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Abstract
This paper examines the role of the individual student and his/her engagement with self-directed mobile assessment. The findings presented in this paper are based on the results of the ALPS (Assessment and Learning in Practice Settings) CETL (Centre for Excellence in Teaching and Learning) programme, a 5 year examination of the use of mobile technology for interprofessional, formative, work-based assessment among health and social care students. Analysing the results of multiple focus groups across a number of health and social care professions we found that learner engagement with self-directed mobile assessment is dependent on internal and external factors. In this paper we explore the internal factors, namely that of learner goal, confidence and stage of self-direction (Grow, 1991).
Highlights
Should mobile technology be used in education, and if so where? What are the pre-requisites for ensuring mobile technology «works» for education? In this paper we explore the use of mobile technology for self-directed learning and assessment and consider the pedagogical preparations required by students and education providers to implement such initiatives
These were for the purpose of completing formative interprofessional assessments created by ALPS based on the ALPS common competency frameworks of team working, communication and ethical practice
3.1 Case study – Training students in self-directed mobile learning The formative assessments ALPS asked the students to complete were: knowing when to consult or refer, working interprofessionally, gaining consent, demonstrating respect for service users and carers, and providing information to a colleague; these are all scenarios encountered by the 16 health and social care professions involved in ALPS
Summary
Should mobile technology be used in education, and if so where? What are the pre-requisites for ensuring mobile technology «works» for education? In this paper we explore the use of mobile technology for self-directed learning and assessment and consider the pedagogical preparations required by students and education providers to implement such initiatives. The value of mobile technology within healthcare settings for work purposes has already been acknowledged (Sandars and Pellow, 2006) and its use on work-based placement provides an opportunity for the student to make the transition between the use of mobile devices for social and personal use to work related usage. In 2006 ALPS bought 900 mobile devices to distribute amongst whole cohorts of students and staff from a variety of health and social care professions. These were for the purpose of completing formative interprofessional assessments created by ALPS based on the ALPS common competency frameworks of team working, communication and ethical practice. For an example of the assessment process please see Figure 1
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