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This is the proceedings of the 2022 Fusion Learning Colloquium held at Bournemouth University in the UK.

While mo\ud re sophisticated and constructively aligned assessment is encouraged to promote\ud higher level learning, it is easier to assess knowledge and comprehension than critical thinking and\ud making judgements (Bryan & Clegg 2006). Managing the logistics and resource\ud s required for\ud assessing large numbers of students\ud challenges the ethos of placing students at the heart of the\ud learning process and helping them take responsibility for their own learning. The introduction of\ud innovative technology enhanced assessment stra\ud tegies contests our understanding of the purposes\ud of assessment and affords opportunities for more integrated and personalised approa\ud ches to learning\ud and assessment\ud across disciplines.\ud This\ud paper will examine the design, implementation and impacts of inno\ud vative assessment strategies\ud forming an integral part of a collaborative lifeworld\ud -\ud led transprofessional curriculum delivered to\ud cohorts of 600 students in health and social work using technology to connect learners to wide\ud -\ud ranging, humanising perspectives\ud on evidence for guiding practice. Innovative assessment\ud technologies included group blogs, multiple choice electronic or computer assisted assessment\ud (CAA), and an audience response system (ARS) affording combinations of assessment\ud for\ud learning\ud and assess\ud ment\ud of\ud learning.\ud We will explore, through\ud analys\ud es of student assessment experie\ud nces\ud and student and staff\ud evaluations, how these innovative assessment approaches contribute to effective and efficient\ud blended education enabling students to enhance their\ud practice through promoting and developing\ud critical\ud thinking and reflection for judgement\ud -\ud based practice (Polkinghorne\ud 2004)\ud . Secondly,\ud we will\ud debate the yin and yang of contrasting and connecting values associated with the controlled,\ud systematic measurem\ud ent and objectivity of multiple choice assessments, compared with the\ud formative, iterative and subjective nature of reflective blog\ud ging.\ud We will consider\ud relationships between\ud teaching and learning\ud strategies and experiences\ud , breadth and depth of knowledge\ud ,\ud passive and\ud active approaches to learning,\ud efficiency and effectiveness, individual and group\ud , multiple choice and\ud discursive\ud assessment\ud s\ud , face\ud -\ud to\ud -\ud face\ud and online,\ud on\ud -\ud campus and off\ud -\ud campus\ud learning and\ud assessment experi\ud e\ud nces\ud .

The OSWE project’s aims to promote research capacity and develop outcome measures in social work education mirror the capacity and capability building ambitions articulated in the JUCSWEC research strategy (2006) and resonate with concerns about the limited research mindedness and competence of practitioners and social work students. This situation is not unique to the UK. A study from Canada (Unrau and Beck, 2004, p. 188) captures these concerns:\ud \ud While professional and academic expectations are that students integrate research into their practice frameworks…it is not at all clear to what degree students….are learning research skills. Furthermore, studies consistently show that social work students do not exercise research knowledge and skills in their early years of entering the profession. \ud \ud Further synergies between the project discussed within this chapter and the intent to build research capacity in social work were created by focusing on the development of self-efficacy in research skills of social work students at Bournemouth University. This concern for research capacity and capability enhancement, or ‘collaborative capacity building’ (Burgess and Carpenter, 2008, p. 909), was reflected in the local project through the active collaboration between an established and an emerging researcher. This chapter describes the use of research self-efficacy as a tool to evaluate and promote student learning, through self-assessment and lecturer-assessment. We suggest ways in which the approach can be used to plan, predict and assist future learning.\ud \ud The project rationale arose from the desire to increase and enhance research capacity and awareness in social work students. The underpinning premise is summarised by Holden: “when a social worker…has greater confidence regarding his or her research abilities he/she will feel more empowered as a social worker” (Holden et al., 1999, p. 465). This is because high self-efficacy ratings in research are consistently predictive of future confident and successful research behaviour in social workers in the USA (Holden et al., 1999). This confidence in being able to engage with research will enable practitioners to develop practice based on competent reading of research and contribute to the enhancement of the profession and its research base.\ud

Interprofessional education (IPE) has been widely advocated and developed as a means to encourage effective collaboration in order to improve public sector services. An IPE curriculum was introduced at Bournemouth University from 2005 for all nursing branches, midwifery, occupational therapy, physiotherapy, operating department practice and social work students (n=600). Challenges of this ambitious and large scale project included facilitating meaningful interprofessional learning while balancing structural complexities of professional body requirements and the logistics of large student numbers and multi-site teaching. A web-based simulated community was created, known as Wessex Bay, as a learning resource to facilitate interprofessional learning around case scenarios. \ud \ud An evaluation of student and staff experiences of IPE over two years, focusing principally on the use of technology in the education process was implemented. Student and staff data were collected via e-surveys, focus groups and open-ended questionnaires with additional feedback from external reviewers specifically on Wessex Bay. Qualitative data were subjected to thematic analysis. Whilst the findings are not claimed to be representative, they provide a rich insight into student and staff experiences of technology enhanced learning in IPE.\ud \ud The richness and complexity of data has led to a number of project outcomes with wide-ranging implications for interprofessional education. This research has led to the identification of three major territories of praxis in which individuals, both students and tutors, are operating in IPE, namely professional differences and identity, curriculum design and learning and teaching strategies, and technology enhanced learning. For the purposes of this report, we will discuss the findings related to student and staff experiences of technology enhanced learning in IPE. \ud \ud The evaluation of the findings highlighted three issues; the level of student and staff knowledge and skill in using learning technologies impacted significantly on learning; there was a need to capitalise on the use of web-based learning resources by increasing interactivity within the scenarios; and finally student and staff experiences of the learning resources was enhanced by a positive learning culture to facilitate creative use of materials. \ud \ud All project aims and objectives were met, and whilst more focused staff and student development in using learning technology is required, a culture of working interprofessionally among students and academic staff has begun to develop, leading to the sharing of ideas about content and learning processes. Recommendations resulting from the project include the introduction of assessed development of student and staff learning technology skills; development of more interactive web-based learning embedded within the case scenarios; and streamlining of the scenarios to provide fewer, but more developed, cases. \ud