Frameworks, Tools and Research Designs
Edited By Giasemi Vavoula, Norbert Pachler and Agnes Kukulska-Hulme
Part IV Research Designs
16. Mobile Enabled Research Christine Dearnley, Stuart Walker Overview In this chapter we present a case study investigation into the benefits, bar- riers and essential specifications of mobile devices used for learning and assessment purposes with disabled students. We discuss the processes of developing a participatory research design using mobile devices to shift the locus of control in data collection processes. We also consider the role of mobile devices in supporting learning for health and social care practition- ers, against a background of current UK disability legislation. 1. Background1 MEDS (Mobile Enabled Disabled Students) is a research project cur- rently being undertaken at the University of Bradford, funded by the ALPS CETL2 Research Capacity Investment Fund. MEDS commenced in October 2007 and aims to inform the ongoing work and development 1 Please note that the literature review section for this chapter has formed parts of other publications: Dearnley, C.A., Haigh, J., Fairhall, J. (2008). Using mobile technologies for assessment and learning in practice settings: a case study. Nurse Education and Practice, 8(3), 197–204. Dearnley, C.A. et al. (2009). Using Mobile Technologies for Assessment and Learning in Practice Settings: Outcomes of Five Case Studies. International Journal on E-learning, 8(2), 193–208. 2 Assessment & Learning in Practice Settings (ALPS) is a Centre for Excellence in Teaching & Learning (CETL) funded by the Higher Education Funding Council for England (HEFCE). 260 Christine Dearnley, Stuart Walker of ALPS in relation to the specific needs of disabled students when using mobile technologies for...
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