ABSTRACT
Apprenticeship learning is fundamentally based on interpreting problems, understanding tasks and then completing predefined duties in challenging circumstances. Apprenticeships are a structured training system, which encompass challenging standards and high expectations of proficiency, leading to certification in a particular craft. Apprenticeship learning consists of both on-the-job, one-on-one training between a mentor and an apprentice, and off-the-job, classroom and laboratory/workshop instruction on the principles of the craft. Most higher education learning environments include technology to support teaching and learning, be they self-directed or instructor-facilitated. Mobile Learning (Mlearning) affords substantial opportunities for genuinely supporting differentiated, autonomous and individualized learning through mobile devices. J. Keller suggests that the attention relevance confidence satisfaction motivation model is a pragmatic approach to incorporating motivational strategies into instructional design. The model is based on its acronym, and is based on motivational concepts and a problem-solving approach to design which is appropriate for, and aligned to, apprenticeship learning.
