elder, G. H. (2007). Time, Self, and the Curiously Abstract Concept of Agency*. Sociological Theory, 25(2), doi: /j 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),
Acknowledgment
Photographs are from Freepix
Illustrations are from Stock illustrations
Sculptures by the Sea

20. Thank you https://wpltech.wordpress.com/
Franziska Trede
#GPS4WPL
#WPLmLearn
Project website, resources & blog