Professional Experience Placement

The technology enhanced learning and teaching white paper produced by the Tasmanian Institute of Learning and Teaching at UTAS  has implications for learners in contexts associated with this university. The findings of the first discussion paper that includes a focus on students has implications for those who supervise students off campus in a variety of health care environments.

The findings refer to the ECAR study that surveyed over 100 000 students at 195 institutions globally. Key findings included blended learning is now the norm; students expect instructors to use technology and there is an understanding of which technologies are effective for students. The use of bring your own portable device continues to grow and students want access to academic progress information and course material via mobile devices. Device preferences are currently laptops over tablets, but the line between the two is blurring. The paper also indicated that students use different modes for different purposes and audiences. People expect to be able to work learn, and study whenever and wherever they want.

The implications for clinical supervisors continues to be whether stakeholders have proficiency in using ehealth (depending on your definition) technology and inducting and guiding students to appropriate use of health technology, access to digital learning technology including mobile learning and client or patient ‘participatory’ health care. In addition, to using technology for caring there is there is the overlay of student learning and teaching in situ at the workplace.

This raises potential issues about clinical supervisors needing to guide students about how to discern what are credible or appropriate websites or apps and whether they are in concordance with organisational policy regarding the use and promotion of any sites or information. Once again clinical supervisors are potentially the gatekeepers at the nexus of student and health organisation interface regarding 1) guiding use of technology in the workplace 2) ensuring appropriate skill acquisition 3) ensuring appropriate access that is timely and safe.

The paper also provided a summary table about time of adoption horizon that indicated tablet computing, social media, mobile learning and apps was one year or less. It seems that clinical supervisors will be busy again this year!

If you have any comments or suggestions about the use of technology enhanced learning and teaching in your workplace you are welcome to post them here. Join us @PEPCommunity.