Education for Practice in a Hybrid Space: Enhancing Professional Learning with Mobile Technology
暫譯: 混合空間中的實踐教育：利用行動科技提升專業學習

本書提出了一個移動技術能力建設框架，旨在為參與職場教育的學者、學生和從業者提供更深入的理解和實用指導，說明移動技術如何增強專業學習。本書將專業和職場學習視為一個混合空間，在這裡工作、學習和技術相互交融，討論了移動技術在塑造專業教育中的價值，特別是在學生實習期間。

該框架專注於保持專業性和安全性，考慮時間和地點的問題，規劃學習活動、啟動對話、建立人脈、創造隨時隨地的學習機會以及深化反思。它旨在幫助學生及其教育者以知識性和負責任的方式使用移動技術，並幫助縮小大學學習與職場實踐之間的差距。

本書還有助於更好地理解學習、實踐和技術之間的相互聯繫。它展示了如何通過兩個視角來增強使用移動技術的學習和工作：即「專業加」和「有意識的專業人士」。

Franziska Trede is an Associate Professor of Higher Education and Professional Practice at the Institute for Interactive Media and Learning, University of Technology Sydney. Her research primarily focuses on professional practice, professional identity development, social justice, agency, and arts-based methodologies. She recently co-edited (with Celina McEwen) the book Educating the deliberate professional: Preparing for future practices.
Lina Markauskaite is an Associate Professor and Co-director of the Centre for Research on Learning and Innovation, The University of Sydney. Her primary research focus is on understanding the nature of knowledge work and learning by analysing the capacities needed to solve novel, complex problems in contemporary interdisciplinary contexts. She recently published the book Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge (with Peter Goodyear).
Susie Macfarlane is a Senior Lecturer in Learning Futures at Deakin University, where she leads a team transforming teaching and assessment in the Faculty of Health. Her main research interests are in academic identity; inclusive, video and dialogic feedback; and sessional staff professional development. She is currently completing her PhD on evaluative judgement at the Centre for Assessment and Digital Learning, Deakin University.
Celina McEwen is a researcher in the sociology and anthropology of education at the University of Technology Sydney. Her work spans the fields of professional, higher, and community education. In collaboration with Franziska Trede, she has developed the concept of the 'deliberate professional' and its associated 'pedagogy of deliberateness' as a way of reconciling critical thinking, participation and responsibility in professional practice and professional education.

弗朗茲斯卡·特雷德（Franziska Trede）是悉尼科技大學互動媒體與學習研究所的高等教育與專業實踐副教授。她的研究主要集中在專業實踐、專業身份發展、社會正義、能動性以及基於藝術的方法論。她最近與塞莉娜·麥克尤恩（Celina McEwen）共同編輯了書籍《有意識的專業人士教育：為未來實踐做準備》（Educating the deliberate professional: Preparing for future practices）。

莉娜·馬卡烏斯凱特（Lina Markauskaite）是悉尼大學學習與創新研究中心的副教授及共同主任。她的主要研究重點是通過分析解決當代跨學科背景下新穎且複雜問題所需的能力，來理解知識工作和學習的本質。她最近出版了書籍《認識流暢性》（Epistemic Fluency）以及《專業教育：創新、知識行動與可行知識》（Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge，與彼得·古迪爾（Peter Goodyear）合著）。

蘇西·麥克法蘭（Susie Macfarlane）是迪肯大學學習未來學的高級講師，負責領導一個團隊，轉變健康學院的教學和評估。她的主要研究興趣包括學術身份；包容性、視頻和對話式反饋；以及臨時教職員的專業發展。她目前正在迪肯大學評估與數位學習中心完成有關評估判斷的博士學位。

塞莉娜·麥克尤恩（Celina McEwen）是悉尼科技大學教育社會學與人類學的研究員。她的工作涵蓋專業、高等及社區教育領域。她與弗朗茲斯卡·特雷德合作，發展了「有意識的專業人士」的概念及其相關的「有意識的教學法」，作為在專業實踐和專業教育中調和批判性思維、參與和責任的一種方式。