Abstract
Planning learning activities prepares students to make the most of workplace learning (WPL). Planning can have the greatest impact on learning because 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 collaborative approach that involves academic staff, students and workplace educators. With this chapter, we discuss learning design principles that can help educators and learners decide what can productively be designed ahead of time. We provide a set of activities for educators and students to help them plan for the kinds of opportunities students will have and challenges they will face using mobile technology for WPL. We also suggest approaches to planning these activities that will strengthen students’ critical digital literacy, ‘epistemic fluency’, professional agency and capacity for lifelong learning.
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Trede, F., Markauskaite, L., McEwen, C., Macfarlane, S. (2019). Planning Learning Activities. In: Education for Practice in a Hybrid Space. Understanding Teaching-Learning Practice. Springer, Singapore. https://doi.org/10.1007/978-981-13-7410-4_7
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