Pimmer, Christoph
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Pimmer, Christoph
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- PublikationFindings from a Critical Review of Mobile Learning in Higher Education Settings(2016) Pimmer, Christoph; Pachler, Norbert; Mateescu, Magdalena; Gröhbiel, Urs06 - Präsentation
- PublikationMobile learning in the workplace. Unlocking the value of mobile technology for work-based education(2014) Pimmer, Christoph; Pachler, Norbert; Ally, Mohamed; Tsinakos, Avgoustos [in: Increasing Access through Mobile Learning]The use of mobile phones is attracting considerable interest in the fields of professional learning and work-based education. Surprisingly, there is relatively little systematic knowledge about how mobile devices can be used effectively for learning and competence development in work contexts. Many of the current approaches tend to repackage eLearning content in order to make it suitable for the smaller screens of mobile devices following behavioural and cognitive paradigms. By contrast, we attempt to illustrate in this chapter how mobile devices allow the realisation of rich pedagogical strategies. We use a number of educational parameters to characterise mobile learning (mLearning) as learning across different contexts that bridges and connects: 1) the creation and sharing of content; 2) learning for and learning at work; 3) individual and social forms of learning; 4) education across formal and informal settings, and (5) situated, socio-cognitive, cultural, multimodal and constructivist educational paradigms. We underpin our arguments with empirical studies from different fields and disciplines of work-based education. In so doing, we conclude that, in addition to sporadic, self-contained training, mobile devices can connect and span different situations and forms of learning and, accordingly, support learners across various contexts and phases of their career trajectories.04A - Beitrag Sammelband
- PublikationReframing Clinical Workplace Learning Using the Theory of Distributed Cognition(Lippincott Williams & Wilkins, 01.09.2013) Pimmer, Christoph; Pachler, Norbert; Genewein, Urs [in: Academic Medicine]In medicine, knowledge is embodied and socially, temporally, spatially, and culturally distributed between actors and their environment. In addition, clinicians increasingly are using technology in their daily work to gain and share knowledge. Despite these characteristics, surprisingly few studies have incorporated the theory of distributed cognition (DCog), which emphasizes how cognition is distributed in a wider system in the form of multimodal representations (e.g., clinical images, speech, gazes, and gestures) between social actors (e.g., doctors and patients) in the physical environment (e.g., with technological instruments and computers). In this article, the authors provide an example of an interaction between medical actors. Using that example, they then introduce the important concepts of the DCog theory, identifying five characteristics of clinical representations-that they are interwoven, co-constructed, redundantly accessed, intersubjectively shared, and substantiated-and discuss their value for learning. By contrasting these DCog perspectives with studies from the field of medical education, the authors argue that researchers should focus future medical education scholarship on the ways in which medical actors use and connect speech, bodily movements (e.g., gestures), and the visual and haptic structures of their own bodies and of artifacts, such as technological instruments and computers, to construct complex, multimodal representations. They also argue that future scholarship should "zoom in" on detailed, moment-by-moment analysis and, at the same time, "zoom out" following the distribution of cognition through an overall system to develop a more integrated view of clinical workplace learning.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationTeaching, Learning and Assessment in the Clinical Workplace: Disentangling the dynamics of learning in clinical contexts(11.06.2012) Pimmer, Christoph; Pachler, Norbert06 - Präsentation
- PublikationLearning through inter- and intradisciplinary problem solving: using cognitive apprenticeship to analyse doctor-to-doctor consultation(Springer, 01.02.2012) Pimmer, Christoph; Pachler, Norbert; Nierle, Julia; Genewein, UrsTodays healthcare can be characterised by the increasing importance of specialisation that requires cooperation across disciplines and specialities. In view of the number of educational programmes for interdisciplinary cooperation, surprisingly little is known on how learning arises from interdisciplinary work. In order to analyse the learning and teaching practices of interdisciplinary cooperation, a multiple case study research focused on how consults, i.e., doctor-to-doctor consultations between medical doctors from different disciplines were carried out: semi-structured interviews with doctors of all levels of seniority from two hospital sites in Switzerland were conducted. Starting with a priori constructs based on the methods underpinning cognitive apprenticeship (CA), the transcribed interviews were analysed according to the principles of qualitative content analysis. The research contributes to three debates: (1) socio-cognitive and situated learning, (2) intra- and interdisciplinary learning in clinical settings, and (3), more generally, to cooperation and problem solving. Patient cases, which necessitate the cooperation of doctors in consults across boundaries of clinical specialisms, trigger intra- as well as interdisciplinary learning and offer numerous and varied opportunities for learning by requesting doctors as well as for on-call doctors, in particular those in residence. The relevance of consults for learning can also be verified from the perspective of CA which is commonly used by experts, albeit in varying forms, degrees of frequency and quality, and valued by learners. Through data analysis a model for collaborative problem-solving and help-seeking was developed which shows the interplay of pedagogical methods of CA in informal clinical learning contexts.02 - Monographie
- PublikationMobile Learning in Developing Countries. Findings from a case study in the field of medical education(14.12.2011) Pimmer, Christoph; Linxen, Sebastian; Pachler, Norbert04B - Beitrag Konferenzschrift
- PublikationWork-based-mobile learning: an overview(Peter Lang, 01.02.2011) Pachler, Norbert; Pimmer, Christoph; Seipold, Judith; Pachler, Norbert; Pimmer, Christoph; Seipold, Judith [in: Work-Based Mobile Learning. Concepts and Cases]04A - Beitrag Sammelband
- PublikationMobile learning in corporate settings: Results from an expert survey(Peter Lang, 2011) Pimmer, Christoph; Gröhbiel, Urs; Pachler, Norbert; Pimmer, Christoph; Seipold, Judith [in: Work-Based Mobile Learning. Concepts and Cases]04A - Beitrag Sammelband
- PublikationThe potential of smartphones to mediate intra-hospital communication and learning practices of doctors. Preliminary results from a scenario-based study(2011) Pimmer, Christoph; Pachler, Norbert; Genewein, Urs; Rummler, Klaus04B - Beitrag Konferenzschrift
- PublikationTowards work-based mobile learning. What can we learn from the fields of workbased learning and mobile learning?(IGI Global, 2010) Pimmer, Christoph; Pachler, Norbert; Atwell, Graham [in: International Journal of Mobile and Blended Learning]01A - Beitrag in wissenschaftlicher Zeitschrift