Skip to main content
Disciplines
Automotive Business IT + Informatics Construction + Real Estate Electrical Engineering + Electronics Energy + Sustainability Insurance + Risk Finance + Banking Management + Leadership Marketing + Sales Mechanical Engineering + Materials
Events
DE
EN
Books
Journals
Topic Page
Marketing
Start single access now
Access for companies
EXTENDED SEARCH
Log in
Top
Published in:
Introduction: New Opportunities for Development? Read chapter Read first chapter

2015 | OriginalPaper | Chapter

7. Bringing Learning to the Workplace: A Smartphone App for Reflection and Increased Authenticity of Learning

Authors : Karen D. Könings, Wim H. Gijselaers

Published in: Transformative Perspectives and Processes in Higher Education

Publisher: Springer International Publishing

Log in

Activate our intelligent search to find suitable subject content or patents.

search-config
loading …

Abstract

A strong need exists to connect learner experiences at the workplace with formal training activities. This would improve authenticity of learning, but surprisingly few initiatives have been taken so far. In this project mobile devices (smartphones) were used while students were attending clinical clerkships. We aimed to develop learning practices – through use of mobile devices – which solicit problems or issues encountered in practice from students. During group meetings registered learning moments were discussed with students and medical teachers. Sixteen residents used the app and attended three meetings within six weeks. Results showed that residents used the app to capture learning moments covering a wide range of general medical competencies, which are highly relevant for their professional development. Group meetings were especially valued because of their safe atmosphere for discussion, similarity of problems encountered by residents, solutions from different perspectives, and the input by the tutor as an experienced practitioner. Success factors, opportunities for future implementations, and challenges are discussed. This project shows that technology can be effectively used for scaffolding learning at the workplace. The developed app helps connect learning experiences and formal education meetings and facilitates authentic learning from the learner’s own experiences.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

inform now
previous chapter Making Students Responsible for Their Learning – Empowering Learners to Build Shared Mental Models
next chapter From Challenge to Advantage: Innovating the Curriculum Across Geographic Boundaries
Literature
Arts, J. A., Gijselaers, W. H., & Boshuizen, H. P. A. (2006). Understanding managerial problem-solving, knowledge use and information processing: Investigating stages from school to the workplace. Contemporary Educational Psychology, 31, 387–410.CrossRef
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27, 10–20.CrossRef
Azer, S. A. (2007). Twelve tips for creating trigger images for problem-based learning cases. Medical Teacher, 29, 93–97.CrossRef
Boyd, E. M., & Fales, A. W. (1983). Reflective learning: Key to learning from experience. Journal of Humanistic Psychology, 23, 99–117.CrossRef
Carmeli, A. (2007). Social capital, psychological safety and learning behaviours from failure in organisations. Long Range Planning, 40, 30–44.CrossRef
Dall’Alba, G., & Sandberg, J. (2006). Unveiling professional development: A critical review of stage models. Review of Educational Research, 76, 383–412.CrossRef
De Leng, B. A., Dolmans, D. H., Van de Wiel, M. W., Muijtjens, A. M. M., & Van Der Vleuten, C. P. (2007). How video cases should be used as authentic stimuli in problem‐based medical education. Medical Education, 41, 181–188.CrossRef
Dede, C., & Rockman, S. (2007). Lessons learned from studying how innovations can achieve scale. Threshold, 5, 4–10.
Dede, C., Honan, J. P., & Peters, L. C. (2005). Scaling up success: Lessons learned from technology-based educational improvement. San Francisco: Jossey-Bass.
Diemers, A., Heineman, E., & Dolmans, D. (2010). The introduction of real (ambulatory) patients early in the curriculum. In H. Van Berkel, A. Scherpbier, H. Hillen, & C. Van der Vleuten (Eds.), Lessons from problem-based learning (pp. 67–74). Oxford: Oxford University Press.CrossRef
Dolmans, D. H., De Grave, W., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2005). Problem‐based learning: Future challenges for educational practice and research. Medical Education, 39, 732–741.CrossRef
Eraut, M. (1994). Developing professional knowledge and competence. London: RoutledgeFalmer.
Ericsson, K. A. (2009). Development of professional expertise: Towards measurement of expert performance and design of optimal learning environments. New York: Cambridge University Press.CrossRef
Ericsson, K. A., Charness, N., Feltovich, P. J., & Hoffman, R. R. (2006). The Cambridge handbook of expertise and expert performance. Cambridge: Cambridge University Press.CrossRef
Frank, J. R. (Ed.). (2005). The CanMEDS 2005 physician competency framework: Better standards, better physicians, better care. Ottawa: The Royal College of Physicians and Surgeons of Canada.
Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., Garcia, P., Ke, Y., Kelley, P., Kistnasamy, B., Meleis, A., Naylor, D., Pablos-Mendez, A., Reddy, S., Scrimshaw, S., Sepulveda, J., Serwadda, D., & Zurayk, H. (2010). Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. The Lancet, 376, 1923–1958.CrossRef
Grohnert, T., Meuwissen, R., & Gijselaers, W. H. (2014, April 3–7). Supporting professional learning in low-validity environments: Lessons from deliberate practice. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA, USA.
Hafler, J. P. (Ed.). (2011). Extraordinary learning in the workplace (Innovation and change in professional education, Vol. 6). Dordrecht/London/Boston: Springer Science Publishers.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.CrossRef
Könings, K. D., Koopmans, R., Van Berlo, J., Van Merriënboer, J. J. G., & Van der Vleuten, C. (2013, August). The smartphone as a mobile reflection tool for learning at the workplace. Paper presented at the 15th biennial conference of the European Association for Research on Learning and Instruction (EARLI), Münich, Germany.
Könings, K. D., Seidel, T., & Van Merriënboer, J. J. G. (2014a). Editorial: Participatory design: Integrating perspectives of students, teachers, and designers. Instructional Science, 42, 1–9. doi:10.​1007/​s11251-013-9305-2.CrossRef
Könings, K. D., Van Berlo, J., Spanjers, I. A. E., Koopmans, R., Hoogland, H., Ten Haaf, J., Van der Vleuten, C. P. M., & Van Merriënboer, J. J. G. (2014b). Smartphone app as a mobile reflection tool for learning at the workplace and the added value of coaching. Submitted for publication.
Marcos, J. M., Sanchez, E., & Tillema, H. H. (2011). Promoting teacher reflection: What is said to be done. Journal of Education for Teaching, 37, 21–36.CrossRef
Mauroux, L., Könings, K. D., Dehler, J., & Gurtner, J. L. (2014). Mobile and online learning journal: Effects on apprentices’ reflection in vocational education and training. Vocations and Learning Studies in Vocational and Professional Education, 7, 215–239. doi:10.​1007/​s12186-014-9113-0.CrossRef
Oner, D., & Adadan, E. (2011). Use of web-based portfolios as tools for reflection in preservice teacher education. Journal of Teacher Education, 62, 477–492.CrossRef
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35, 31–38.
Schmidt, H. G., Rotgans, J. I., & Yew, E. H. J. (2011). The process of problem-based learning: What works and why. Medical Education, 45, 792–806.CrossRef
Schön, D. A. (1984). The reflective practitioner. New York: Basic Books.
Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3, 130–154.CrossRef
Van Berkel, H., Scherpbier, A., Hillen, H., & Van der Vleuten, C. (2010). Lessons from problem-based learning. Oxford: Oxford University Press.CrossRef
Van Merriënboer, J. J. G., & Kirschner, P. A. (2013). Ten steps to complex learning: A systematic approach to four-component instructional design. New York: Routledge.
Wilkerson, L., & Gijselaers, W. H. (Eds.). (1996). Bringing problem-based learning to higher education: Theory and practice (New directions in teaching and learning, Jossey-Bass quarterly sourcebooks, no. 68). San Francisco: Jossey-Bass Publishers.
Metadata
Title
Bringing Learning to the Workplace: A Smartphone App for Reflection and Increased Authenticity of Learning
Authors
Karen D. Könings
Wim H. Gijselaers
Copyright Year
2015
Book
Transformative Perspectives and Processes in Higher Education

Print ISBN: 978-3-319-09246-1

Electronic ISBN: 978-3-319-09247-8

Copyright Year: 2015

DOI
https://doi.org/10.1007/978-3-319-09247-8_7

Premium Partner

    Image Credits