ALPS ePortfolio Project Report

The ALPS ePortfolio project was funded by the Yorkshire and Humber Strategic Health Authority (SHA) to involve students in investigating the use, benefits and requirements of ePorfolios in health and social care education. It was undertaken by the ALPS CETL (www.alps-cetl.ac.uk), which involved 5 universities and 16 health and social-care professions. Sixteen students were employed to work on the project, reviewing ePortfolio use and designing an ideal ePortfolio for health and social care education. The main project objectives were achieved; the project team identified benefits that could be achieved through ePortfolio use, wrote guidelines for the effective introduction of ePortfolios and agreed on the specification (a list of desired functionalities) for an ideal ePortfolio. In addition, the use of ePortfolios and reflective diaries increased within the student group and various approaches to championing ePortfolios (to both students and staff) were explored. The students enjoyed working as part of a project team alongside the academic staff; feeling that their work was valued and that they gained important skills and experiences from their involvement. The skills reported as being enhanced were in the common competency areas (teamworking, communication and interprofessional working) that the wider ALPS programme has been supporting. The students identified two key pieces of further work they thought was needed in this area: • To build the improved ePortfolio based on their specification. • To integrate ePortfolios more effectively into the courses and the professions Suggestions for integrating ePortfolios more effectively into their courses included: • linking it to other key university systems (email and submissions) to encourage daily use • ensuring that it provided a place where students could save and manage their own material as well as course reflections • better support and use by staff so that the ePortfolio acted as an interface between students and staff and • better links between HE and the professions' use of ePortfolios to ease the transition from education to the workplace Improved linking between the HE and professional use of ePortfolios is an area that the ALPS CETL is in a good position to investigate further, as the CETL has involved collaboration between the universities and 16 health and social care professions. Work in this area could be taken forward by the ALPS ePortfolio network (ALPS 2010) which was set up in Autumn 2010

NOT JUST ANOTHER TYPE OF RESISTANCE – TOWARDS A DEEPER UNDERSTANDING OF SUPPORTIVE NON-USE

Research on information system (IS) adoption and resistance has accumulated substantial theoretical and managerial knowledge. Surprisingly, the paradox that end users support and at the same time resist use of an IS has received relatively little attention. The investigation of this puzzle, however, is important to complement our understanding of resistant behaviours and consequently to strengthen the explanatory power of extant theoretical constructs on IS resistance. We investigate an IS project within the healthcare sector in the UK in which end-users, who were heavily involved during the de-sign, implementation and roll out, expressed their support for the system, while simultaneously showing resistance. To examine this behaviour in detail, we applied Q methodology. As a result, we identified three different groups: (1) The convinced connector, waiting for collaborators. (2) The savvy explorer, sceptical about the tools’ benefits. (3) The ambivalent follower, overwhelmed by complexity. While the behaviour is similar across all three groups, the reasons for not using the system differ significantly. Based on these groups, as our main contribution, we explain the paradox of supportive non-use. We further add a fine grained understanding of supportive non-use to the existing types of IS resistance

Assessing Informal Social Learning at the Workplace – A Revalidation Case from Healthcare

This paper explores how informal learning can be assessed in the work environment which bears difficulties, as informal learning is largely invisible and people lack awareness of informal learning. We perform an exploratory case study involving 24 healthcare professionals representing small and medium sized enterprises (SME) in six healthcare networks in the UK. We use the existing revalidation procedure as implemented by the National Health Service (NHS) England to discuss our results. Our results comprise a description of six indicators, three of which can be used to assess informal learning activities and three of which can be used to assess informal learning outcomes. Our findings stress the importance of the social context of informal learning at the workplace. Finally, we discuss the implementation of these indicators to support informal social learning

Going beyond your personal learning network, using recommendations and trust through a multimedia question-answering service for decision-support: A case study in the healthcare.

Social learning networks enable the sharing, transfer and enhancement of knowledge in the workplace that builds the ground to exchange informal learning practices. In this work, three healthcare networks are studied in order to understand how to enable the building, maintaining and activation of new contacts at work and the exchange of knowledge between them. By paying close attention to the needs of the practitioners, we aimed to understand how personal and social learning could be supported by technological services exploiting social networks and the respective traces reflected in the semantics. This paper presents a case study reporting on the results of two co-design sessions and elicits requirements showing the importance of scaffolding strategies in personal and shared learning networks. Besides, the significance of these strategies to aggregate trust among peers when sharing resources and decision-support when exchanging questions and answers. The outcome is a set of design criteria to be used for further technical development for a social semantic question and answer tool. We conclude with the lessons learned and future work

Technology enhanced assessment: Ottawa consensus statement and recommendations

INTRODUCTION In 2011, a consensus report was produced on technology-enhanced assessment (TEA), its good practices, and future perspectives. Since then, technological advances have enabled innovative practices and tools that have revolutionised how learners are assessed. In this updated consensus, we bring together the potential of technology and the ultimate goals of assessment on learner attainment, faculty development, and improved healthcare practices. METHODS As a material for the report, we used the scholarly publications on TEA in both HPE and general higher education, feedback from 2020 Ottawa Conference workshops, and scholarly publications on assessment technology practices during the Covid-19 pandemic. RESULTS AND CONCLUSION The group identified areas of consensus that remained to be resolved and issues that arose in the evolution of TEA. We adopted a three-stage approach (readiness to adopt technology, application of assessment technology, and evaluation/dissemination). The application stage adopted an assessment ‘lifecycle’ approach and targeted five key foci: (1) Advancing authenticity of assessment, (2) Engaging learners with assessment, (3) Enhancing design and scheduling, (4) Optimising assessment delivery and recording learner achievement, and (5) Tracking learner progress and faculty activity and thereby supporting longitudinal learning and continuous assessment.Peer reviewe

How do students want their workplace-based feedback visualized in order to support self-regulated learning? Initial results & reflections from a co-design study in medical education

Developing good self-regulated learning (SRL) skills is highly important for medical students, not only to help them to navigate and succeed at their current study, but to support their continuing professional development and lifelong learning once they enter the workplace. A key component of SRL is the ability to reflect on feedback and to use this to spot gaps in knowledge/skills, identify learning opportunities and plan new learning goals and activities. Technology can help by providing students with tools that scaffold their development of these skills. This paper reports on the co-design of myPAL, a student-facing learning analytics system. Within co-design workshops, we worked with students to improve myPAL. These hands-on, creative workshops involved students in discussion of their current and desired use of feedback, practical interface/visualisation design and prototype use and adaptation. Using this participative approach we have identified one key visualisation and a set of functions/features that students want to be available to help them to review and act on their feedback. In this paper we report and reflect on the co-design approach that has been used, including the observed benefits of taking such an approach as well as its limitations. We also outline the further work that is planned to develop & evaluate the required improvements to myPAL

Scaffolded contributions, active meetings and scaled engagement: How technology shapes informal learning practices in healthcare SME networks

The importance of informal learning in modern, fast paced work environments has long been recognised. While technology support has been suggested for informal learning by individuals and in organisations, it is only more recently, that we have been able to study in more detail how technology can support such learning in real workplaces. This paper examines technology supported informal workplace learning in the relatively unexplored context of cross-organisational networks of small and medium-sized enterprises (SMEs). We developed an informal learning tool, using a participative, co-design approach found useful for engaging such networks. We analyse qualitative data on tool usage, collected over six months from 30 professionals, working in three different cross-organisational healthcare SME networks. We identify three changes in practice: (1) scaffolded contributions, (2) active meetings and (3) scaled engagement. We explain how and why some functionalities in the tool contributed to these changed practices while others were unused. The changed practices are linked to three stages of organisational knowledge creation: making individual knowledge explicit, group knowledge integration and institutionalisation. We propose three associations between tool functionalities and these processes that contribute to our understanding of technology support for informal learning in early stages of knowledge creation in cross-organisational networks