Mobile Technology in Practice
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The document discusses the enhancement of health and social care education through inter-professional assessments and the integration of mobile technology for learning and assessment. It highlights the importance of service user involvement, data security, and the need for support and engagement in adopting new technologies. Additionally, it outlines the challenges faced in implementing mobile solutions and the significance of ethical considerations in student assessments.
Mobile Technology in Practice
- 1. Centre for Excellence in Teaching and Learning CETIS Bolton 15th June 2010 Andy Pellow - Leeds University Robert Campbell - Ecommnet Ltd.
- 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. 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. 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. • 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. 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. 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. 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. users/students aren’t digital natives significance of the ethical approval process lack of understanding of the HE environment by mobile operators
- 11. 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
- 12. 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
- 17. 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?
- 28. 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
- 30. 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
- 31. 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
- 34. 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
- 35. 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
- 36. 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
- 37. 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
- 38. Contacts ◦ Andy Pellow ◦ Leeds University ◦ a.j.h.pellow@leeds.ac.uk ◦ Robert Campbell ◦ Ecommnet Limited ◦ robert.campbell@ecommnet.co.uk