1) The first is 'Supporting new students from vocational education and training: Finding a reusable solution to address recurring learning difficulties in e-learning by Dai Fei Yang, Janice Catterall, and Janelle Davis of the University of Western Sydney in Australia. They propose the implementation of a 'educational technology preparation' (ETP) programme to assist students transitioning from the Australian vocational TAFE system into vocational degree programmes at university. The ETP is run through the Student Learning Unit, the Library, the e-Learning Unit and the IT Services and in effect, introduces students to the university's online and blended learning enviroments.
The above may be useful as my preliminary findings from evaluation of our 'new' learning spaces and work with tutors on project surface tablet confirms findings from previous projects (on situated technology enhanced learning and using videos to improve learning of dispositional skills). Digital natives bring digital skills which might not be aligned to academic requirements.
2) Second article from Switzerland 'Mobile Devices to Bridge the Gap in VET: Ease of Use and Usefulness as Indicators for Their Acceptance' by Elisa Motta, Alberto Cattaneo & Jean-Luc Gurtner. Provides some useful example in vocational education (automotive, pastry cooking and cookery) and uses quantitative analysis to establish apprentice / learner engagement is perceived to be linked to ease of use of hard and software.
This article informs our tablet project as use of a variety of apps and bringing these together into a coherent whole to achieve pedagogical goals is a complex process. The tutors and elearning advisors have good ideas but complicated systems mean students and other tutors may find it too unwieldy to apply in real-world practice.