Using design-based research to develop a Mobile Learning Framework for Assessment Feedback

Students’ lack of engagement with their assessment feedback and the lack of dialogue and communication for feedback are some of the issues that affect educational institutions. Despite the affordance that mobile technologies could bring in terms of assessment feedback, research in this area is scarce. The main obstacle for research on mobile learning assessment feedback is the lack of a cohesive and unified mobile learning framework. This paper thus presents a Mobile Learning Framework for Assessment Feedback (MLFAF), developed using a design-based research approach. The framework emerged from the observation of, and reflection upon, the different stages of a research project that investigated the use of a mobile web application for summative and formative assessment feedback. MLFAF can be used as a foundation to study the requirements when developing and implementing wide-scale mobile learning initiatives that underpin longitudinal practices, as opposed to short-term practices. The paper also provides design considerations and implementation guidelines for the use of mobile technology in assessment feedback to increase student engagement and foster dialogic feedback communication channels

Capture and Reuse of Knowledge in ICT-based Decisional Environments

Health care practitioners continually confront with a wide range of challenges, seeking to making difficult diagnoses, avoiding errors, ensuring highest quality, maximizing efficacy and reducing costs. Information technology has the potential to reduce clinical errors and to im-prove the decision making in the clinical milieu. This paper presents a pilot development of a clinical decision support systems (CDSS) entitled MEDIS that was designed to incorporate knowledge from heterogeneous environments with the purpose of increasing the efficiency and the quality of the decision making process, and reducing costs based on advances of in-formation technologies, especially under the impact of the transition towards the mobile space. The system aims to capture and reuse knowledge in order to provide real-time access to clinical knowledge for a variety of users, including medical personnel, patients, teachers and students.Clinical Decision Support Systems, Knowledge Management, Knowledge Interoperability, Mobile Interface, Object-relational Mapping

Evolution of Mobile Device Use in Clinical Settings

In September 2014, Wolters Kluwer, Medical Research completed its second annual survey of end user search and access behavior with professional health information. The questionnaire addressed changes in clinical workflows resulting from the increased use of mobile devices in clinical settings. Through comparison with prior year’s data, we contemplate changes in how specific use cases fit with specific devices, the effect of multiple screens on usage behavior, and how users value different content types in the mobile environment. With responses from over 12,000 users (approximately 4,000 physicians, 3,400 nurses, and the remainder medical students, faculty, and other provider groups), we identified a drastic 20% year‐over‐year increase in the number of professionals that routinely access “three screens” (tablet, smartphone, and desktop) for professional purposes. Significantly, the findings strongly support the notion that “more screens = more access,” as both smartphones and tablets are becoming increasingly embedded, for a wider range of activities, in the clinical workflow. Concurrently, increased demand for mobile access to healthcare information is creating new challenges for medical librarians. Faced with budget constraints and intensified scrutiny over spending decisions, librarians must balance demands for electronic and print resources while collaborating with IT departments to ensure mobile device access, support, and privacy adherence. Based on survey data, we conclude with “win‐win” opportunities for librarians and vendors to work more closely together to increase the effectiveness of mobile initiatives, including the need for more comprehensive usage statistics and more flexible licensing models

Emergent Frameworks for Decision Support Systems

Knowledge is generated and accessed from heterogeneous spaces. The recent advances in in-formation technologies provide enhanced tools for improving the efficiency of knowledge-based decision support systems. The purpose of this paper is to present the frameworks for developing the optimal blend of technologies required in order to better the knowledge acquisition and reuse in large scale decision making environments. The authors present a case study in the field of clinical decision support systems based on emerging technologies. They consider the changes generated by the upraising social technologies and the challenges brought by the interactive knowledge building within vast online communities.Knowledge Acquisition, CDDSS, 2D Barcodes, Mobile Interface

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning