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.
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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
10.
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
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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?
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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
29.
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
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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