Abstract
A major barrier to the uptake and integration of mobile technologies in teaching and learning is the lack of personal experience of mobile learning on the part of those involved in teaching and in the preparation of materials and methods of learner support. Our project addressed this by introducing 40 academic and support staff to the use of smartphones to support their own learning, within a semi-formal community structure and with a focus on their personal and professional development. The peer-learning community aspects of the project consisted of workshops, clubs, a buddy system, and online environments. A two-stage process gave us the opportunity to reflect on one group’s experience before a second group started. We summarize lessons learned and show how fine-tuning a particular professional development opportunity gives insights into the best ways to make use of limited resources.
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Acknowledgments
We would like to thank our project partner, Will Woods, for advice on technical strategy and his colleagues David Perry and Philip Downs for their technical support; Michelle Stannard and Wendy Morgan for administrative support; Jackie Dagger and Tracey Milne for testing in-house instructions; and Andrew Brasher for conducting interviews. We would also like to thank all our institute colleagues who have participated in this project.
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Kukulska-Hulme, A., Pettit, J. Semi-formal learning communities for professional development in mobile learning. J Comput High Educ 20, 35–47 (2008). https://doi.org/10.1007/s12528-008-9006-z
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DOI: https://doi.org/10.1007/s12528-008-9006-z