Assessment and Learning in Practice Settings (ALPS) © ALPS The use of learning objects to enhance learning in practice settings Margaret Lascelles – University of Leeds, ALPS Site Lead Julie Laxton – University of Leeds, ALPS Teaching Fellow

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 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) © Competency mapping Communication Ethical Practice Team working Use by students and assessors/mentors

Assessment and Learning in Practice Settings (ALPS) © Using mobile devices - literature Altmann and Brady 2005 use of drug guide in practice with PDA’s Garrett and Jackson 2006 lived experience of student nurses and doctors using PDA’s in practice. Focus on use in relation to electronic reference tools and for data retrieval. Sanders and Pellow 2006 reviewed evidence in use of handheld technology in healthcare and work based learning and only six related articles which were small scale studies. Little evidence of evaluation of performance as assessment tools.

Assessment and Learning in Practice Settings (ALPS) © ALPS small case study Dearnley et al 2008 conducted an ALPS small case study pilot project in Bradford 2006 in the conversion of a paper based portfolio tool to Pocket Personal Digital Assistant (PDA ) for recording assessment documentation including action plans and evidence of achieving performance criteria. Issues within practice settings include- reluctance of mentors/assessors to use, training, culture, technological support

Assessment and Learning in Practice Settings (ALPS) © Learning Objects Across the eight health professions at Leeds, five are utilising PDA’s initially in developing learning objects and subsequently for assessment Resources are being developed to support learning

Assessment and Learning in Practice Settings (ALPS) © Radiography Imaging Lateral Thumb Position: The patients hand is placed so that the palmer aspect is in contact with the cassette, with the thumb extended slightly to the side Central Ray: 90 o to the film Centring Point: To the metacarpo- phalangeal joint of the thumb. Lateral Thumb Imaging Criteria: All phalanges and metacarpal of the thumb Distal Radius Intervening carpals No overlap of phalanges Joint spaces clearly demonstrated Bony trabeculae in distal phalanges and metacarpal bones demonstrated DP ThumbDone

Assessment and Learning in Practice Settings (ALPS) © Example 1 OSCE videos Communication skills

Assessment and Learning in Practice Settings (ALPS) © Example 2 Websites difficilehttp:// difficile

Assessment and Learning in Practice Settings (ALPS) © Advantages of mobile learning objects Students in practice may not have easy access to other learning material or computers Can “ view learning material, reflect and apply new learning” in a more timely manner in practice Motivation for students – can use devices for personal use e.g. BBC News, Google map, train timetables, hotmail accounts Tutors in university can communicate with students via more readily. Tutors can provide resources/activities on an ongoing basis linked to module

Assessment and Learning in Practice Settings (ALPS) © Challenges in the use of mobile technology within practice settings Modification of existing learning objects into format suitable for PDA’s Time and resources to develop new learning objects Motivation for staff and students to utilise devices Accessibility in practice – slow connectivity Accessibility on the VLE Concern over mobile devices in practice – risk averse organisations - safety and confidentiality

Assessment and Learning in Practice Settings (ALPS) © Evaluation from students Benefits Texting Important university information Assessment Face book Things relevant to placement Problems Speed of download Size of screen Can’t use phone Having more than one device

Assessment and Learning in Practice Settings (ALPS) © Implications Training of mentors and assessors and students and staff Culture of practice settings Security and confidentiality of information Compatibility of software M learning Technology to assist learning and assessment processes

Assessment and Learning in Practice Settings (ALPS) © Next stage Assessment tools and link with learning and feedback Link with NSS re feedback E-portfolio and link with “Leeds for Life” Embedding and link with VLE Tutors embracing technology Appraisal of the mobile devices – technology advancing fast

Assessment and Learning in Practice Settings (ALPS) © References ALTMANN,TK.BRADY,D 2005 PDA’s bring information competence to point-of- care. International Journal of Nursing Education Scholarship,2 (1) DEARNLEY,C.HAIGH,J.FAIRHALL,J 2008 Using mobile technologies for assessment and learning in practice settings: A case study. Nurse Education in Practice vol 8(3) may 2008pp GARRETT,BM.JACKSON,C 2006 A mobile clinical E portfolio for nursing and medical students, using wireless personal digital assistants. Nurse Education in Practice 6 PP SANDERS,J.PELLOW,A 2006 Handheld computers for work based assessment: lessons from the recent literature, Work Based Learning in Primary Care 4 pp Acknowledgement to Dental Hygiene and Therapy, Medicine, Nursing and Radiography staff and students who have contributed to the development and use of learning objects within ALPS.