Mobile learning for sales and service personnel:Case studies in the corporate training environment

This research investigates how organisations where e-learning is already firmly established experience the adoption of mobile learning. Drawing on responses from training managers and sales and service staff, it investigates key aspects of mobile learning, as understood in organisations; how they perceive the relationship between mobile learning and e-learning provision; their key objectives for deploying mobile learning; and the dynamics of mobile learning practice as it is emerging. The project uses a multi-case study methodology with data collected from three corporate organisations in different sectors (healthcare, computing, and financial services). In each case, data is drawn from interviews with training managers and questionnaire responses from sales and service staff. Sharples’ framework for mobile learning, which focuses on the mobility of learners and learning as ‘conversations’, forms the analytical basis for the study. Three case reports are first presented, and then a cross-case analysis is conducted to draw out points of commonality and difference between the cases. My findings show that mobile learning is understood in the organisations through the lens of e-learning: while the two are not perceived as the same thing, the relationship is perceived to be close. While some barriers to adoption are technological, most concern social factors (stakeholder resistance and lack of leadership support). There is also a lack of use of collaborative aspects of mobile learning in emerging practices, even though respondents were aware that such possibilities existed. Most importantly, actual practices of mobile learning are driven more by the organisations’ business needs and how they have previously used e-learning, rather than their specific perceptions of mobile learning. The work contributes to existing research on mobile learning in the corporate sector (especially the perceived advantages and effectiveness of mobile learning, and challenges in adopting it), and in particular, the influence of context (social factors) on integrating mobile learning in organisations

Technology to support young people 16 to 18 years of age who are not in employment, education or training (NEET): a local authority landscape review - final report

Becta landscape review: Technologies used by local authorities to support young people who are not in education, employment or trainin

Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.The expert committee advising Norway’s Career Guidance Initiativ

Towards mobile learning deployment in higher learning institutions : a report on the qualitative inquiries conducted in four universities in Tanzania

Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Spe- cifically, we examine the potential of m-learning for HLIs in Tanzania and the challenges that hinder successful m-learning deployment. We adopt a comparative qualitative case study design in which four HLIs in Tanzania were purposefully selected. The study uses a combination of de- sign science research approach and qualitative methods including grounded theory, document re- views, and observation. The respondents included university lecturers, students and ICT experts, who were selected for the interviews through theoretical sampling. The transcripts were loaded, coded and analyzed in NVIVO software. The results indicate that mobiles (smartphone, tablets, laptops, feature-phones etc.) are widely used in the HLIs. Stakeholders perceive that m-learning deployment is important and useful because it improves the quality of the learning experience. The results further indicate that there are financial, pedagogical, technological, infrastructural, individuals – and policy – related challenges that hinder successful deployment of m-learning in HLIs in Tanzania, such as limited network coverage, some students ́ inability to afford mobiles, lack of qualified staff for preparation of mobile content and administration, gaps in the exist- ing policies, and faulty course design. However, our results show that participants are optimistic about the potential of m-learning in the HLIs of Tanzania. They expect that m-learning will im- prove access to learning resources, teacher-student and student-student interaction without being restricted by time or place. Thus, m-learning is considered to have the potential to address issues of crowded classrooms, expertise, access to learning materials, flexibility of the learners as well as remote connectivity.
 We recommend that HLIs should prioritize m-learning and commit resources to the success of the related projects. We also recommend that the governments and stakeholders provide policy interventions, subsidize mobile technologies, expand network coverage, build capacity within and outside HLIs, and improve digital literacy by integrating ICT education at all levels of education

Media Usage in Post-Secondary Education and Implications for Teaching and Learning

The Web 2.0 has permeated academic life. The use of online information services in post-secondary education has led to dramatic changes in faculty teaching methods as well as in the learning and study behavior of students. At the same time, traditional information media, such as textbooks and printed handouts, still form the basic pillars of teaching and learning. This paper reports the results of a survey about media usage in teaching and learning conducted with Western University students and instructors, highlighting trends in the usage of new and traditional media in higher education by instructors and students. In addition, the survey comprises part of an international research program in which 20 universities from 10 countries are currently participating. Further, the study will hopefully become a part of the ongoing discussion of practices and policies that purport to advance the effective use of media in teaching and learning