Gröhbiel, Urs
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Participatory videos to teach the use of renewable energy systems. A case study from rural Nepal
2019, Pimmer, Christoph, Zahnd, Alexander, Gröhbiel, Urs
Mobile phones to facilitate connected social learning and work-based practices in marginalized settings. Insights from a research project in rural South Africa
2014, Pimmer, Christoph, Linxen, Sebastian, Chipps, Jennifer, Brysiewicz, Petra, Gröhbiel, Urs, Walters, Fiona
This paper outlines the findings of a research project intended to facilitate the learning of health professionals across work-based and formal learning contexts by means of mobile technology. The focus of the educational approach was on the use of digital mobile media, and particularly mobile networking technologies to support social learning practices of professionals, i.e., nurses, in marginalized settings in rural South Africa. The overall project was informed by previous studies from marginalized contexts that pointed to the potential of mobile phones and mobile social networking technologies as a means to facilitate the learners engagement with explicit forms of educational content as well as to allow for their extended participation in professional, work-based communities (Kolko, Rose, & Johnson, 2007; Pimmer, Linxen, & Gröhbiel, 2012; Pimmer, Linxen, Gröhbiel, Jha, & Burg, 2013).
The affordances of social mobile media for boundary crossing
2013, Pimmer, Christoph, Gröhbiel, Urs
Changing the role of teachers by integrating mobile technology in a rural school in Zimbabwe. A reflection in the light of UNESCO policy guidelines
2014-02-21T00:00:00Z, Gröhbiel, Urs, Pimmer, Christoph
Mobile phones as learning tools
2014, Brysiewicz, Petra, Pimmer, Christoph, Chipps, Jennifer, Walters, Fiona, Linxen, Sebastian, Gröhbiel, Urs
Mobile Learning in corporate settings. Results from an Expert Survey
2008, Pimmer, Christoph, Gröhbiel, Urs
Facebook & Co for teacher development in disadvantaged areas. Findings from a social mobile media feasibility study from rural India
2014, Pimmer, Christoph, Gröhbiel, Urs, Widmer, Christoph
Empowering Teachers as Designers of Learning Experiences Utilising Social-Mobile Technologies Workshop
The neglected grass root adoption of mobile phones as learning tools in resource-limited settings. A study from advanced midwifery education in KwaZulu-Natal, South Africa
2013-06-29T00:00:00Z, Pimmer, Christoph, Gröhbiel, Urs, Walters, Fiona, Linxen, Sebastian, Chipps, Jennifer
Background/rationale: Many mhealth and mlearning interventions fail, because they adopt a techno-centric view and ignore the local context. To address this, the present study investigated the 'organic' adoption and educational usage of mobile phones by health workers in rural health settings. Methods: A qualitative study was conducted interviewing nursing/advanced midwifery students, facilitators and nursing managers from rural, resource-constrained regions in the province of KwaZulu-Natal, South Africa. Content analysis used the concepts of Community of Inquiry theory as 'a priori-constructs'. Results: The research revealed a number of unexpected learning and teaching practices - based on the grass-root adoption of mobile phone functions and in particular social apps. These practices involved cognitive, teaching and social presence as well as reflective practice and enabled rich educational experiences - according to the Community of Inquiry Theory.