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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 2 Learning and work processes: Providing information on demand 145

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Section 2 Learning and work processes: Providing information on demand Claudia de Witt, Sonja Ganguin, Maciej Kuszpa and Sandro Mengel 7 Mobile learning in the process of work: Participation, knowledge and experience for professional development1 Abstract Today’s workforce is increasingly required to learn continuously and within a f lexible timeframe. At present, however, there exists little research on the potential benefits of mobile learning in the process of work. Never- theless, we can draw on experiences in the field of e-learning and profes- sional development. With its technical features, mobile learning of fers new didactical potentials. In this chapter some scenarios for the use of mobile learning are presented. Two target groups, professional drivers and appren- tice electronics engineers, are characterised. Mobile learning scenarios are developed, implemented and evaluated within a research project for these occupational groups. Starting points for the design of didactic scenarios are learning practices and requirements, strategies as well as media use of the target groups. On the basis of this data concrete conclusions are drawn for the didactic and methodological realisation of the project. The evaluation design of the research process is explained with respect to the phases of planning, implementation and execution. Initial results support the view that, comparable to e-learning, the conceptual design strongly depends on the needs analysis of target groups; in addition, mobile learning in the process of work has to be aligned with the specifics of the respective work situation. 1 This chapter was translated from German into English by...

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