Building on previous research by the authors (Tur Challinor and Marin 2016) students from two universities one group studying health and social care (in the UK) the other training to be teachers (in Spain) were asked to produce digital artefacts in which they reflected on aspects of professional identity values and learning. According to Albion (2008) and Kamel and Wheeler (2007) the ability to create and share information digitally has become increasingly central to professional roles and thus is worthy of attention within the professional education curriculum whilst as Cheng and Chan (2009) and Ivala et al. (2013) claim the creation of digital stories encourages self-reflection deep learning and higher-order thinking skills.
