Creating a system for Quality and Progress – The Purposeful Need for Technology?
(2019) EBMA- Abstract
- The use of a learning management/assessment system has become common in higher education during the past 20 years. However, such systems are frequently not grounded in approaches to support longitudinal educational needs, such as promoting professional development. One reason may be that digital support is designed to assist with isolated tasks e.g. running MCQ tests, and therefore is not developed so cannot support integrated educational needs such as longitudinal learner development. However, for assessment and feedback to be utilized both synergistically and longitudinally, efficient holistic support systems are required.
Our aim was to use self-determination theory to define and implement a shared purposeful digitalization... (More) - The use of a learning management/assessment system has become common in higher education during the past 20 years. However, such systems are frequently not grounded in approaches to support longitudinal educational needs, such as promoting professional development. One reason may be that digital support is designed to assist with isolated tasks e.g. running MCQ tests, and therefore is not developed so cannot support integrated educational needs such as longitudinal learner development. However, for assessment and feedback to be utilized both synergistically and longitudinally, efficient holistic support systems are required.
Our aim was to use self-determination theory to define and implement a shared purposeful digitalization plan to support longitudinal learner development in the medical and health science educational programs at our university.
Summary of work
In an action driven process during 2016-2017, teachers from thirteen educational programs and student representatives were invited to participate in workshops, discussions and surveys.
Concepts of competence (developing mastery as a student and teacher), relatedness (developing a sense of connectedness to other students and faculty members), and autonomy (developing a sense of control of your own learning behavior based on systematic feedback systems, both as a student and as a teacher) underpinned our design philosophy and subsequent activities.
Following these activities, a procurement process followed, during 2018, to identify a digital supplier able to meet our needs.
Summary of results
There was an agreement on the need for a new digital system that needed to deliver the following key aspects from our needs-assessment:
•the ability to visualize and analyze complex information for both quality and progress purposes
•learning activities and assessment results must be augmented by a system where common entities would be searchable, traceable, and triangulated to add longitudinal meaning.
•the ability to deliver personalized learning through enabling individuals to see the outcomes of various triangulated assessment sources, creating opportunities for longitudinal follow up, feedback, and feed forward.
•enable shared entities across multiple health educational programs for the benefit of both students and teachers.
Discussion & Conclusion
Several frameworks in contemporary medical education such as student-centered personalized learning, programmatic assessment, entrustable professional activities, interprofessional education, and development of autonomy, relatedness and competencies all call for purposeful infrastructural support, to be fully utilized. A challenge is the lack of digital systems meeting those needs.
We believe that teams of educational developers together with staff and students have an important role to play in future digital learning space development. The link to medical education theories as well as the link to the health care needs should be considered. If systems are designed for collaboration and collective development, the transition to collaboration in health care and life-long learning may be better facilitated.
Take-home message
There is a need for development of digital systems based on educational research and contemporary health care strategies to augment future education. This need can only be fully realized by cooperative working between educators and developers. (Less) - Abstract (Swedish)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/fe4652a8-c870-4f97-9f2c-4448c540fc69
- author
- Gummesson, Christina LU ; Donnér, Jakob LU ; Dawson, Luke ; Agardh, Johan LU and Åsman, Peter
- organization
- publishing date
- 2019
- type
- Contribution to conference
- publication status
- published
- subject
- conference name
- EBMA
- conference location
- Lodz, Poland
- conference dates
- 2019-11-07 - 2019-11-09
- language
- English
- LU publication?
- yes
- id
- fe4652a8-c870-4f97-9f2c-4448c540fc69
- alternative location
- http://ebma-conference.com/2019/8_november_poster_presentations_on_the_theme_of_assessment.html
- date added to LUP
- 2022-09-06 10:21:18
- date last changed
- 2023-02-06 11:46:22
@misc{fe4652a8-c870-4f97-9f2c-4448c540fc69,
abstract = {{The use of a learning management/assessment system has become common in higher education during the past 20 years. However, such systems are frequently not grounded in approaches to support longitudinal educational needs, such as promoting professional development. One reason may be that digital support is designed to assist with isolated tasks e.g. running MCQ tests, and therefore is not developed so cannot support integrated educational needs such as longitudinal learner development. However, for assessment and feedback to be utilized both synergistically and longitudinally, efficient holistic support systems are required.<br/><br/>Our aim was to use self-determination theory to define and implement a shared purposeful digitalization plan to support longitudinal learner development in the medical and health science educational programs at our university.<br/><br/>Summary of work<br/><br/>In an action driven process during 2016-2017, teachers from thirteen educational programs and student representatives were invited to participate in workshops, discussions and surveys.<br/><br/>Concepts of competence (developing mastery as a student and teacher), relatedness (developing a sense of connectedness to other students and faculty members), and autonomy (developing a sense of control of your own learning behavior based on systematic feedback systems, both as a student and as a teacher) underpinned our design philosophy and subsequent activities.<br/><br/>Following these activities, a procurement process followed, during 2018, to identify a digital supplier able to meet our needs.<br/><br/>Summary of results<br/><br/>There was an agreement on the need for a new digital system that needed to deliver the following key aspects from our needs-assessment:<br/><br/>•the ability to visualize and analyze complex information for both quality and progress purposes<br/>•learning activities and assessment results must be augmented by a system where common entities would be searchable, traceable, and triangulated to add longitudinal meaning.<br/>•the ability to deliver personalized learning through enabling individuals to see the outcomes of various triangulated assessment sources, creating opportunities for longitudinal follow up, feedback, and feed forward.<br/>•enable shared entities across multiple health educational programs for the benefit of both students and teachers.<br/><br/>Discussion & Conclusion<br/><br/>Several frameworks in contemporary medical education such as student-centered personalized learning, programmatic assessment, entrustable professional activities, interprofessional education, and development of autonomy, relatedness and competencies all call for purposeful infrastructural support, to be fully utilized. A challenge is the lack of digital systems meeting those needs.<br/><br/>We believe that teams of educational developers together with staff and students have an important role to play in future digital learning space development. The link to medical education theories as well as the link to the health care needs should be considered. If systems are designed for collaboration and collective development, the transition to collaboration in health care and life-long learning may be better facilitated.<br/><br/>Take-home message<br/><br/>There is a need for development of digital systems based on educational research and contemporary health care strategies to augment future education. This need can only be fully realized by cooperative working between educators and developers.}},
author = {{Gummesson, Christina and Donnér, Jakob and Dawson, Luke and Agardh, Johan and Åsman, Peter}},
language = {{eng}},
title = {{Creating a system for Quality and Progress – The Purposeful Need for Technology?}},
url = {{http://ebma-conference.com/2019/8_november_poster_presentations_on_the_theme_of_assessment.html}},
year = {{2019}},
}