Franziska Trede

Celina McEwen

Lina Markauskaite

Susie Macfarlane

This book presents a mobile technology capacity building framework that offers academics, students, and practitioners involved in workplace education a deeper understanding of, and practical guidance on, how mobile technology can enhance professional learning. Approaching professional and workplace learning as a hybrid space in which work, learning and technology meet, the book discusses the value of mobile technology in shaping professional education, particularly during student placements. The framework focuses on staying professional and safe, considering issues of time and place, planning learning activities, initiating dialogue, networking, creating learning opportunities on-the-go, and deepening reflection. It is designed to assist students and their educators to use mobile technology knowledgeably and responsibly, and to help bridge the gap between university learning and workplace practice. This book also contributes to a better understanding of the interconnectedness between learning, practice and technology. It demonstrates how to enhance learning and working with mobile technology by drawing on two perspectives: the ‘professional-plus’ and the ‘deliberate professional’.

Enhancing Professional Learning with Mobile Technology

Education for Practice in a Hybrid Space

Peter M. Goodyear

This book makes a contribution to our understanding of epistemic fluency in some of the core activities of professional workers. It uses data from a four-year project investigating the boundaries between (university-based) professional education and professional practice, with the aim of analysing the epistemic nature of such professional work and identifying some key sources of capability that people need if they are to engage successfully in it. These embrace a range of mental resources, including conceptual, perceptual and experiential resources and, especially, the epistemic resources that help people to recognise and switch between different ways of knowing and forms of knowledge. Such resources also help people participate in the creation of new knowledge that can be represented and shared in their professional culture(s). ​

Innovation, Knowledgeable Action and Working Knowledge

Epistemic Fluency and Professional Education

Peter Goodyear

This book, by combining sociocultural, material, cognitive and embodied perspectives on human knowing, offers a new and powerful conceptualisation of epistemic fluency – a capacity that underpins knowledgeable professional action and innovation. Using results from empirical studies of professional education programs, the book sheds light on practical ways in which the development of epistemic fluency can be recognised and supported - in higher education and in the transition to work. The book provides a broader and deeper conception of epistemic fluency than previously available in the literature. Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew. In practical terms, the book addresses the following kinds of questions. What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional.

Lina Markauskaite

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