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dc.contributor.authorBlack, Sharonen
dc.contributor.authorKane, Claireen
dc.contributor.authorElworthy, Ginaen
dc.date.accessioned2014-11-21T11:09:25Z
dc.date.available2014-11-21T11:09:25Z
dc.date.issued2014-03
dc.identifier.citationBlack, S., Kane, C. & Elworthy, G. (2014) 'The complexities and challenges of introducing electronic ongoing achievement records in the pre-registration nursing course using PebblePad and hand-held tablets', Journal of Pedagogic Development, 4 (1), pp.77-85.en
dc.identifier.issn2047-3265
dc.identifier.urihttp://hdl.handle.net/10547/335933
dc.description.abstractThis paper reports on a small pilot study aimed at eliciting the lecturer and student experience of using PebblePad to record the students' Ongoing Achievement Record (OAR) using hand-held tablets, at one university in England. Android tablets were purchased and attempts were made to transfer the OAR into the PebblePad system in an attempt to enhance the student experience of feedback from their via PebblePad, embed PebblePad learning technology in the practice component of the curriculum, enable the student to more readily engage in reflection and feedback with their personal tutor, practice education link and mentor, develop skills in the use of PebblePad and pilot the use of PebblePad in developing the Ongoing Achievement Record. Focus groups were carried out with students nurses (n=6) and lecturers (n=5) where participants were asked to discuss the successes and challenges of using PebblePad for the Ongoing Achievement Record, and suggest ways in which this strategy may be implemented more widely. Through a thematic analysis of the focus groups three broad themes of 'timing', 'technology literacy' and 'the technology' were identified. The findings from the study indicated that whilst this was not a positive experience on the whole for a number of reasons, there are lessons that can be learnt when attempting to introduce new ways of engaging with technology to enhance the student experience. Recommendations for implementing such an approach in the future are also presented
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 4en
dc.relation.ispartofseriesIssue 1en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-4-issue-1/the-complexities-and-challenges-of-introducing-electronic-ongoing-achievement-records-in-the-pre-registration-nursing-course-using-pebblepad-and-hand-held-tabletsen
dc.subjectpre-registration nursing studentsen
dc.subjecthandheld tabletsen
dc.subjecttechnologyen
dc.subjecte-portfoliosen
dc.subjectPebblePaden
dc.subjectOngoing Achievement Recorden
dc.subjectreflective practiceen
dc.titleThe complexities and challenges of introducing electronic Ongoing Achievement Records in the pre-registration nursing course using PebblePad and hand-held tabletsen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of pedagogic developmenten
html.description.abstractThis paper reports on a small pilot study aimed at eliciting the lecturer and student experience of using PebblePad to record the students' Ongoing Achievement Record (OAR) using hand-held tablets, at one university in England. Android tablets were purchased and attempts were made to transfer the OAR into the PebblePad system in an attempt to enhance the student experience of feedback from their via PebblePad, embed PebblePad learning technology in the practice component of the curriculum, enable the student to more readily engage in reflection and feedback with their personal tutor, practice education link and mentor, develop skills in the use of PebblePad and pilot the use of PebblePad in developing the Ongoing Achievement Record. Focus groups were carried out with students nurses (n=6) and lecturers (n=5) where participants were asked to discuss the successes and challenges of using PebblePad for the Ongoing Achievement Record, and suggest ways in which this strategy may be implemented more widely. Through a thematic analysis of the focus groups three broad themes of 'timing', 'technology literacy' and 'the technology' were identified. The findings from the study indicated that whilst this was not a positive experience on the whole for a number of reasons, there are lessons that can be learnt when attempting to introduce new ways of engaging with technology to enhance the student experience. Recommendations for implementing such an approach in the future are also presented


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