Addressing security, privacy and confidentiality in a mobile teaching and learning assessment system for health and social care students

2010 ◽  
Author(s):  
Robert Campbell ◽  
Trish Walker ◽  
Julie Laxton
Keyword(s):  
Teaching And Learning ◽  
Social Care ◽  
Assessment System ◽  
Learning Assessment ◽  
Health And Social Care ◽  
Privacy And Confidentiality

scholarly journals Leading by the hand: Exploring the factors affecting individual student engagement with self-directed mobile assessment

2011 ◽  
Vol 19 (Mobile Learning) ◽  
pp. 1-16
Author(s):  
Ceridwen Coulby ◽  
Nancy Davies
Keyword(s):  
Teaching And Learning ◽  
Social Care ◽  
Individual Student ◽  
Learner Engagement ◽  
Factors Affecting ◽  
Multiple Focus ◽  
Health And Social Care ◽  
The Individual ◽  
Internal And External Factors ◽  
Mobile Assessment

This paper examines the role of the individual student and his/her engagement with self-directed mobile assessment. The findings presented in this paper are based on the results of the ALPS (Assessment and Learning in Practice Settings) CETL (Centre for Excellence in Teaching and Learning) programme, a 5 year examination of the use of mobile technology for interprofessional, formative, work-based assessment among health and social care students. Analysing the results of multiple focus groups across a number of health and social care professions we found that learner engagement with self-directed mobile assessment is dependent on internal and external factors. In this paper we explore the internal factors, namely that of learner goal, confidence and stage of self-direction (Grow, 1991).

scholarly journals MANAGEMENT OF LEARNING ASSESSMENT USING CURRICULUM 2013 (CASE STUDY IN ISLAMIC PRIMARY SCHOOL (MI) MUHAMMADIYAH 5 WONOASRI PONOROGO - EAST JAVA - INDONESIA)

2019 ◽  
Vol 8 (2) ◽  
pp. 108
Author(s):  
Afiful Ikhwan
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Assessment System ◽  
Learning Activities ◽  
Learning Assessment ◽  
Standard Assessment ◽  
Competency Based

The teaching and learning process really requires an assessment to find out the effectiveness of the learning that has been done. Assessment in the learning process aims to determine various issues related to development and reciprocity, so that learning is expected to be oriented towards developing an assessment of the quality of learning in school. The results of the assessment can be used by the teacher to improve learning activities. In this case, the assessment must be seen as an important thing that can give ideas for the teacher to carry out further learning. General subjects in MI Muhammadiyah 5 Wonoasri use the KTSP curriculum. In line with the characteristics of the competency-based curriculum that is oriented to mastery of competencies, the assessment system applied is in the form of a competency-based assessment system. Thus the standard of educational assessment for competency-based curriculum is a standard assessment system that is oriented to the level of mastery of competencies targeted in the curriculum. In the 2013 curriculum carried out on religious subjects, the assessment carried out was authentic assessment.

scholarly journals Exploring public attitudes towards data sharing and linkage in health and social care

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Jo Hobbs ◽  
Mary Tully ◽  
Iqra Ali
Keyword(s):  
Data Sharing ◽  
Frequency Analysis ◽  
Thematic Analysis ◽  
Social Care ◽  
Health Data ◽  
Access To Treatment ◽  
Social License ◽  
Health And Social Care ◽  
Privacy And Confidentiality ◽  
Public Concerns

IntroductionThe devolvement of health and social care in Greater Manchester, England provides the private and public sectors with a unique opportunity to build comprehensive information sharing agreements. Shared information governance is key to enabling the rapid sharing of data which will underpin our ability to radically transform population health. Objectives and ApproachIn 2013 the UK Government introduced a data sharing opt-out programme called Care.data. This programme aimed to extract data at GP level and anonymise data which could then be shared amongst those inside and outside the NHS. This programme was greeted with widespread public mistrust and abandoned in 2016. Care.data demonstrated that public concerns can de-rail efforts to improve data sharing. The key objective for this piece of work was to use public engagement activities as a means of identifying and unpicking public concerns about data-linkage and sharing as part of wider efforts to establish a social license in health. ResultsDiscursive responses were analysed using thematic analysis and word frequency analysis. Combining thematic analysis and word frequency analysis helped to unpack the data by facilitating the identification and perceived importance of broad themes and sub-themes. To date, analysis has identified a number of ‘Global Themes’ and 'Sub-themes' which will need to be addressed before we can establish a social license in health and social care with the public: Global Themes related to: Trust/mistrust Privacy and confidentiality/breaches of privacy and confidentiality Sub-themes related to: Security of systems Rest of the world security What a third party might do with health data Data ownership Health data being used for private and or commercial profit How others perceive you Access to future treatment Conclusion/ImplicationsOur deliberative discussions indicated concerns across culture and ethnic groups that data-sharing and linkage might be used to ‘gate-keep’ future access to treatment. Given that congruent social licenses are built on legitimacy, credibility and trust further work is required to allay public fears regarding future access to treatment.

Practices of inclusion for carers who are higher education students

2020 ◽  
Author(s):  
Jordan Taylor ◽  
Paula Gleeson ◽  
Tania Teague ◽  
Michelle DiGiacomo
Keyword(s):  
Higher Education ◽  
Social Care ◽  
Higher Education Institutions ◽  
Education Students ◽  
Institutional Settings ◽  
Policies And Procedures ◽  
Health And Social Care ◽  
Students With A Disability ◽  
Crucial Part

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that higher education institutions have implemented to support the inclusion of carers. This study has three components: first, it employs a review of evidence for interventions to support to support carers; second, it reviews existing higher education institutions’ policies to gauge the extent of inclusive support made available to student carers, and; third it conducts interviews with staff from five higher education institutions with concerted carer policies in Australia were held to discuss their institutions’ policies, and experiences as practitioners of carer inclusion and support. Results indicate difficulty in identifying carers to offer support services, the relatively recent measures taken to accommodate carers in higher education, extending similar measures which are in place for students with a disability, and difficulties accommodating flexibility in rigid institutional settings. A synthesis of these findings were used to produce a framework of strategies, policies and procedures of inclusion to support carers in higher education.

A case study evaluation of a community multidisciplinary team in South East England using a mixed-method approach

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711569
Author(s):  
Jessica Wyatt Muscat
Keyword(s):  
Mental Health ◽  
Mixed Method ◽  
Social Care ◽  
Free Form ◽  
Normalisation Process Theory ◽  
Multidisciplinary Teams ◽  
Mixed Method Approach ◽  
Health And Social Care ◽  
Method Approach

BackgroundCommunity multidisciplinary teams (MDTs) represent a model of integrated care comprising health, social care, and the voluntary sector where members work collaboratively to coordinate care for those patients most at risk.AimThe evaluation will answer the question, ‘What are the enablers and what are the restrictors to the embedding of the case study MDT into the routine practice of the health and social care teams involved in the project?’MethodThe MDT was evaluated using a mixed-method approach with normalisation process theory as a methodological tool. Both quantitative and qualitative data were gathered through a questionnaire consisting of the NoMAD survey followed by free-form questions.ResultsThe concepts of the MDT were generally clear, and participants could see the potential benefits of the programme, though this was found to be lower in GPs. Certain professionals, particularly mental health and nursing professionals, found it difficult to integrate the MDT into normal working patterns because of a lack of resources. Participants also felt there was a lack of training for MDT working. A lack of awareness of evidence supporting the programme was shown particularly within management, GP, and nursing roles.ConclusionSpecific recommendations have been made in order to improve the MDT under evaluation. These include adjustments to IT systems and meeting documentation, continued education as to the purpose of the MDT, and the engagement of GPs to enable better buy-in. Recommendations were made to focus the agenda with specialist attendance when necessary, and to expand the MDT remit, particularly in mental health and geriatrics.

Applying the Prototype Model into the Electronic Reporting System for the Elementary School Student Base on Android

2021 ◽  
Vol 2 (1) ◽  
pp. 17-21
Author(s):  
Tukino ◽  
Siti Masruroh ◽  
Daryanto Herdiana
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Reporting System ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Assessment System ◽  
Prototype Model ◽  
Electronic Reporting ◽  
System Method

Teaching and learning is an activity that is bound by goal directed and carried out specifically to achieve that goal. Because it is very important to seek knowledge for a bright future. Supervision of students by the guardians of the students made the results of their children's achievements not improving. As well as student assessment by the teacher is still not well managed because it is still in the form of a note report. The system method used is the Prototype model. With observation and direct interviews with the student section regarding the assessment system in the school where the author researched. The results of this study are applications that can be operated on an Android Smartphone. This application can provide fast information and update automatically in obtaining information on student learning outcomes.        

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