Using Mobile Technologies for Assessment and Learning in Practice Settings: Outcomes of Five Case Studies

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Dearnley, C., Taylor, J., Hennessy, S., Parks, M., Coates, C., Haigh, J., Fairhall, J., Riley, K. & Dransfield, M. (2009). Using Mobile Technologies for Assessment and Learning in Practice Settings: Outcomes of Five Case Studies. International Journal on E-Learning, 8(2), 193-207. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25319.

• Share:
• 
• 
• 
• 
• 
• 

Journal Information

International Journal on E-Learning
ISSN 1537-2456
Volume 8, Issue 2, April 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on IJEL

Authors

Christine Dearnley, University of Bradford, UK; Jill Taylor, Leeds Metropolitan University, UK; Scott Hennessy, University of Leeds, UK; Maria Parks, York St John University, UK; Catherine Coates, Leeds Metropolitan University, UK; Jackie Haigh, John Fairhall, University of Bradford, UK; Kevin Riley, University of Huddersfield, UK; Mark Dransfield, York St John University, UK

Abstract

This article presents the outcomes of the Mobile Technologies Pilot Project for the Assessment and Learning in Practice Settings (ALPS) Centre for Excellence in Teaching and Learning (CETL). ALPS is a partnership of five Higher Education Institutions (HEI) that aims to develop and improve assessment, and thereby learning, in practice settings for health and social care students. It is funded by the Higher Education Funding Council for England (HEFCE). The aim of this project was to identify the readiness of the institutions to adopt mobile technologies for learning and assessment in practice settings, which may include hospitals, health centers, and community locations; and to identify the available and required infrastructure. We report here on five case studies and explore the variety of ways in which mobile technologies were used, highlighting benefits, challenges, and constraints. We conclude that new technologies demand new approaches to learning but remain cognizant of the need to base new approaches firmly in established pedagogy. Recommendations for practice are provided.

Keywords

• Change
• Assessment
• Portfolios
• Virtual Environments
• Collaboration
• Communication
• Research Methods
• Creativity
• Culture
• Socialization
• Students
• Health
• Curriculum
• Educational Technology
• Integration
• Learning Management Systems
• Professional Development
• Computers
• Information Communication Technologies
• Internet

Also Read

• Perceptions of Academics and Students Using University of East London Virtual Learning Environment ‘UEL Plus’
• Towards a model for m-learning in Africa
• Supporting E-Learning with Technologies for Electronic Documents
• Research Highlights in Technology and Teacher Education 2009
• Literature Review of M-Learning Issues, M-Learning Projects and Technologies
• A Special Passage Through Asia E-Learning
• Teaching for Application: A Model for Assisting Pre-Service Teachers With Technology Integration
• Research Highlights in Technology and Teacher Education 2010
• The Connected Learning Space
• Usage Analysis in Learning Systems

Tags