Mobile Technology in Practice

815 views

Published on

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
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
815
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
12
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

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

×