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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 4 Ethical issues relevant for (researching) mobile learning 275

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Section 4 Ethical issues relevant for (researching) mobile learning Kevin Burden, Sandy Schuck and Peter Aubusson 12 Ethical professional mobile learning for teaching and nursing workplaces Abstract The ubiquity, accessibility and f lexibility of mobile technologies suggests they will be valuable for professional learning, particularly in professions where most of the work does not occur at a set workstation. This chapter focuses on two such professions: teaching and nursing. But their use by these professions is not unproblematic (Aubusson, Schuck and Burden, 2009; Fisher, Higgins and Loveless, 2006; Wishart, 2009). While mobile activities are likely to contribute to these professionals’ learning in the workplace, a tension arises regarding the ethical nature of such activities. This chapter explores the complexities and confusion faced by teachers and nurses in their use of work-based mobile learning. The chapter considers the ethical issues involved in the use of mobile technologies to capture, ref lect upon and share moments of professional learning in these work-based contexts. It suggests a number of ethical principles which might provide a useful guide for professional practice for teaching and nursing and beyond. Introduction One of the chapter’s authors attended a conference of professionals work- ing in multi-disciplinary teams to design new schools in the UK as part of the Building Schools of the Future (BSF) initiative (). During the conference dinner the author was engaged in conversation by a senior architect working on the project who described how he had used the video camera on his personal mobile phone to...

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