Assessment and Learning in Practice Settings (ALPS) © Mobile Learning and Assessment- The Student Experience Julie Laxton- ALPS Teaching Fellow, University of Leeds Ceridwen Coulby- Educational Staff Development Officer, University of Leeds

Assessment and Learning in Practice Settings (ALPS) © ALPS CETL Who we are? A centre for excellence in teaching and learning (CETL) focussing on assessment and learning in practice settings. 5 Universities (Leeds, Leeds Metropolitan, Bradford, Huddersfield and York St John) crossing 16 health and social care professions What is the aim of this programme? To achieve excellence in assessment and learning based on interprofessional Common Competency Maps, which can be delivered by mobile technology 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

Assessment and Learning in Practice Settings (ALPS) © ALPS CETL This programme is developing 3 main ways in which confidence and competence is being improved. By promoting interprofessional assessment of core competences By testing the viability of the use of mobile devices to deliver assessment and learning in the practice setting By encouraging service user and carer involvement in student feedback

Assessment and Learning in Practice Settings (ALPS) © Advantages of Mobile Learning and Assessment Timely Access to resources- anytime, any place, anywhere The immediacy of feedback Allows reflection in action in addition to reflection on action

Assessment and Learning in Practice Settings (ALPS) © 5 Cohorts of students with mobile devices were asked what they thought about their usage. The students came from the following professional groups: Audiology-12 Dentistry-24 Radiography- 25 Nursing- 64 Supporting Learning In Practice (SLIP) Students- 12 Initial feedback on mobile device usage

Assessment and Learning in Practice Settings (ALPS) © Findings ThemeAdvantagesIssues Access –personal  personal use e.g. BBC News, Google map, train timetables, hotmail accounts  Not able to use as a mobile phone Access - Learning  Access to University learning Zone and VLE  Check and record own progress immediately  ability to view learning material in practice and capture reflections  Modification of existing learning objects into format suitable for PDA’s Communication  Communication between students and tutors  Tutors provided resources/activities on an ongoing basis  keeping in contact with family and friends.  check s when away from a PC  Sometimes didn’t work  Accessibility in practice – slow connectivity Usability of device  Motivation for staff and students to utilise devices  Concern over mobile devices in practice – risk averse organisations - safety and confidentiality  Screen too small  Storage space limited

Assessment and Learning in Practice Settings (ALPS) © September Student Quotes “When I first got the device, yes! I used it quite frequently but it started to play up and even with the memory card it took a while to use. I then stopped using it” “It was useful as sometimes I felt that I hadn’t done as much as I actually had” “Helped- keeping a record enabled me to realise what I had not carried out” “Helped in regard to poor assessment”

Assessment and Learning in Practice Settings (ALPS) © September Discussion Are our students digital natives or digital immigrants? Is there a distinction between learning and social networking for present day students? What motivates students to engage with mobile learning and assessment? How sustainable is this? What is the added value of mobile learning, and to whom?

Assessment and Learning in Practice Settings (ALPS) © September ALPS Contact details Julie Laxton- Ceridwen Coulby – Tel: General Website: