Abstract

Embedding available technological platforms into a healthcare undergraduate education programme in pedagogic design provided the opportunity to pilot a navigator system for potential dissemination and implementation to other signature pedagogies. A qualitative pedagogic impact evaluation has since been undertaken to examine student perceptions of the system in relation to their future employability. This presentation will provide an insight into the process of pedagogic design during curriculum development, subsequent implementation in pedagogic practice and findings of the initial evaluation from a qualitative mixed methods study with undergraduate students. It will offer an insight into the challenges of integrating technological systems into academic curricula and the opportunities this offers in focusing the attention of students towards key and context specific employability skills and more importantly how they articulate these upon completion of their studies (Englund, Olofsson and Price, 2016). In terms of curriculum justification, design and development embedding technological resources into pedagogic design offers the opportunity to move beyond tokenism with learning technologies, in utilising them to drive rather than merely steer student experience. The discussion is aligned to other findings in the field of learning technologies such as those of Flavin (2016) who argue that disruptive technologies are used frequently in higher education, but also that students practise demarcation, using different technologies to support their learning lives and their social lives.