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Centre for Excellence in Teaching and Learning

                                     CETIS Bolton

                       ...
   to ensure that students graduating from
    courses in health and social care are fully
    equipped to perform confid...
   University of Bradford

   University of Huddersfield

   University of Leeds

   Leeds Metropolitan University

 ...
   Audiology                   Operating
   Clinical physiology          department practice
   Dentistry             ...
•   By promoting inter-professional
    assessment of core competences – ethical
    practice, communications skills and t...
   Students in wide variety of practice locations
   lightweight, portable & fit in pockets.
   Secure connection to HE...
   Nothing about mobile technology…
   No standards
   Significant capital funding (£1m+) but with
    challenging expe...
   Risks of innovation and early adoption
   Speed of change in the market
   Need for early support and structure
   ...
   users/students aren’t digital natives
   significance of the ethical approval process
   lack of understanding of th...
   An occupational therapy student is on
    placement at Calderdale Royal Hospital.

   One of his objectives whilst on...
   The assessment can be completed by:
    ◦   Student
    ◦   Practice assessor
    ◦   Peers
    ◦   Possibly service u...
   Student Guidelines
   Following your experience of gaining consent from a service user please ask a practice
    asse...
   Assessment Management Suite
    ◦   Webserver
    ◦   User and cohort management
    ◦   Assessment authoring
    ◦   ...
   Assessment authoring
    ◦ Build assessments
         Questionbuilder, Compendle, RLO, competency maps
         SCOR...
   Content Distribution
   Assessment packages
    ◦ Assessment, learning objects, docs, links etc.
    ◦ Repackage for ...
   Faculty of Medicine and Health – just under
    3,500 undergraduate students in 8
    professions.
   Highly devolved...
   Evidence for change critical
   Use research to help drive L&T change
   Champions required but need good
    commun...
   Assessment and Learning driven
   Process improvement difficult to quantify and
    prove
   Business case for signi...
   Recognise different speeds of adoption
   Prepare for long term
   Context important
   Support for students own de...
   Contacts
    ◦ Andy Pellow
    ◦ Leeds University
    ◦ a.j.h.pellow@leeds.ac.uk

    ◦ Robert Campbell
    ◦ Ecommnet...
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
Mobile Technology in Practice
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Mobile Technology in Practice

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Andy Pellow and Robert Campbell discuss the ALPS (http://www.alps-cetl.ac.uk/Corework/MobileTechnologies.html) experiences of leading, developing and implementing a mobile learning and assessment programme for work-based learning. They explain what ALPS aimed to achieve and how this developed in practice. They consider the challenges of developing and implementing a mobile technology programme involving 1000 students across 5 HEIs spanning 16 different professions.

Published in: Education, Business, Technology
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Transcript of "Mobile Technology in Practice"

  1. 1. Centre for Excellence in Teaching and Learning CETIS Bolton 15th June 2010 Andy Pellow - Leeds University Robert Campbell - Ecommnet Ltd.
  2. 2.  to ensure that students graduating from courses in health and social care are fully equipped to perform confidently and competently at the start of their professional careers
  3. 3.  University of Bradford  University of Huddersfield  University of Leeds  Leeds Metropolitan University  York St John University  NHS partners  Service users & carers  Commercial partners – MyKnowledgeMap, ecommnet
  4. 4.  Audiology  Operating  Clinical physiology department practice  Dentistry  Optometry  Dietetics  Pharmacy  Diagnostic radiography  Physiotherapy  Medicine  Podiatry  Midwifery  Social work  Nursing  Speech and  Occupational therapy language therapy
  5. 5. • By promoting inter-professional assessment of core competences – ethical practice, communications skills and team- working • By encouraging service user and carer involvement in student feedback • Using mobile devices to deliver assessment and learning in the practice setting
  6. 6.  Students in wide variety of practice locations  lightweight, portable & fit in pockets.  Secure connection to HE networks  Two way – deliver and collect information  Off-line/On-line capability
  7. 7.  Nothing about mobile technology…  No standards  Significant capital funding (£1m+) but with challenging expenditure deadlines  Partner L&T systems (e.g. VLEs) important but not mobile friendly  Data security important ◦ Personal information in healthcare.
  8. 8.  Risks of innovation and early adoption  Speed of change in the market  Need for early support and structure  Tutors need support – and tailored one-to- one support  Students want to know what the purpose and benefits will be of using the technology  Role of champions  Speed of decision-making/consultation process…
  9. 9.  users/students aren’t digital natives  significance of the ethical approval process  lack of understanding of the HE environment by mobile operators
  10. 10.  An occupational therapy student is on placement at Calderdale Royal Hospital.  One of his objectives whilst on placement is the development of his ability to gain consent from service users using his communication skills.  His tutor creates an assessment that will encourage him to provide evidence of his ability to gain consent
  11. 11.  The assessment can be completed by: ◦ Student ◦ Practice assessor ◦ Peers ◦ Possibly service users  Responses can include: ◦ Free text response ◦ Audio ◦ Multiple choice and other structured question types
  12. 12.  Student Guidelines  Following your experience of gaining consent from a service user please ask a practice assessor from your own or another profession to answer the following questions.  Practice Assessor Assessment  Taking into account the level of your service user’s understanding, how did you ensure that the service user understood the course of action? Completely / Mostly / Adequately / Hardly at all / Not at all  Taking into account your service user’s preferred method of communication, how did you ensure they gave or withheld consent? Completely / Mostly / Adequately / Hardly at all / Not at all  Did the student ensure that the service user had sufficient information to give or withhold consent for the course to action? Completely / Mostly / Adequately / Hardly at all / Not at all  Would you like to make any further comments on the student's overall performance?
  13. 13.  Assessment Management Suite ◦ Webserver ◦ User and cohort management ◦ Assessment authoring ◦ Helpdesk  Mobile Services Platform ◦ Device management ◦ Device client software ◦ Assessment distribution and communications ◦ Security, encryption, authentication
  14. 14.  Assessment authoring ◦ Build assessments  Questionbuilder, Compendle, RLO, competency maps  SCORM/QTI Standards based packages  Publishes as a web service to Mobile Services Platform  Assessment receipt ◦ Storing of assessment responses ◦ Review and comment on responses ◦ Assessment against competency Frameworks ◦ Export to e-Portfolio  VLE, etc LEAP-2A  User and cohort management ◦ Cohorts linked to AD / LDAP ◦ Imported from University Management Systems ◦ Roles  Tutors  Students  Admin
  15. 15.  Content Distribution  Assessment packages ◦ Assessment, learning objects, docs, links etc. ◦ Repackage for the device  Device management ◦ Software distribution ◦ Device configuration  Device and data security  Communications
  16. 16.  Faculty of Medicine and Health – just under 3,500 undergraduate students in 8 professions.  Highly devolved learning and teaching environment  Strong corporate support for Blackboard VLE  Significant external professional body involvement (GMC, NMC, GDC) in curriculum validation  Common uni-professional assessments in some disciplines
  17. 17.  Evidence for change critical  Use research to help drive L&T change  Champions required but need good communications skills  Introduce technology change alongside curriculum change  Secure bottom-up engagement before top- down endorsement
  18. 18.  Assessment and Learning driven  Process improvement difficult to quantify and prove  Business case for significant IT investments that save staff time but cost money difficult to secure  Typical Mobile provider business model (e.g. Capital + Contract over two years) challenging
  19. 19.  Recognise different speeds of adoption  Prepare for long term  Context important  Support for students own devices still not feasible;  Web delivery doesn’t deliver functionality
  20. 20.  Contacts ◦ Andy Pellow ◦ Leeds University ◦ a.j.h.pellow@leeds.ac.uk ◦ Robert Campbell ◦ Ecommnet Limited ◦ robert.campbell@ecommnet.co.uk
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