Disciplines included in the WIL activity

All

Model of WIL activity

Research activities, Technology

Brief description of WIL activity

The Mobile Technology Capacity Building Framework for Workplace Learning aims to enhance students’ WPL experiences and, ultimately, increase their agency (their capacity to learn and act appropriately) while on placement. It consists of a set of resources designed to enhance key pedagogical principles of WPL and provides designs for core learning outcomes (technical skills and ethical and cultural dispositions to appropriately use mobile technology for learning and work; and capacity to develop and guide own knowledge, learning and practice through mobile technology over the course their professional life). This Framework has been developed to help teachers create their own resources relevant to their specific needs and to stimulate innovation. Therefore the Framework is neither prescriptive, nor focused on application development, nor only focused on developing digital literacy and it is not discipline-specific.

Length of time the WIL activity has been/was in operation

The Framework was developed as part of a two-year project that began in February 2015. The Framework and resources were made publicly available through the project website in September 2016.

Who benefits from the WIL activity (include all relevant stakeholders)?

Students will benefit from more successful WPL experiences through improved use of their personal mobile devices for learning and working. This will also, ultimately, help them become better at managing themselves as future professionals who are continually learning – making good use of technology as they do so; they will be better prepared for future work and, hence, more employable. As the resources have been designed for teachers, there are also benefits for academic teachers and workplace educators (WPEs). For WPEs the resources can be used to help them supervise, assess and/or mentor students in their workplace. For academics, they can be used at all stages of WPL curriculum design.

How does the WIL activity demonstrate good practice and/or innovation?

The development of the Mobile Technology Capacity Building Framework for WPL and its eight resources is underpinned by participatory and collaborative processes. Indeed, the content and form are informed by data collected from 312 participants (students, academics and workplace educators) from across Australia Feedback from participants indicated that the resources filled a real gap in WPL.

How adaptable is the WIL activity to other disciplines, sectors, teaching practices etc?

To be useful to a wide range of disciplines, sectors and teaching practices, the resources were designed to cover broad themes in a somewhat generic way. Instructions suggest ways of customising them to suit specific contexts.

How sustainable is the WIL activity beyond its immediate implementation?

The resources are located on a publicly available WordPress website and managed by the project’s chief investigator. It requires minimal update and has no end date. It is anticipated that the resources will remain on the website for the foreseeable future.

How is the success of the WIL activity evaluated?

The resources have not yet been piloted as part of a WPL or WIL program or curriculum, though some components have been incorporated into some  programs at Charles Sturt University and beyond.

What are the wider impacts of the WL activity beyond completion?

The use of the resources and Framework has the potential to enhance workplace learning for students and learning in the workplace for practitioners using mobile technology. The use of these resources has a lifelong impact on users learning and work.

How does the WIL activity approach the preparation, implementation and reflection phases of WIL?

The resources have been designed to specifically address these phases of WPL:

• Planning learning experiences
• Using personal mobile devices professionally and safely
• Initiating dialogue
• Establishing networking activities
• Creating learning activities on the go
• Deepening reflection
• Considering issues of time and place

What are the learning outcomes of the WIL activity and how do they link to graduate attributes?

The link with graduate attributes will depend on the institutions where the resources and Framework are used, but in broad terms they will relate to the following learning outcomes and capabilities:

• Professional practice – knowledge, practices, attitudes and ethical and cultural dispositions to appropriately use mobile technology for learning and work in their discipline or profession;
• Digital and information literacy – skills necessary to understand, interpret and communicate about learning and work according to the context using mobile technology; and
• Lifelong learning – develop and guide their own knowledge, learning and practice through mobile technology over the course their professional life.

What are the plans for the WIL activity in the future?

The Framework is located on a dedicated website built using a WordPress template. Though the project that generated the Framework will soon come to an end, the website will be actively promoted by members of the team through their academic work, including teaching, presentations and workshops.