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Student Development of E-Workbooks: A Case for Situated-Technology Enhanced Learning (STEL) Using Net Tablets
Abstract
The project reported in this chapter is based on the combination, inter-relationships and synergies of four pedagogical approaches to improve student engagement with learning. These approaches are mobile learning; constructivist learning, with contemporary emphasis in the form of connectivism; situated learning of skills in purpose-built workrooms and workshops mirroring ‘real-world' practice environments; and multimodal and multi-literate user interactivity. In the project, the interactions of the above four pedagogical approaches, led to the development of ‘situated-technology-enhanced learning' (STEL). Situated-technology enhanced learning is enabled through the deployment of net tablets in the form of ipad2s and Android operating system tablets and a selection of mobile apps. Of importance is the use of net tablets to encourage students to create their own E-textbooks or E-workbooks. These E-workbooks are collated by collecting and annotating photos, videos, and notes of students' progressive skills and knowledge learning as practical learning and theory-based learning activities occur in specialised workshops/workrooms. This project evaluated how to best deploy situated-technology enhanced learning to increase student engagement in learning; encourage teaching and learning activities based on student-centred and student-generated learning approaches; and develop teaching staff and student capability in using technology to support student learning. The overarching theme arising from the study was the need to enable students and staff to utilise technology for learning. An outcome of this project is the derivation of guidelines, achieved through the project's participative action research approach, to assist other vocational educational institutions to introduce net tablets into trades-based learning spaces.
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