Planning learning experiences

This page offers a list of resources and activities to help plan students’ learning experiences of using mobile technology for workplace learning (WPL):

  1. Planning tasks ahead of time
  2. Ladder of student participation
  3. Creating learning resources
  4. Creating learning tasks
  5. GPS for WPL resources

Read more about why plan learning experiences…

downloadDownload these sample tasks and activities as a ‘doc’ file.

1/ Planning tasks ahead of time

There is value in planning WPL tasks ahead of time, including pre-placement meetings; regular, formal check-in meetings during students’ placement time; and a post-placement meeting. These meetings and check-in times can be planned with academics and workplace educators (WPEs) as well as with peers. Academics provide input into the content and purpose of these scheduled meetings. These planning activities can also be conducted by groups of students, academics and WPEs, who can meet to decide together how each will participate in designing WPL experiences. Mobile technology might also be used to facilitate meetings, especially when time and location barriers prohibit face to face meetings, and to enable a continuous process of collaboration between the parties that enhances the planning process.

2/ Ladder of student participation

Bovill and Bulley[1] developed the “Ladder of student participation in curriculum design” based on Arnstein’s Ladder of Citizen Participation.[2] The ladder provides a range of levels of student participation: from the lowest level (teachers control decision-making) through shared decision-making levels to the highest (students control the decision-making and have substantial influence). The highest level includes tasks such as students designing learning outcomes and projects. The ladder can be used by academics, WPEs and students to identify the existing, and desired, levels of student participation in planning their workplace learning experiences.

The following table can be completed in groups or individually by students, academics and/or WPEs.


3/ Creating learning resources

In a WPL context, assessment tasks could engage students in creating learning resources about a specific topic using an online tool such as, an easy to use online content curation platform.

Students could choose, annotate and share three to five of the most important resources on a specific topic. This task could be a one-off exercise, or could also lead to the development of a larger collection of resources over a longer time period.

Groups of students can create a resource that would be useful for them and their peers to help them use a specific media tool. Consider using the questions as drivers:

  • How can you use mobile technologies ethically in the workplace?
  • How can you use LinkedIn or Facebook for professional learning?

Individual students could undertake an open-ended task, such as designing and creating an innovative resource that would help them enhance their learning while on placement using mobile technologies. To support students with this task, lecturers could provide feedback on students’ initial design ideas before students finalise and implement their resource.

4/ Creating learning tasks

The following table is a planning tool for students to select WPL tasks in a range of learning domains that will be of most value to them.


5/ GPS for WPL resources

For more relevant bite size information, tasks and further reading, refer students to the following links in the GPS for WPL, an online resource for students to navigate the WPL landscape with mobile technology:

download Download these sample tasks and activities as a ‘doc’ file.


[1] Bovill, C & Bulley, CJ (2011). A model of active student participation in curriculum design: exploring desirability and possibility. In Rust, C. Improving Student Learning (18) Global theories and local practices: institutional, disciplinary and cultural variations. Oxford: The Oxford Centre for Staff and Educational Development, pp176-188.

[2] Arnstein, SR (1969). A ladder of citizen participation, Journal of the American Institute of Planners, 35(4), 216-224.