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Work Based Learning

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Graham Attwell
16 November 2009

Mobile Work-Based Learning & Context - Cristoph Pimmer

To create and encourage mobile learning opportunities across work contexts, a number of cognitive, didactical, organisational, socio cultural, technological, legal and usability related issues has to be addressed. Consequently, the central question to be addressed should focus on how changing contexts can (positively) impact on the process of learning (drawing on Kukulska-Hulme et al., in press according to the respective situation.

Implementing a socio- cultural ecology for learning at work – ideas and issues - Graham Attwell

  • Can developmental competences be acquired in the absence of formal and institutional learning?
  • How can developmental competences based on informal learning be recognised?
  • How can we develop intrinsic motivation for work based learning and competence development?
  • How can we recognise development zones for reflection and learning?
  • Is it possible to appropriate social and business processes and applications for learning?
  • Is there a continued role for educational technologies if learning materials are user generated and technologies and applications are appropriated?
  • What are the socio – technical competence sand literacies required to facilities learners to appropriate technologies?

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Graham Attwell
10:13am 30 November 2009

Live blogging - Christoph providing introduction to work based learning.

Looking at backround theory - double loop learning, communities of practice, reflective practitioner, activity theory / systems.

Communities practice has ignored issue of power and distinction between formal and informal learning (noting difficulty of distinguihing betwen two). Importance of organisational aspects of work based learning - tension between agency and structure

Norbert counterposing socio cultural theory to activity systems theory.

Group discussion on use of mobiles for work based learning outcomes later :)

Graham Attwell
5:57pm 30 November 2009

Notes from groupwork session

Defining agency in relation to work based learning

How much value your work and what kind of job you do effects willingness to learn

How is mobile media used for meaning making in wbl – depends what occupation – eg bike courier

People with no technologies often more important (eg managers with secretaries - but identity dependent on what kind of job you had.

Conversation about up and deskilling – and balance – eorformance support associated with deskilling

Learning materials – mash up -

Learning and play and work based learning – how cab play lead to employment (or social capital)

notion of user generated content – In different work based contexts – no way to user generate work patterns analysing activities – computationally interesting but social and work life issues

Discussion over problem solving

Privacy issues big – what contexts can be shared and what permissions

Group 3

What are we going to lose – global phone booth and acceptable behaviour

Mobile phones used mainly for voice (????what about text)......mobiles as tools for appropriation for work practices – is this leading to 24/7 ambiguity / fuzzyness. Issues and balance between dependency and intruding. Do not want tracking systems. Hard time separating todays work from tomorrows work. Interrupt driven society. Knowledge emulation society.

Need synergetic balance between on-line and off-line society

Looked at structures. Important to understand structural changes currently happening in world of work – increased importance of SMEs and challenges of different sectors in relation to learning.

We know too little about nature of work practices in different contexts – may been ethnographic studies in order to start think about role of mobile devices.
Issue re habitus of learning is it knowledge management or learning.

Can you separate structures from cultural practice?

Context sensitivity important.

Intervention around mobile devices which does not support current practices will not succeed.

Not convinced that productivity paradigm driving introduction mobile device – more possibly a communication paradigm – this has implications for introduction for learning.

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