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Title:
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PRACTICE-BASED LEARNING AS MOBILE LEARNING: THE ROLE OF BOUNDARY OBJECTS |
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Author(s):
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Birgit R. Krogstie , Monica Divitini |
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ISBN:
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978-972-8924-36-2 |
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Editors:
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Inmaculada Arnedillo Sánchez (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen) |
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Year:
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2007 |
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Edition:
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Single |
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Keywords:
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Practice-based education, communities of practice, boundary objects, mobility |
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Type:
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Reflection Paper |
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First Page:
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273 |
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Last Page:
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276 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Practice-based learning is an important element in study programs educating professional practitioners. It is characterized
by a focus on students transition from university to professional work life. The students are exposed to real work
challenges within the pedagogical scaffolding of the university program. An essential aspect of the learning process is
students reflection on the relationship between school and real life, theory and practice.
As we strive to provide the best possible pedagogical support for students learning in these educational settings, we look
for the elements most likely to have a positive or negative impact on learning results. In this reflection paper, we will
argue that a focus on interactional mobility is helpful in developing adequate support for practice-based learning, both in
terms of course design and, more specifically, in terms of identifying collaboration technologies that may be helpful to
the students. In particular, we focus on the role played by boundary objects and how scaffolding can be related to these
objects. |
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