Chapter 7 Bringing Learning to the Workplace: A, Smartphone App for Reflection and Increased Authenticity of Learning Karen D. Konings and Wim H. Gijselaers Recent publications on professional education acknowledge the importance of academic knowledge when preparing students for professional practice. But they also seem to agree on the necessity of changing the pedagogy of professional educa- tion, suggesting an alternative to the traditional, content -based approach for learning and learning design. For example, Dall'Alba and Sandberg (2006 p. 404) argue that Pedagogy that focuses on promoting acquisition of decontextualized knowledge and skills fails to address issues concerning when it is appropriate to use such knowledge and skills, how to use them, and to what purpose. Furthermore, given the breadth and complexity of professional practice, no single pedagogical method can be a panacea. In their view, it is no longer content which should serve as the guiding principle of program design, but understanding the nature of professional practice and its consequences for how to teach. In general, many pleas have been made to include the learner experience as part of the learning process (Eraut 1994; Ericsson et al. 2006; Ericsson 2009). A particu- larly strong message was conveyed in a recent position paper in the Lancet, which voiced the importance of connecting learning experiences with formalized training and learning in health professions education (Frenk et al. 2010). The authors claim that learning systems should be developed to improve the professional skills of students, allowing students to acquire leadership capabilities to become change agents in their profession: people who are capable of shaping their own profession K.D. Kónings (~) Department of Educational Development and Research and Graduate School of Health Professions Education, Maastricht University, Maastricht, The Netherlands e-mail: kd.konings@maastrichtuniversity.nl W.H. Gijselaers Department of Educational Research and Development, Maastricht University, Maastricht, The Netherlands OO Springer International Publishing Switzerland 2015 1 17 A. Dailey-Hebert, K.S. Dennis (eds.), Transformative Perspectives and Processes in Higher Education, Advances in Business Education and Training 6, DOI 10.1007/978-3-319-09247-8_7