Using mobile tools to support meaningful work-based learning in vocational education

This case study focused on meaningful work-based learning (WBL) and the
pedagogical use of mobile information and communication technologies
(ICTs) in vocational tourism education. The aim was to reveal how
teaching/tutoring and learning are realized and how the use of smartphones
supports the realization of meaningful learning characteristics during WBL
periods in highly versatile environments. Within a design-based research
framework, the data was collected through learning journals written by
students and qualitative interviews. The results of thematic analysis were
used to develop a practice-oriented pedagogical model for meaningful WBL.
The model visualizes the roles of students, teachers, and companies involved
in WBL, the meaningful learning characteristics that can be amplified
through the use of mobile ICTs, and the outcomes for each stakeholder. The
model suggests structuring WBL through four negotiations involving a
student, a teacher, and a company to assure that each student has clearly
formulated learning goals and possibilities to pursue those goals regardless
of the mobility of their work or facilities during their WBL period.