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

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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.

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

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

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