Ghazali, K. (2011). Transformative learning via eportfolios: a critical review of communication and technology to inspire confidence in novice practitioners

Abstract
Development in the corporate world has instigated changes that have had a ripple effect globally.  Government and corporate strategy are inextricably integrated, meaning that a rise in ideologies which are embedded in commerce supports the network of communication.  It is these corporate-centred ideologies that heavily influence and significantly correlate to the reforms required in education.  Globalisation has steered a way forward for transformation in higher education to fit pedagogy and technology with Communities Of Practice and delivery.  While there are ongoing difficulties and challenges, supporters keep faith that good change comes from the stimulation of tension and uncertainty.  UNESCO programs (e.g. Education for All, Millennium Development Goals, Education for Sustainable Development) are regarded as opportunities for sustainable change.  The dysfunction and potential source of resistance to the development of sustainable policy stems from the considerable amount of pressure on people who teach to restructure professional practice in order to contribute towards Education for Sustainable Development.  Eportfolios are widely used in corporate strategy, and may be considered a method by which transformation and integration of education occurs through its introduction to preservice teachers.

Introduction
Diversity may be seen as policy that either follows, or is followed by, innovation.  Policies on lifelong learning and capability are sourced from national level debate and are prioritised as policy that leads innovation.  The focus of the  2002 World Summit was on how to prepare education for sustainable development, how to set benchmarks and standards, and how to build control mechanisms that assess progress.  The objective of the Summit was to venture into the collaboration of strategy immediately which meant that participants were required to generate draft policies.  The situation revealed that several preparatory steps to enable strategy driven sustainable development would have to be implemented and monitored.  Specifically, the overriding impression left from the Summit was the complexity of global management and the time needed to implement development programs to raise awareness.

Current debate questions whether social reproduction or transformation is part of education and is reflected in the educators’ professional attitude.  Noticeable themes are relationships between social workers and clients (Shardlow, ed. 1989).  New methodology relates the needs of a community with relevant support structures that are more in keeping with developing the environment holistically (e.g. support comes from active participation in a community; taking individual responsibility for community belongingness).  Exploring the meaning that sustains these relationships brings an awareness of the implications that effective professionalism creates the unity required to integrate values that translate as collaborative achievement (Wadham, 2003).  By placing social reproduction in context, individuals maintain participation levels and arguably demonstrate a responsible and committed attitude born of obedience and deference (Trigg, 2001).  The more varied and diverse an individuals' network is, the more stimulation there is to respond to.  Some research analysts prefer to view education as more transactive and transformative with a distinct sympathy for social constructivism and cognitivism (Garavan & McCarthy, 2003).  Social networking shapes learning through translational learning and diversity of cultural perspectives.  Education that leads to transformation is open and self-directed (Montague, 2008).  Delivery of static knowledge is the platform used to integrate individual knowledge with group knowledge, making tacit knowledge explicit in curricula and students.  Therefore, environmental education defines the perception from which individuals view the world (Martin, 2007).  While discomfort surrounding the Education for Sustainable Development agenda is tangible, the aims for ESD cannot be discursively debated until the concept of education has been explored.  Tension (Leuenberger & Wakin, 2007; Duncum, 2008) caused by opposing views concerning the nature of education emerged when scholars analysed 20th century theory and its dominant tendencies, and noted that new perspectives were developing towards the close of the century (Bennett, 2008; Davies, 2010).  Memetics (Barton, 2004; Jahoda, 2002; Poulshock, 2002; Walter, 2007) suggests we think of education as transmissive, meaning that skills, knowledge and values are transmitted to students.  Participants are steered towards a committed objective via a closed learning process that affords bi-directional communication between master and apprentice (Carlson, et. al, 2003).  From a transmissive perspective, education is a tool through which to deliver messages to open minds and examples can be found in government, industry, and special interest groups.

Transforming pedagogy to fit objective
Education is used for implementing a set strategy, the standards for which correlate to ideologies that represent a segment of society (Waging War over Public Education and Youth Services: Challenging Corporate Control of Our Schools and Communities, 2005).   Implanting ideology is counter-productive in education for personal development, as transformation is the result of holistically training minds to develop analytical skills and insight rather than narrowing focus to content (Byrnes, 2006).  Allowing personal diversity as a means to sustain and maintain sense-making, identity (Collin, 2009) and developmental progress creates naturally occurring overt personal behaviour supportive of Education for Sustainable Development activities (Terry, 2007).  Reflexion is stimulated by a multitude of perspectives and transmission is more readily accepted as a result of preparation and clear, bi-directional understanding of objectives (Anderson, 2008).  While it may be easy to  denounce transmissive and deterministic goals, much of the literature available is written by people who have themselves been challenged by the structure of existing pedagogy and provides a foundation of experience for those committed to transformation and reformation in pedagogy (Macleod, 2005).  Evans and Powell (2007) value eportfolios as a means by which we can share knowledge and preserve authentic practice.  They suggest a healthy critique of the practical aspects to online teaching (Riel & Polin, 2004) that supports and maintains additive training for holistic attributes of nextgen learning.  As communities of practice are integrated networks that sustain culture, knowledge and objectives (Rudsberg & Ohman, 2010), preservice teachers are nurtured as a means to develop and archive an expanding knowledge base.  In creating and archiving artifacts (Aubusson, et. al, 2009), novices gain the necessary experience to analyse and self-evaluate individual work.  The National Board of Professional Teaching Standards places emphasis on recognising that teachers form learning communities as part of their professional duties.  Inculcating the values and group unity of communities of practice for preservice teachers facilitates progression to learning communities although analysis reveals that understanding the composite function of communities of practice has not been fully grasped.

Embedded learning
Instructional technologists propose that preservice teachers embed class and program level mediation as a means of integrating knowledge and communication technology (Laine, et. al., 2010) through eportfolios before employment (Franklin & Hopson, 2007).  Recent literature (Barnett, 2006) indicates that preservice teachers demonstrate strong individualistic behaviour commensurate with initiating pedagogy that embeds mediation and aids learning and teaching (Winch & Ingram, 2002).  Experience in eportfolio management (Anderberg, et. al, 2009) reveals a weakening effect if novices imitate without comprehension, which invalidates pedagogy and renders the artifact an unreliable source.  The strength of eportfolios lies in the ability to connect novices with their product drawing attention to the student-teacher network that include themes on mentoring and guidance through existing technology (Cornelius & Marston, 2009).  As reflection allows deeper cognitive processing, preservice teachers adopt behaviour that is valued in the profession gained from activity designed to generate strategy (Milman, 2005).

Eportfolios and the integrated COP
Phenomenology is the science of observation made popular in the 19th century.  Its foundation lies in an ecological balance of rational thought and embodied learning (i.e. living knowledge) that proposes all thought ( i.e. tacit knowledge) must first be lived in order to process knowledge.  Turning focus from activity to intention, phenomenology highlights the interaction between group members and the artifacts-in-use (Voulalas & Sharpe, 2005). Learning is based on experience that has been performed by the individual (Yechiam & Busemeyer, 2005).  Each time an individual has cause to use artifacts and interact with other members is an opportunity to embed the activity (Keough, 2008).  Embodied learning is the result of behavioural processes that facilitate individual meaning-making, and tacit knowledge can be described as the daily encounters an individual has that bring about holistic meaning (Kupers, 2008).  To formulate a concept, individuals use examples taken from the environment.  Theoretical knowledge provides the framework for debate, while critical analysis of content and context create a deconstruction of perspectives that shapes the design of solutions.  Thus eportfolios develop flexibly according to individuality and program requirements.  This function is of primary importance when considering the attributes of communities of practice. (e.g. active participation and open communication).  In addition, eportfolios provide active encouragement that supports lifelong learning (Fitch, et. al, 2008); facilitates and embeds triple loop learning (Dubinsky, 2003); maintains constructive feedback from peers (Chatel, 2003); and activates professional and personal identity (Chambers & Wickersham, 2007).  Peer interaction sustains the development, diffusion and dispersion of new knowledge (Miller & Benz, 2008).  Traditional assessment methods undermine the efficacy of eportfolios by implementing standardisation as eportfolios should be regarded as more than a compilation of artifacts to be assessed out of context by rubric marking systems.  

Design accentuates learning and assessment
Students have ownership of design layout and links as eportfolios are used to accentuate learning and assessment, in favour of assessment systems that are only supportive of assessment (Lyons, 2008).  Design solutions arise as a means to support sustainable practice from within the community (Selby, 2006).  Current use of eportfolios stems from learning communities archiving the range of teacher performance that has instigated reforms in the way technology is used (Wolf, 2006).  Setting standards for eportfolios may be viewed as contradictory to learning and sustainability as feedback suggests that eportfolios are regarded by preservice teachers as an expression of formative learning.  Historically, formal education has looked upon eportfolios as a means for summative assessment which places emphasis on institutional needs rather than on student requirement (Hoeltzel, 2004).  Disparity in views regarding eportfolios stem from a distrust of ICT that is generated by Digital Immigrants who have had access to an era of education without technology (Matthies, 2010).  Portfolios become the identity of the individual and are subject to change and influence directed by learning.  Continually updating an eportfolio requires careful planning in order to stay true to its objective.  Eportfolios present an authentic form of assessing activities and methodology in relation to pedagogy and practice.  Literature reviews on this subject reveal that many practitioners have failed to see the connection between learning, eportfolios and communities of practice until recently (Lipscomb, et. al, 2007).  For many students, the problem in creating efficient use of eportfolios has been in identifying and making the transition from paper.  Lack of familiarity with software and other issues have prevented students from archiving projects culminating in an obvious lack of sharing.  Much work has been invalidated by institutional expectation that is shaped by assessment rubrics as student work is limited to linking proficiency with standards.  Reflection reveals that tacit knowledge (Simons, et. al., 2003) is left out by preservice teachers in order to abide by standardised assessment.  Eportfolios are the potential to drive the values of a sharing, nurturing environment in such a way that promotes active participation and public sharing of knowledge.  Learning the art of teaching through eportfolios has a student-centered approach with rapid prototyping that removes some of the anxiety and deterioration associated with inhibition.

From novice to practitioner
Blenkinsopp and Stalker (2004) state that as novices make the transition to professional, current knowledge and identity is subsumed by ongoing working knowledge that develops from acceptance of their new role.  Challenges for novice practitioners lie in finding suitable expression within the community, where experience is acknowledged as valuable.  Working knowledge helps the individual transition to the fresh setting as new identities are constructed within the framework of function.  Group culture and identity become linked as individuals address mission statements to adapt and transform with the community.  Accepting community policies indicates a responsibility towards the group that results in an emotional attachment to performance outcomes (Bonnette, 2006).  Individuals become a representative state of the organisation.  Learning trajectories (Andersson & Hellberg, 2009) evolve from day-dreaming about future events based on the potential of self.  Projections of future identity (e.g. rise in seniority levels and commensurate status) facilitate in forming prospective values, attitudes and philosophies that depend on behavioural commitment.  Praxis constitutes the embodied knowledge of individual and group that is enacted on a daily basis, and transactive memory (London, et. al, 2005) guides members to make community-centric decisions based on experience and learning.  Cumulative knowledge is reflected in individual styles of effective pedagogy (Freebody, et. al, 2008).  Knowledge creation develops new skill sets that maintain the desire to fulfil potential (Clark, et. al, 2008).  In order to achieve individual potential, learning trajectories are the design of planned and sequential events (Geels & Raven, 2007).  Implementation of activities that facilitate achieving goals reveal individual passion and interest (Latham, 2001).  Practice and experience are transferable skills that are significant to constructing identity where reflection offers insights to discuss living knowledge in honest and open communication.

Conclusion
Globalisation has made apparent the need for continuous and connected learning to stay abreast of ongoing practice.  Gathering the knowledge required to maintain strong external links also initiates insight for forward thinking practice. Insight developed from archived artifacts has been widely recognised as a means for investigating adaptability and transformation.  Kupers suggests that one perspective is to view organisational learning as Gestalt.  Gestalt unveils the relation the body plays in individual and collective learning.  Rational strategies are often unaccommodating of human behaviour.  Inclusive practice integrates mind and body, and offers an alternative.  Design and planned methods of pedagogy have been based on linear approaches to instructional design.  Models for instructional design should therefore reflect the complexity and chaos of any given community and technology should be considered a boon to the betterment of society.  However caution is required when used for initiating intervention.  Latterly technology has come to include wireless devices that reconfigure communication strategies that were unavoidably omitted from earlier research.  We require a thorough understanding of communities of practice before solutions can be effective as social connections are not based on the idea that individuals think about projected behaviour.  There is a link between what is done and what is felt.  A logical starting point is when the individual makes a choice between what can be done and what cannot.  This stage of learning precedes what is known, indicating a learning process that occurs between choice and acquiring knowledge.  Correspondingly, there is a strong connection to intention, context, and performance.  Individuals who embody knowledge are inclined to engage in active participation, where active participation encapsulates the study of process and meaning-making.  Learning trajectories develop according to motivational needs that emerge from personal capability to transform.  Maturity leads to more responsible acceptance of function and role that benefits group and community.  While the strength of knowledge acquisition propels learning trajectories and ongoing developmental lines, weak areas become apparent and may hinder performance  or further learning.  For example, an individual may have attained a high cognitive stage of self-development, but have low to weak stages of development in self-verification processes.  Phenomenology has an integral approach to analysing and understanding coherent discourse in learning.  Embodied learning stabilises cognitive and behavioural methods of delivery.  As sentient beings, humans embed what has been learned by performing daily activities until it is an habitual and unconscious process.  The potential for multi-disciplinary learning offers the nexus for considered learning methods that add to, increase, or replace epistemic philosophy.   Novice practitioners are advised to draw on their wealth of experience in technology and new knowledge to manage participation in communities of discourse.

Ref:
Anderberg, E., Norden, B. and Hansson, B. (2009).  Global learning for sustainable development in higher education: recent trends and a critique.  International Journal of Sustainability in Higher Education, 10(4), pp. 368 - 378.  Retrieved on June 5, 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/2490100405.pdf

Anderson, T. (2008). Toward a theory of online learning. In T. Anderson, & F. Elloumi, (Eds.), Theory and practice of online learning (2nd ed.)  Retrieved from http://www.aupress.ca/books/120146/ebook/01_Anderson_2008_Ally-Online_Learning.pdf

Andersson, P. and Hellberg, K. (2009). Trajectories in teacher education: Recognising prior learning in practice.  Asia-Pacific Journal of Teacher Education, 37(3) pp. 271-282.  Retrieved on July 4, 2010 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/45962_751304989_913338512.pdf

Aubusson, P., Schuck, S. and Burden, K. (2009).  Mobile learning for teacher professional learning: benefits, obstacles and issues. ALT-J, 17(3), pp. 233 — 247. Retrieved on May 31, 20110 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/
451711_751304989_915792534.pdf

Barnett, M. (2006). Using a Web-Based Professional Development System to Support Preservice Teachers in Examining Authentic Classroom Practice. Journal of Technology and Teacher Education, 14(4), pp. 701. Retrieved on April 15, 2011 from http://www.questia.com/PM.qst?a=o&d=5017258327

Barton, C. M. (2004).  Book Review: Genes, Memes and Human History.  European Journal of Archaeology, 7(85).  Retrieved on May 16, 2010 from http://eja.sagepub.com

Bennett, S., Maton, K. and Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. Retrieved April 4, 2010, from http://www.pgce.soton.ac.uk/ict/NewPGCE/PDFs/
Digital%20Natives%20Debate%20Critical%20review%20of%20evidence.pdf

Blenkinsopp, J. and Stalker, B. (2004).  Identity work in the transition from manager to management academic.  Management Decision, 42(3/4), pp 418 - 429.  Retrieved on June 5, 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0010420305.pdf

Bonnette, R. (2006). Out of the Classroom and into the Community: Service Learning Reinforces Classroom Instruction This Process Was Put in Place to Replicate Real-World Practices and to Give Students a Sense of Accomplishment That Is Achieved When They Maintain Their Commitment to Community-Based Responsibilities. The Technology Teacher, 65(5), pp. 6. Retrieved on April 20, 2011 from http://www.questia.com/PM.qst?a=o&d=5013788041

Byrnes, D. M. (2006). Can Public Policy Be Counter-hegemonic? toward a Pragmatics of 'contingency' and 'disruption'. Tamara Journal of Critical Organisation Inquiry, 5(1/2), pp. 73.  Retrieved on April 15, 2011 from http://www.questia.com/PM.qst?a=o&d=5044776792

Carlson, N. M., May, W. E., Loertscher, R., and Cobia, C. (2003). Apprenticeship: Applications in Adult Education. Journal of Adult Education, 32(1), pp. 29. Retrieved on April 14, 2011 from http://www.questia.com/PM.qst?a=o&d=5037461309

Chambers, S. M., and Wickersham, L. E. (2007). The Electronic Portfolio Journey: A Year Later. Education, 127(3), pp. 351. Retrieved on April 19, 2011 from http://www.questia.com/PM.qst?a=o&d=5031697461

Chatel, R. G. (2003). The Power and Potential of Electronic Literacy Assessment: Eportfolios and More. New England Reading Association Journal, 39(1), pp. 51. Retrieved April on 19, 2011 from http://www.questia.com/PM.qst?a=o&d=5037511446

Clark, J., Dodd, D. and Coll, R. K. (2008).  Border crossing and enculturation into higher education science and engineering learning communities.  Research in Science and Technological Education, 26(3), pp. 323-334.  Retrieved on July 4, 2010 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/269567_751304989_903081781.pdf

Collin, K. (2009).  Work-related identity in individual and social learning at work.  Journal of Workplace Learning, 21(1), pp 23 - 35.  Retrieved on June 5, 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0860210102.pdf

Cornelius, S. and Marston, P. (2009).  Towards an understanding of the virtual context in mobile learning.  ALT-J Research in Learning Technology, 17(3), pp. 161 — 172.  Retrieved on May 31, 2010 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/
434690_751304989_915792456.pdf

Davies, L. (2010). Pedagogy for Digital Natives. Afterimage, 38(1), pp. 33. Retrieved on April 14, 2011 from http://www.questia.com/PM.qst?a=o&d=5044207775

Dubinsky, J. (2003). Creating New Views on Learning: ePortfolios. Business Communication Quarterly, 66(4), pp. 96. Retrieved on April 19, 2011 from http://www.questia.com/PM.qst?a=o&d=5007672740

Duncum, P. (2008). Holding Aesthetics and Ideology in Tension. Studies in Art Education, 49(2), pp. 122. Retrieved on April 15, 2011 from http://www.questia.com/PM.qst?a=o&d=5037469166

Evans, M. A. and Powell, A. (2007).  Conceptual and practical issues related to the design for and sustainability of communities of practice: the case of e-portfolio use in preservice teacher training.  Technology, Pedagogy and Education, 16(2), pp. 199 - 214.  Retrieved on October 10, 2010 from http://ejscontent.ebsco.com.ezproxy.usq.edu.au/ContentServer.aspx?target=http://www.informaworld.com/smpp/ftinterface%3Fcontent%3Da779355880%26format%3Dpdf%26magic%3Debscohostejs||AA3D3EFB68C36A3B40C78D54581474B7%26ft%3D.pdf%26userIP%3D139.86.13.152

Fitch, D., Peet, M., Reed, B. G., & Tolman, R. (2008). The Use of ePortfolios in Evaluating the Curriculum and Student Learning. Journal of Social Work Education, 44(3), pp. 37. Retrieved on April 19, 2011 from http://www.questia.com/PM.qst?a=o&d=5031037189

Franklin, C., and Hopson, L. M. (2007). Facilitating the Use of Evidence-Based Practice in Community Organizations. Journal of Social Work Education, 43(3), pp. 377. Retrieved on April 15, 2011 from http://www.questia.com/PM.qst?a=o&d=5023847469

Freebody, P., Maton, K., and Martin, J. (2008). Talk, Text, and Knowledge in Cumulative, Integrated Learning: A Response to 'Intellectual Challenge'.Australian Journal of Language and Literacy, 31(2), pp. 188. Retrieved on April 20, 2011 from http://www.questia.com/PM.qst?a=o&d=5038563638

Garavan, T. N. and McCarthy, A. (2003).  Collective Learning Processes and Human Resource Development.  Advances in Developing Human Resources, 5(1), pp. 64-83.  Retrieved on April, 4, 2010 from http://adh.sagepub.com.ezproxy.usq.edu.au/cgi/reprint/5/1/64

Geels, F. W., and J M Raven, R. P. (2007). Socio-cognitive Evolution and Co-evolution in Competing Technical Trajectories: Biogas Development in Denmark .International Journal of Sustainable Development and World Ecology, 14(1), pp. 63. Retrieved on April 20, 2011 from http://www.questia.com/PM.qst?a=o&d=5035164444

Hoeltzel, S. (2004). Koistinen, Olli and John Biro, Editors. Spinoza: Metaphysical Themes. The Review of Metaphysics, 57(3), pp. 628. Retrieved on April 20, 2011 from http://www.questia.com/PM.qst?a=o&d=5002099537

Jahoda, G. (2002). The ghosts in the meme machine. History of the Human Sciences, 15(22), pp. 55-68. Retrieved on 16th May, 2010 from http://hhs.sagepub.com

Keough, N. (2008). Sustaining Authentic Human Experience in Community. New Formations, (64), pp. 65. Retrieved on April 19, 2011 from  http://www.questia.com/PM.qst?a=o&d=5045027882

Kupers, W. (2008).  Embodied “inter-learning” – an integral phenomenology of learning in and by organizations.  The Learning Organization, 15(5) , pp. 388 - 408.  Retrieved on June 5, 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/1190150503.pdf

Laine, T. H. , Vinni, M. , Sedano, C. I. and Joy, M (2010).  On designing a pervasive mobile learning platform.  ALT-J Research in Learning Technology, 18(1), pp. 3 — 17.  Retrieved on May 31, 2010 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/
15163_751304989_921310039.pdf

Latham, G. P. (2001). The Reciprocal Effects of Science on Practice: Insights from the Practice and Science of Goal Setting. Canadian Psychology, 42(1), pp. 1. Retrieved on April 20, 2011 from http://www.questia.com/PM.qst?a=o&d=5035505464

Leuenberger, D. Z., and Wakin, M. (2007). Sustainable Development in Public Administration Planning: an Exploration of Social Justice, Equity, and Citizen Inclusion. Administrative Theory & Praxis, 29(3), pp. 394. Retrieved on April 14, 2011 from http://www.questia.com/PM.qst?a=o&d=5037634318

Lipscomb, G. B., Guenther, L. M., and Mcleod, P. (2007). Sounds Good to Me: Using Digital Audio in the Social Studies Classroom. Social Education, 71(3), pp. 120. Retrieved on April 20, 2011 from http://www.questia.com/PM.qst?a=o&d=5020737640

London, M., Polzer, J. T. and Omoregie, H. (2005).  Interpersonal Congruence, Transactive Memory, and Feedback Processes: An Integrative Model of Group Learning.  Human Development Resource Review, 4(114).  Retrieved on April 27, 2010 from http://hrd.sagepub.com/cgi/content/abstract/4/2/114

Lyons, P. J. (2008). Student Portfolio Web Sites: Valuable Communication Aids to Future Employers. Review of Business, 28(3), pp. 33. Retrieved on April 19, 2011 from http://www.questia.com/PM.qst?a=o&d=5030402594

Macleod, H. (2005). What Role Can Educational Multimedia Play in Narrowing the Digital Divide?. International Journal of Education and Development using Information and Communication Technology, 1(4), pp. 42. Retrieved on April 15, 2011 from http://www.questia.com/PM.qst?a=o&d=5035121243

Martin, P. (2007). Caring for the Environment: Challenges from Notions of Caring.  Australian Journal of Environmental Education, 23, pp. 57. Retrieved on April 14, 2011 from http://www.questia.com/PM.qst?a=o&d=5028587827

Matthies, B. (2010, June). Using I-google to Help Digital Immigrants Manage Business Information. Searcher, 18, pp. 28. Retrieved on April 20, 2011 from http://www.questia.com/PM.qst?a=o&d=5045052890

Miller, R. L., and Benz, J. J. (2008). Techniques for Encouraging Peer Collaboration: Online Threaded Discussion or Fishbowl Interaction. Journal of Instructional Psychology, 35(1), pp. 87. Retrieved on April 19, 2011 from http://www.questia.com/PM.qst?a=o&d=5026746511

Milman, N. B. (2005). Web-Based Digital Teaching Portfolios: Fostering Reflection and Technology Competence in Preservice Teacher Education Students. Journal of Technology and Teacher Education, 13(3), pp. 373. Retrieved on April 15, 2011 from http://www.questia.com/PM.qst?a=o&d=5011260675

Montague, M. (2008). Self-Regulation Strategies to Improve Mathematical Problem Solving for Students with Learning Disabilities. Learning Disability Quarterly, 31(1), pp. 37. Retrieved on April 14, 2011 from http://www.questia.com/PM.qst?a=o&d=5026368472

Poulshock, J. (2002). The Problem and Potential of Memetics. Journal of Psychology and Theology, 30(1), pp. 68. Retrieved on April 14, 2011 from http://www.questia.com/PM.qst?a=o&d=5002465659

Riel, M., and Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. In Barab, S.A., Kling, R. & J.H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 16-50). Cambridge, UK: Cambridge University Press.  Retrieved July 4, 2010 from http://usqstudydesk.usq.edu.au/file.php/15733/2010/resources/Riel_n_Polin_04_Online_LCs-classification-of-LCs.pdf

Rudsberg, K. and Ohman, J. (2010).  Pluralism in practice - experiences from Swedish evaluation, school development and research.  Environmental Education Research, 16(1), pp. 95 - 111.  Retrieved September 18, 2010 from http://dx.doi.org/10.1080/135046209035040763

Selby, D. (2006).  The Firm and Shaky Ground of Education for Sustainable Development.  Journal of Geography in Higher Education, 30(2), pp. 351 - 365.  Retrieved on September 18, 2010 from http://dx.doi.org/10.1080/03098260600717471

Shardlow, S. ed. (1989).  The Values of Change in Social Work.  London: Tavistock/Routledge. Retrieved on April 14, 2011 from http://www.questia.com/PM.qst?a=o&d=109043555

Simons, P. R. J., Germans, J. and Ruijters, M. (2003).  Forum for organisational learning: combining learning at work, organisational learning and training in new ways.  Journal of European Industrial Training, 27(1), pp. 41 - 48.  Retrieved on June 5, 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0030270105.pdf

Terry, M. (2007). The Supportive Roles That Learners' Families Play in Adult Literacy Programs. Educational Research Quarterly, 31(1), pp. 27. Retrieved on April 15, 2011 from http://www.questia.com/PM.qst?a=o&d=5035114915

Trigg, A. B. (2001).  Veblen, Bourdieu and Conspicuous Consumption. Journal of Economic Issues, 35(1), pp. 99. Retrieved on April 14, 2011 from http://www.questia.com/PM.qst?a=o&d=5001005002

Voulalas, Z. D. and Sharpe, F. G. (2005).  Creating schools as learning communities: obstacles and processes.  Journal of Educational Administration, 43(2), pp. 187 - 208.  Retrieved on June 5, from 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0740430204.pdf

Wadham, B. (2003). Understanding Bourdieu. Journal of Sociology, 39(3), pp. 327. Retrieved on April 14, 2011 from http://www.questia.com/PM.qst?a=o&d=5002037118

Waging War over Public Education and Youth Services: Challenging Corporate Control of Our Schools and Communities. (2005). Social Justice, 32(3), pp. 1. Retrieved on April 15, 2011 from http://www.questia.com/PM.qst?a=o&d=5015870864

Walter, A. (2007).  Biology and social life: book review/Biologie et vie sociale: note de lecture: The trouble with memes: deconstructing Dawkin's monster: An Essay Review of the Selfish Meme: A Critical Reappraisal by Kate Distin and Not by Genes Alone: How Culture Transformed Human Evolution by Peter J. Richerson and Robert Boyd.  Social Science Information, 46(691).  Retrieved on May 16, 2010 from http://ssi.sagepub.com/cgi/content/abstract/46/4/691

Winch, A. and Ingram, H. (2002).  Re-defining the focus of workplace learning.  International Journal of Contemporary Hospitality Management, 14(7), pp. 361 - 367.  Retrieved on June 5, 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0410140706.pdf

Wolf, M. A. (2006). Making Data Relevant: New Information Systems Are Helping States and Districts Individualize Instruction and Boost Student Learning. T H E Journal (Technological Horizons In Education), 33(12), pp. 32. Retrieved on April 19, 2011, from http://www.questia.com/PM.qst?a=o&d=5016129853

Yechiam, E., & Busemeyer, J. R. (2005). Comparison of Basic Assumptions Embedded in Learning Models for Experience-based Decision Making. Psychonomic Bulletin & Review, 12(3), pp. 387. Retrieved on April 19, 2011 from http://www.questia.com/PM.qst?a=o&d=5035544650

Aubusson, P., Schuck, S. and Burden, K. (2009). Mobile learning for teacher professional learning: benefits, obstacles and issues

Aubusson, P., Schuck, S. and Burden, K. (2009).  Mobile learning for teacher professional learning: benefits, obstacles and issues. ALT-J, 17(3), pp. 233 — 247. Retrieved on May 31, 2010 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/451711_751304989_915792534.pdf


Introduction
Mobile learning is on the rise for reasons of practicality and efficiency. Aubusson, Schuck and Burden state that learning opportunities abound for both student and instructor. New technologies facilitate collective learning and provide current access to viewpoints not expressed by the instructor. The observed transformational effects are an area under-researched in favour of research on ICT integration in school curricula and use of technology on students. Aubusson, Schuck and Burden suggest that without appropriate research the task of critical reflection on individual teaching practices, the chances of transformation are limited.

It is possible that the reason for slow uptake of digital learning in formal education could be connected to the sense of isolation in the work place (e.g. classrooms). Aubusson, Schuck and Burden suggest that opportunities to learn occur in diverse environments and times. Mobile learning opportunities are presented during travelling times between locations (e.g. classroom to playground) and are ripe for professional learning. Aubusson, Schuck and Burden refer to Schon’s reflection-on-action and reflection-in-action and state that mobile learning offers both. They argue for collaboration of learning between student and instructor. Artefacts collected during use of mobile technology (e.g. information shared in text messaging may contribute to new conceptions and behaviour) are not fully recognised as significant to the learning process.

Collaborative and mobile teacher learning
Lifelong learning is required in a profession such as teaching. Collaborative learning is effective in enhancing professional efficacy as information is shared through anecdotes. Exchanges can be limited (e.g. contained within departments or colleagues; teachers wishing to share only with professionals outside the school environment). Aubusson, Schuck and Burden state that collaborative learning is acquired in short bursts as teachers move physically from activity to activity. Mobile learning allows access to expertise in diverse areas and a connection to a professional support network. A sample study by Wishart of teachers and trainees revealed that the most used applications were the calendar, the camera, a search engine and voice notes. Least used were the blog facilities and communication with others.

Dialogue enhances reflection and leads to group reflection. Emphasis should be placed on systematic evaluation through reflection rather than evaluation focused on specific issues. Furthermore, when addressing approaches to learning and teacher-student relationships, an insight into the role and learning of teachers should be considered as it relates to mobile learning.

Methodology
Participants
Eight participants with stakeholder interest and influence in professional learning and ICT in schools took part as a source of data.

Data collection
Respondents were asked about:

• their experiences with mobile devices and their use in professional learning;
• policies that influence or hinder mobile professional learning; and
• ethical issues.

Data analysis
Aubusson, Schuck and Burden kept the focus on actual and potential use of mobile technology in professional learning. Views, perceptions and comprehension levels were analysed. Abstraction established a structural framework to work from. Key elements are mapped to trace possible connections and links that influence. Three themes that emerged:

1. mobile devices used by teachers for professional learning that include concepts such as individual learning, reflection, collaboration and supporting staff development;
2. integrated use of mobile devices by teacher and student include opportunities for feedback and collaboration (in recognition of student achievements); and
3. ethics for use of mobile devices during capture and transmission (involving consent).

Teachers' personal use of mobile devices in professional learning
Reasons include:

• JIT (Just In Time) tool;
• portability; and
• student-teacher interaction.

Mobile devices were seen to enhance integration of technology, but it was acknowledged that the teaching profession has historically been seen to adapt and transform slowly. As there are still diverse levels of ICT skill in teachers, the gap between linking mobile devices and professional learning is ongoing (e.g. teachers' who have never setup or accessed an email account). Scaffolding is required to assist in understanding mobile devices as a tool for professional development. By providing models of use in situational activities (e.g. training in the use of handheld devices), others would learn to conduct individual learning. Personal involvement with a tool allows understanding of its potential. Aubusson, Schuck and Burden indicate that there is a general conception that teachers lack a culture of reflective process (e.g. teachers will save data from a project to reflect an event rather than as a means for professional learning). They state that this viewpoint may be purely anecdotal and have no correlating significance.

Potential use for mobile devices is high, but issues relate to slow adoption of technology and a culture that is yet to embrace reflection in collaborative professional learning (pg. 10). Reports from Australian and British governments highlight the recent developments in technologies to enable the effective practice of sharing and dissemination. Staff development can be embedded in a variety of ways. Aubusson, Schuck and Burden indicate research done in remote regions of Australia reveal few computers in these areas. Mobile technology has become the predominant means of connection. The way to make mobile learning mainstream is by modelling mobile devices as a professional development tool, encouraged by developing student mobile activities.

Teachers and students using mobile devices collaboratively
Incidences of teachers allowing students to integrate mobile devices during lessons are becoming more frequent (e.g. recording experiments; theatre). Despite reports citing the benefits of mobile technology in schools, it has not developed wide acceptance. Aubusson, Schuck and Burden state that incidences of students enjoying the process and feeling a sense of achievement is high.

Ethics of use in the classroom
Issues include:

• public access to information intended for a specific audience (e.g. the view is fairly relaxed concerning distribution as it cannot be accurately controlled, but it is generally agreed that dissemination to a wider audience would require permission);
• sharing of materials professionally (e.g. historically sharing of artefacts between teacher and student has always taken place - photographs, etc.; there was no danger of digital dissemination);
• archiving and record keeping (e.g. parental and student permission sought at the start of the year to encourage reflection on behaviour; sharing with participants may be acceptable; sharing with a wider audience may give rise to harmful consequences); and
• parent and/or student consent (e.g. without specific consent, teachers are unable to make full use of spontaneous occurrences even when mobile devices are available).

Development of policies and school bureaucracies are a result of working reactively towards reducing unethical use. Aubusson, Schuck and Burden identify four levels of consent:

1. permission is not asked, recording is surreptitious (not considered appropriate);
2. permission from student and parent is given to use mobile device technology for learning (ethical in a limited environment);
3. specific permission is requested (ethical in a limited environment); and
4. permission from student and parent is given to use mobile device technology for designated events.

Discussion
While the respondents were able to call on considerable experience in their fields, they cannot be seen to be representative of every teacher. Aubusson, Schuck and Burden suggest that trustworthiness will be established by the reader. Research into the following areas could develop further understanding on the slow uptake of technology:

• the ethics of using mobile devices for professional learning;
• the degree to which most teachers are digitally competent and confident; and
• the degree to which the teaching is a reflective profession.

The portability and multi-function aspects of mobile devices makes their use more appealing than traditional single-purpose devices (e.g. mobile phone vs. camera). Aubusson, Schuck and Burden suggest that technology teaches both student and teacher (pg. 12). Artefacts generated by mobile technologies can be used as the start point for generating an extended discourse of genuine partnership. Different viewpoints and perspectives can be gained by deconstructing the learning/teaching process (e.g. reviewing a recording after the event). The process is both transformative and disruptive. Experience is gained from practice, and is a significant part of the learning sequence.

Current practice in mobile technology is viewed as illicit and subversive (e.g. furtive recording may be used to humiliate instead of encourage) Aubusson, Schuck and Burden state. Popular press in the UK "is littered with examples and criticisms" (pg. 13). Australia has fared better. Generic consent is obtained at the start of each school year. Teachers are unaware of protocols that apply to digital image other than a general prohibition of public access.

Conclusion
Aubusson, Schuck and Burden have highlighted the potential of mobile technology to add new dimensions to personal development. Knowledge production and knowledge sharing is supported and enhanced by mobile technology. Analysis and feedback becomes more comprehensive. Learning opportunities for both teacher and student apply. With a shift in perspective, it is possible to view mobile technology as liberating and empowering. Students need to be prepared to use their mobile devices as learning tools. Aubusson, Schuck and Burden suggest a cautious approach to embracing mobile professional learning.