Titlebook: Education for Practice in a Hybrid Space; Enhancing Profession Franziska Trede,Lina Markauskaite,Susie Macfarlane Book 2019 Springer Nature

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Thomas Ring,Matthias Zeiml,Roman Lackner a professional includes not only working in physical workplaces, but also in digital and mobile spaces. With the mobility afforded by connected devices such as smartphones, tablets and laptops, virtual spaces have blurred the boundaries between personal, public, learning, organisational and profess

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Erdogan Kiran,Ke Liu,Zeynep Bayraktarve routines and rhythms, and they are dependent on geographical and social place. This chapter explores theoretical ideas and practical implications of time and place in workplace learning. It discusses measured, objective and perceived, subjective time. It considers place from physical, geographica

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https://doi.org/10.1007/978-1-4615-4371-8 it occurs ahead of time to help students focus on what they would like to achieve, what to expect and how to engage in the workplace (Stirling, Kerr, Banwell, MacPherson, and Heron, 2016). Planning learning activities to harness the affordances of mobile technology in and for WPL requires a collabo

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https://doi.org/10.1007/978-1-4757-3038-8g goals for the placement. Mobile technology can be a useful tool to initiate—and maintain—dialogue in and for WPL. In this chapter, we relate theories of dialogue to mobile learning. We also offer some examples of approaches, strategies and activities for students to both use mobile technology to c

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Introduction to Fitting Substitute Geometryds of activities and interactions does networked learning afford WPL? What kinds of capabilities and dispositions do students need to participate successfully in networked learning? How can learners be supported to use their mobile devices to construct knowledge and form productive learning and prof

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Bearing Endplay Over Operating Temperatures, resources and human networks? This chapter discusses the roles of mobile technology in professional work and learning from an extended hybrid mind perspective. We argue that professional knowledge and skills extend beyond individual humans to their physical, technological and social environment. Le

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https://doi.org/10.1007/978-1-4615-0057-5ce space extended by mobile technology; and (2) the development of agentic learners and practitioners so that they are better able to deal with the challenges and the opportunities created by the entanglement of learning, working and technology. We then argue that there is a need to draw on more tha