Mobile 'comfort' zones: Overcoming barriers to enable facilitated learning in the workplace
Authors: Holley, D. and Sentance, S.
Journal: CEUR Workshop Proceedings
Volume: 1154
ISSN: 1613-0073
Abstract:The affordances of mobile technologies are well documented (cf Sharples, Vavolua, Wali, Cook, Pachler). Linked with the rapid expansion of the 'SMART' phones, where users access fast/high quality information, new opportunities are offered to engage students at a time/place of their own choosing. Our small-scale study is located within the dominant discourse of mobile learning literature of context specific learning; it explores students' attitudes and use of their own mobile devices when out of classroom and engaged in their own professional practice in schools. Our findings indicate that students have complex/interwoven narratives that relate to issues of identity, personal/private space and their involvement in an emergent community of practice. We map these key themes into a framework for looking strategically at mobile learners in different personal/professional contexts, and identify of the design barriers to be overcome before the full potential of mobile learning can be successful with our own students when isolated on placement and juggling busy, complex lives.
https://eprints.bournemouth.ac.uk/23026/
Source: Scopus
Mobile 'Comfort' Zones: Overcoming Barriers to Enable Facilitated Learning in the Workplace
Authors: Holley, D. and Sentance, S.
Journal: JOURNAL OF INTERACTIVE MEDIA IN EDUCATION
Issue: 1
ISSN: 1365-893X
DOI: 10.5334/jime.av
https://eprints.bournemouth.ac.uk/23026/
Source: Web of Science (Lite)
Mobile ‘Comfort’ Zones: Overcoming Barriers to Enable Facilitated Learning in the Workplace. Journal of Interactive Media in Education,
Authors: Holley, D. and Sentance, S.
Journal: Journal of Interactive Media in Education
Volume: 15
Issue: 1
Pages: 1-9
Publisher: Open University, Institute of Educational Technology
ISSN: 1365-893X
DOI: 10.5334/jime.av
Abstract:The affordances of mobile technologies are well documented (cf Sharples, Vavolua, Wali, Cook, Pachler). Linked with the rapid expansion of the ‘SMART’ phones, where users access fast/high quality information, new opportunities are offered to engage students at a time/place of their own choosing. This small-scale study is located within the dominant discourse of mobile learning literature of context specific learning; it explores the attitudes and habits of trainee teachers using their own mobile devices when working full time in a school setting. We present a conceptual model for looking strategically at mobile learners in different personal/ professional contexts. This highlights the design barriers to be overcome before the full potential of mobile learning can be successful with our own students when isolated on placement and juggling busy, complex lives. Our findings indicate that students have complex/interwoven narratives that relate to issues of identity, personal/private space and their involvement in an emergent community of practice.
https://eprints.bournemouth.ac.uk/23026/
Source: Manual
Mobile ‘Comfort’ Zones: Overcoming Barriers to Enable Facilitated Learning in the Workplace.
Authors: Holley, D. and Sentance, S.
Journal: Journal of Interactive Media in Education
Volume: 15
Issue: 1
Pages: 1-9
ISSN: 1365-893X
Abstract:The affordances of mobile technologies are well documented (cf Sharples, Vavolua, Wali, Cook, Pachler). Linked with the rapid expansion of the ‘SMART’ phones, where users access fast/high quality information, new opportunities are offered to engage students at a time/place of their own choosing. This small-scale study is located within the dominant discourse of mobile learning literature of context specific learning; it explores the attitudes and habits of trainee teachers using their own mobile devices when working full time in a school setting. We present a conceptual model for looking strategically at mobile learners in different personal/ professional contexts. This highlights the design barriers to be overcome before the full potential of mobile learning can be successful with our own students when isolated on placement and juggling busy, complex lives. Our findings indicate that students have complex/interwoven narratives that relate to issues of identity, personal/private space and their involvement in an emergent community of practice.
https://eprints.bournemouth.ac.uk/23026/
Source: BURO EPrints