Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010206074 | LB1044.84 D36 2009 | Open Access Book | Book | Searching... |
Searching... | 33000000017490 | LB1044.84 D36 2009 | Open Access Book | Book | Searching... |
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Summary
Summary
Mobile Learning Communities explores the diverse ways in which traveling groups experience learning 'on the run'. This book provides empirical evidence that draws on the authors' 17 years of continuing research with international occupational Travelers. It engages with themes such as workplace learning, globalization, multiliteracies, and emerging technologies which impinge on the ways mobile groups make sense of themselves as learning communities. International in focus, this book deals with an issue of increasing global significance and shows the complexities of the lives and learning experiences of such mobile cultures and their strategies for earning, learning, and living, thus challenging simplistic and stereotypical images of traveling groups still found in mainstream media and popular culture.
Mobile Learning Communities brings together for the first time mobilities and learning communities into a single and comprehensive focus. It provides a detailed analysis of how mobile groups position themselves and how they are positioned by others. This text will appeal to scholars in the field of distance education and educational technology and to researchers in education, cultural studies, and sociology. It will also be of interest to educational instructors, policy-makers, and administrators, as well as teacher educators and pre-service teachers. It paints a vivid picture of the experience of mobility through the words of the mobile learners themselves, but also critiques existing notions of learning and suggests ways of creating new educational futures for all learners and educators.
Author Notes
Patrick Alan Danaher (BEd, BA, BA(Hons), GradDipTertiaryEd, MLitt, PhD) is Associate Professor in Education (Education Research) at the Toowoomba campus of the University of Southern Queensland, Australia.
Beverley Moriarty (DipTeach, BEd, MEd, PhD, AMusA) is Senior Lecturer in the School of Teacher Education at the Dubbo campus of Charles Sturt University, Australia.
Geoff Danaher (BA(Hons), DipEd, PhD) is a Lecturer in Learning Support and the Skills for Tertiary Education Preparatory Studies program in the Division of Teaching and Learning Services at the Rockhampton campus of Central Queensland University, Australia.
Table of Contents
| Introduction |
| PDChapter 1 Networks and Partnerships |
| To be effective and sustainable, mobile communities must develop and extend mutually respectful and beneficial networks and partnerships within and outside those communities |
| This chapter identifies a diversity of strategies by which mobile community members assess and engage in potential opportunities for establishing such networks and partnerships |
| The chapter also interrogates the crucial impact of those internal and external relationships on community members' access to efficient and equitable pathways into formal, non-formal and informal learning |
| PDChapter 2 Lifelong Learning: From the Cradle to the Grave |
| What does lifelong learning mean in the context of the lives of mobile community members who move on a regular basis and take with them all or most of the artifacts that are needed for day-to-day living, learning and earning? |
| This chapter addresses this question by examining the roles that are played by personnel who travel as part of these communities, how those roles are learned and how they are taught |
| It also looks at learning that is not specifically connected with traditional roles in a strict sense but which is necessary in order to respond to changing circumstances, attitudes and interests outside the community |
| BMChapter 3 Technologies and Their Users |
| Technologies have not only had their place in the mobile communities of bargees, circus and agricultural show people throughout the history of the existence of those communities but they are also integral and imperative to their operations |
| From the high wire to the ferris wheel, the dodgem cars to the barges there would be little remaining in these communities if technologies were removed |
| Equally important are the ways that personnel and clients interact with and through those technologies |
| This chapter explores these themes in a way that also shows connections with lifelong learning and how members of these communities seek to guarantee their continued relevance to the outside community and the ongoing existence of their operations |
| BMChapter 4 Globalisation and Interactions with the Outside World |
| The chapter on globalisation and interactions with the outside world picks up and extends on the point reached in the chapter on technologies |
| One of the underlying tensions in much of the discussion in this chapter is the idea that mobile communities that can appear inward looking and almost self-sustaining also need to be aware of and respond to particular challenges presented by the outside world |
| It is more than the imperative to remain viable, however, that can lead those communities to adopt a more globalised perspective and to promote interactions with the outside world that are beyond what they regularly do |
| This chapter, through its exploration of the ways that these communities respond to and interact in a globalised world, broadens readers' understandings and interpretations of bargee, circus and show communities |
| BMChapter 5 The Knowledge Economy and Workplace Learning |
| Increasingly work is understood as a mobile activity, displaced from some fixed location within a factory or shop and mobilised across a range of sites such as the home, online and overseas |
| The forms of learning that take place within these mobile workplaces are similarly complex and shifting |
| Creating viable workplace |
