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Work-Based Mobile Learning

Concepts and Cases

Edited By Norbert Pachler, Christoph Pimmer and Judith Seipold

The increasing use of mobile devices in work contexts has the potential to alter our work and learning practices. This is particularly true for knowledge workers. In addressing the implications of this transformation the book offers a multi-faceted collection of different concepts and cases of mobile learning in work environments from international contexts. The contributions are centred on the question of how individual users and organisations can harness mobile devices for learning and education. The range of examples presented in this book demonstrates that mobile devices foster situated approaches to learning in and across work contexts. The book is targeted at both practitioners – trainers or managers in charge of in-company training – and researchers, who are interested in designing, implementing or evaluating work-based mobile learning.


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Section 1 Assessment and identity formation: Collecting, sharing and ref lecting 49


Section 1 Assessment and identity formation: Collecting, sharing and ref lecting Ceridwen Coulby, Julie Laxton, Stuart Boomer and Nancy Davies 3 Mobile technology and assessment: A case study from the ALPS programme Abstract This chapter explores the use of mobile devices for assessment purposes within work-based placements. Dental Hygiene and Therapy students at the University of Leeds used mobile devices to access learning material and complete self and peer assessments of their interpersonal skills whilst on work placement. These assessments were then reviewed by university tutors using an e-portfolio system which allowed students and tutors to open a dialogue regarding the assessment and wider placement issues. This case study is part of the Assessment and Learning in Practice Settings (ALPS) programme of teaching and learning research.1 The students found the assessments helpful to their ref lective practice and the use of the mobile device for ref lection in action; and the e-portfolio for ref lection on action (Schön, 1983) completed the learning cycle, encouraging greater depth of ref lection (Patton, 2002). The combination of the mobile device and the e-portfolio also provided students with pastoral support, as it provided the students with a link to the university and access to their friends, as well as an opportunity for the tutor to support and guide the students’ learning from a distance. Mobile devices provide new and exciting opportunities 1 Assessment and Learning in Practice Settings (ALPS) is one of 74 Higher Education Funding Council for England (HEFCE) funded Centres for...

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