This document discusses emerging web-based tools for virtual collaboration in clinical practice and education. It focuses on wikis, blogs, and podcasts which have grown in popularity in recent years. These tools allow for powerful information sharing and collaboration. Wikis allow anyone with access to edit collaborative web pages, while blogs are online journals that can attract large readerships. Podcasts allow audio and video files to be downloaded to mobile devices, enabling learning anywhere. The document argues that if implemented effectively, these tools could enhance learning experiences for students, clinicians and patients by deepening engagement and collaboration. More research is needed to determine best practices for integrating these tools into education programs.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them in the classroom. Blogs allow for diary entries, reactions to class topics, and interaction between students. Wikis enable collaborative writing and provide a non-linear structure. Podcasts make audio files accessible for listening and language practice. The document explores advantages and considerations for using each tool and provides example platforms.
Blogs, Wikis, and Podcasts. Language Learning Resources discusses social software tools for language teaching including blogs, wikis, and podcasts. It provides definitions of each tool, how to implement them in language courses, advantages and disadvantages, and implications for teaching and learning. Blogs allow students to practice writing and receive feedback. Wikis enable collaborative writing and show the evolution of content. Podcasts make learning portable and allow students to access recordings outside the classroom. These tools offer low-cost ways to engage students and make education more accessible if implemented properly with clear guidelines.
This document discusses how blogs and wikis can enhance teaching and learning. It presents blogs as online diaries or journals controlled by one person, while wikis are websites that can be edited by a group of users. Both tools allow sharing of information online without advanced coding skills. The document outlines similarities and differences between blogs and wikis, how they can be used for education, steps for creating each tool, and examples of educational blog and wiki sites. It concludes that blogs and wikis provide teachers new ways to enhance learning when used as online collaboration tools.
This document discusses blogs, wikis, and podcasts and provides information on how to create and use them. It defines blogs as easily created and updated webpages for ongoing writing. Wikis allow users to collaboratively edit content on a website. Podcasts are digital audio files that can be created and shared, and require a microphone, recording/editing software, and hosting on a website. Examples of using these tools for a school library include podcasts for story times, research help, and archiving lectures. The document recommends free hosting sites for wikis and podcasting tutorials.
Presented by Adrian Tennant March 2008 to the Economic Development Corporation of Sarasota (EDC) and Florida Public Relations Association, Central West Chapter (FPRA).
This document discusses using blogs in the classroom. It begins by defining what a blog is and explaining that blogging allows teachers to easily create webpages to share ideas, classroom information, and student work with others. Several free blog hosting platforms are described that can be used to create class blogs, student blogs, or shared group blogs. Guidelines are provided for setting up blogs and assigning blog content for students. The document concludes by listing additional web 2.0 tools that can be embedded in blogs.
Blogs, Wikis and Podcasts: Web 2.0 Tools You Can Usekepitcher
The document discusses various Web 2.0 tools that libraries can use including blogs, wikis, and podcasts. It describes what each tool is, provides examples of libraries using each tool, and discusses how to set up and maintain blogs, wikis, and podcasts. The goal is to help libraries learn how to use these new social tools to better share and distribute content to users.
Blogs and wikis can be used to differentiate instruction by allowing students to communicate outside of the classroom, collaborate on projects, and publish examples of work. Both tools allow for instant publishing and free or low-cost use. While blogs are more linear and directed, wikis are more collaborative and dynamic. Popular wikis include Wikipedia and Wikispecies. Teachers can use blogs to provide materials and Q&A sessions and wikis for group projects and collaborative works. RSS feeds allow users to aggregate news and updates from blogs and other sources.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them in the classroom. Blogs allow for diary entries, reactions to class topics, and interaction between students. Wikis enable collaborative writing and provide a non-linear structure. Podcasts make audio files accessible for listening and language practice. The document explores advantages and considerations for using each tool and provides example platforms.
Blogs, Wikis, and Podcasts. Language Learning Resources discusses social software tools for language teaching including blogs, wikis, and podcasts. It provides definitions of each tool, how to implement them in language courses, advantages and disadvantages, and implications for teaching and learning. Blogs allow students to practice writing and receive feedback. Wikis enable collaborative writing and show the evolution of content. Podcasts make learning portable and allow students to access recordings outside the classroom. These tools offer low-cost ways to engage students and make education more accessible if implemented properly with clear guidelines.
This document discusses how blogs and wikis can enhance teaching and learning. It presents blogs as online diaries or journals controlled by one person, while wikis are websites that can be edited by a group of users. Both tools allow sharing of information online without advanced coding skills. The document outlines similarities and differences between blogs and wikis, how they can be used for education, steps for creating each tool, and examples of educational blog and wiki sites. It concludes that blogs and wikis provide teachers new ways to enhance learning when used as online collaboration tools.
This document discusses blogs, wikis, and podcasts and provides information on how to create and use them. It defines blogs as easily created and updated webpages for ongoing writing. Wikis allow users to collaboratively edit content on a website. Podcasts are digital audio files that can be created and shared, and require a microphone, recording/editing software, and hosting on a website. Examples of using these tools for a school library include podcasts for story times, research help, and archiving lectures. The document recommends free hosting sites for wikis and podcasting tutorials.
Presented by Adrian Tennant March 2008 to the Economic Development Corporation of Sarasota (EDC) and Florida Public Relations Association, Central West Chapter (FPRA).
This document discusses using blogs in the classroom. It begins by defining what a blog is and explaining that blogging allows teachers to easily create webpages to share ideas, classroom information, and student work with others. Several free blog hosting platforms are described that can be used to create class blogs, student blogs, or shared group blogs. Guidelines are provided for setting up blogs and assigning blog content for students. The document concludes by listing additional web 2.0 tools that can be embedded in blogs.
Blogs, Wikis and Podcasts: Web 2.0 Tools You Can Usekepitcher
The document discusses various Web 2.0 tools that libraries can use including blogs, wikis, and podcasts. It describes what each tool is, provides examples of libraries using each tool, and discusses how to set up and maintain blogs, wikis, and podcasts. The goal is to help libraries learn how to use these new social tools to better share and distribute content to users.
Blogs and wikis can be used to differentiate instruction by allowing students to communicate outside of the classroom, collaborate on projects, and publish examples of work. Both tools allow for instant publishing and free or low-cost use. While blogs are more linear and directed, wikis are more collaborative and dynamic. Popular wikis include Wikipedia and Wikispecies. Teachers can use blogs to provide materials and Q&A sessions and wikis for group projects and collaborative works. RSS feeds allow users to aggregate news and updates from blogs and other sources.
Educational tools of Web 2.0 like Flickr, Delicious, and Bubbleshare can expand curriculum by supporting a new collaborative learning environment. Web 2.0 represents a shift from static to social web where users can create and share knowledge. Common Web 2.0 tools for classrooms include social bookmarking sites to share research bookmarks, photo sharing sites to post presentations, and wikis or blogs for collaborative document writing and discussion.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides descriptions of each tool and suggests ways they can be implemented in the classroom, such as having students create blogs to reflect on class assignments, using wikis for collaborative projects, recording podcasts to share knowledge with others, and using social bookmarking sites to collect and annotate online resources. The document emphasizes that these tools allow students to publicly share their work, provide feedback to peers, and participate in learning networks beyond the classroom.
This document outlines the modules, topics, and assignments for an educational technology course taught over 18 weeks. The course covers various web 2.0 tools like blogs, wikis, podcasts and how they can be used for language teaching. Students will create accounts and content on platforms like Pinterest and Google Drive. They will also use Google Forms to create online reading and listening tests. Later modules focus on developing teaching proposals that integrate web 2.0 tools and comparing learning management systems like Edmodo and Moodle. Evaluation includes exams during the final two weeks.
This document provides an overview of wikis and their educational applications by:
1) Defining wikis and their key collaborative and editable features.
2) Describing how wikis can be used for educational purposes such as collaborative student projects, research, and writing.
3) Providing examples of educational wikis and tutorials for setting up wikis using platforms like Wikispaces.
The document discusses using wikis for educational purposes. It defines wikis, outlines their key principles of collaboration and sharing, and addresses concerns over safety and vandalism. It provides examples of how wikis can be used for collaborative projects, writing, and multimedia content. Guidelines are offered for setting up wikis, inviting users, editing pages, and embedding multimedia like audio and video. Important wiki and educational links are also included.
This document introduces several emerging technologies that have the potential to improve teaching and learning in the 21st century, including podcasting, YouTube, wikis, blogs, social bookmarking, and Google Docs. It provides an overview and examples of how each tool can be used, benefits and potential drawbacks, as well as resources for learning more.
Engaging And Motivating Writers with Wiki ePortfoliosCassie P
Web 2.0 facilitates communication and collaboration through web-based communities. Edutopia and THE Journal provide educational resources for teachers. EduHound is an educational directory. EDUCAUSE promotes the intelligent use of information technology in higher education. Today's digital students are more engaged by media and technology, so it should be used for learning. Wikis allow collaborative editing and are an example of how to engage students through technology.
This document introduces Web 2.0 and various Web 2.0 tools. It defines Web 2.0 as facilitating interactive information sharing and collaboration on the World Wide Web through communities, services, applications, social networking, videos, wikis and blogs. It then discusses key features of Web 2.0 like search, links, authoring, tags and extensions. Various Web 2.0 tools are introduced, including social bookmarking tool del.icio.us, presentation sharing tool SlideShare, wiki tool Wikispaces, photo sharing tool Picasa, document collaboration tool Google Docs, feed reader Google Reader, video platform YouTube, and presentation tool Prezi.
Loosely Coupled Teaching with "Web 2.0" Tools (2008)Jared Stein
Scott Leslie and Jared Stein collaborate to present a number of "Web 2.0" tools that may be leveraged to help teachers engage students and meet critical educational goals, including those categorized as 21st century learning.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
1. The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department developed an online portal called "GeoBytes" for sharing resources.
2. The document outlines various features and functions of virtual learning environments and how they can support students and teachers. Examples of using blogs, podcasts, and wikis for collaborative learning are also discussed.
3. Potential future uses of technologies like video blogging and virtual field trips are explored, alongside child safety considerations for using the internet and new technologies.
Enrichment 2.0 Gifted Education For The 21st CenturyMichelle Eckstein
The document discusses how Web 2.0 technologies can be used to meet the needs of gifted students in the 21st century. It describes tools like wikis, blogs, and video/photo sharing that allow for collaboration. Joseph Renzulli's Enrichment Cluster model is adapted for online use, with students researching topics of interest and creating real-world products. Examples of online clusters offered by the Gifted Kids Network are provided.
This document discusses the use of wikis in education. It begins by defining wikis as websites that allow collaborative editing without technical skills. Examples are given of how wikis can be used in classrooms for projects, discussions, and sharing resources. Research is cited showing wikis support cooperative and active learning. Specific classroom examples demonstrate how teachers have utilized wikis as hubs for instruction, collaboration between students, and connecting classrooms globally.
Higher Ed Conference - Dana Center, Austin, TX 10/2006Scott Floyd
This document discusses using Web 2.0 tools like blogs, wikis, podcasts, and RSS to extend classroom conversations beyond traditional boundaries. It notes that teachers need opportunities to actively participate in using these technologies, rather than just learning about them, to become "digital immigrants." Various Web 2.0 tools are listed that can be used for teacher professional development, student literacy, and collaboration across subjects.
Preservation of Web Resources: The JISC PoWR Projectlisbk
Slides for talk on "Preservation of Web Resources: The JISC PoWR Project" given by Brian Kelly, UKOLN at the iPRES 2008 conference on 29 September 2008.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ipres-2008/
This document provides an overview of a virtual learning environment (VLE) and its uses at the London School of Economics. The VLE, WebCT, is used across most departments and contains course materials like readings, multimedia content, and communication tools. Staff and students have responded positively to features that enhance learning and engagement like discussion boards. WebCT allows various types of content, communication, and assessment to be delivered online to create a better learning environment.
The document discusses various Web 2.0 tools that can be used in classrooms, including blogs, wikis, podcasts, and social networking/bookmarking. It provides examples of how teachers have integrated these tools into their curriculum to engage students and encourage collaboration. Real-world skills like problem-solving are developed through these interactive digital platforms.
NJSBA Podcasts, Wikis and Other Interactive Multimediajpuglia
This document provides an overview of using podcasts, wikis, and other interactive multimedia in education. It discusses what podcasts and wikis are, how to create them, and examples of educational applications. Podcasts allow for differentiated learning and are easy to make and upload. Wikis enable collaboration and are useful for group projects. Examples of using wikis include science projects comparing planets and sharing study materials.
This document discusses new web-based collaboration tools like wikis, blogs, and podcasts and their potential uses in medical education and clinical practice. It provides examples of how these tools are currently being used and discusses their advantages and disadvantages. The key points are:
1) Wikis, blogs, and podcasts allow for powerful information sharing and collaboration through their ease of use and ability to be edited by many users.
2) Examples of their current medical uses include wikis for sharing information between health professionals, blogs for sharing clinical images and cases, and podcasts for distributing medical lectures and recordings.
3) Their advantages include increasing access to learning materials and facilitating virtual collaboration. However, reliability and accuracy of
This is the presentation I gave at the Knowledge Translation conference at Banff on September 30th. This presentation is about the wiki project we are currently undertaking at the Faculty of Rehabilitation Medicine at the UofA.
Educational tools of Web 2.0 like Flickr, Delicious, and Bubbleshare can expand curriculum by supporting a new collaborative learning environment. Web 2.0 represents a shift from static to social web where users can create and share knowledge. Common Web 2.0 tools for classrooms include social bookmarking sites to share research bookmarks, photo sharing sites to post presentations, and wikis or blogs for collaborative document writing and discussion.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides descriptions of each tool and suggests ways they can be implemented in the classroom, such as having students create blogs to reflect on class assignments, using wikis for collaborative projects, recording podcasts to share knowledge with others, and using social bookmarking sites to collect and annotate online resources. The document emphasizes that these tools allow students to publicly share their work, provide feedback to peers, and participate in learning networks beyond the classroom.
This document outlines the modules, topics, and assignments for an educational technology course taught over 18 weeks. The course covers various web 2.0 tools like blogs, wikis, podcasts and how they can be used for language teaching. Students will create accounts and content on platforms like Pinterest and Google Drive. They will also use Google Forms to create online reading and listening tests. Later modules focus on developing teaching proposals that integrate web 2.0 tools and comparing learning management systems like Edmodo and Moodle. Evaluation includes exams during the final two weeks.
This document provides an overview of wikis and their educational applications by:
1) Defining wikis and their key collaborative and editable features.
2) Describing how wikis can be used for educational purposes such as collaborative student projects, research, and writing.
3) Providing examples of educational wikis and tutorials for setting up wikis using platforms like Wikispaces.
The document discusses using wikis for educational purposes. It defines wikis, outlines their key principles of collaboration and sharing, and addresses concerns over safety and vandalism. It provides examples of how wikis can be used for collaborative projects, writing, and multimedia content. Guidelines are offered for setting up wikis, inviting users, editing pages, and embedding multimedia like audio and video. Important wiki and educational links are also included.
This document introduces several emerging technologies that have the potential to improve teaching and learning in the 21st century, including podcasting, YouTube, wikis, blogs, social bookmarking, and Google Docs. It provides an overview and examples of how each tool can be used, benefits and potential drawbacks, as well as resources for learning more.
Engaging And Motivating Writers with Wiki ePortfoliosCassie P
Web 2.0 facilitates communication and collaboration through web-based communities. Edutopia and THE Journal provide educational resources for teachers. EduHound is an educational directory. EDUCAUSE promotes the intelligent use of information technology in higher education. Today's digital students are more engaged by media and technology, so it should be used for learning. Wikis allow collaborative editing and are an example of how to engage students through technology.
This document introduces Web 2.0 and various Web 2.0 tools. It defines Web 2.0 as facilitating interactive information sharing and collaboration on the World Wide Web through communities, services, applications, social networking, videos, wikis and blogs. It then discusses key features of Web 2.0 like search, links, authoring, tags and extensions. Various Web 2.0 tools are introduced, including social bookmarking tool del.icio.us, presentation sharing tool SlideShare, wiki tool Wikispaces, photo sharing tool Picasa, document collaboration tool Google Docs, feed reader Google Reader, video platform YouTube, and presentation tool Prezi.
Loosely Coupled Teaching with "Web 2.0" Tools (2008)Jared Stein
Scott Leslie and Jared Stein collaborate to present a number of "Web 2.0" tools that may be leveraged to help teachers engage students and meet critical educational goals, including those categorized as 21st century learning.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
1. The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department developed an online portal called "GeoBytes" for sharing resources.
2. The document outlines various features and functions of virtual learning environments and how they can support students and teachers. Examples of using blogs, podcasts, and wikis for collaborative learning are also discussed.
3. Potential future uses of technologies like video blogging and virtual field trips are explored, alongside child safety considerations for using the internet and new technologies.
Enrichment 2.0 Gifted Education For The 21st CenturyMichelle Eckstein
The document discusses how Web 2.0 technologies can be used to meet the needs of gifted students in the 21st century. It describes tools like wikis, blogs, and video/photo sharing that allow for collaboration. Joseph Renzulli's Enrichment Cluster model is adapted for online use, with students researching topics of interest and creating real-world products. Examples of online clusters offered by the Gifted Kids Network are provided.
This document discusses the use of wikis in education. It begins by defining wikis as websites that allow collaborative editing without technical skills. Examples are given of how wikis can be used in classrooms for projects, discussions, and sharing resources. Research is cited showing wikis support cooperative and active learning. Specific classroom examples demonstrate how teachers have utilized wikis as hubs for instruction, collaboration between students, and connecting classrooms globally.
Higher Ed Conference - Dana Center, Austin, TX 10/2006Scott Floyd
This document discusses using Web 2.0 tools like blogs, wikis, podcasts, and RSS to extend classroom conversations beyond traditional boundaries. It notes that teachers need opportunities to actively participate in using these technologies, rather than just learning about them, to become "digital immigrants." Various Web 2.0 tools are listed that can be used for teacher professional development, student literacy, and collaboration across subjects.
Preservation of Web Resources: The JISC PoWR Projectlisbk
Slides for talk on "Preservation of Web Resources: The JISC PoWR Project" given by Brian Kelly, UKOLN at the iPRES 2008 conference on 29 September 2008.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ipres-2008/
This document provides an overview of a virtual learning environment (VLE) and its uses at the London School of Economics. The VLE, WebCT, is used across most departments and contains course materials like readings, multimedia content, and communication tools. Staff and students have responded positively to features that enhance learning and engagement like discussion boards. WebCT allows various types of content, communication, and assessment to be delivered online to create a better learning environment.
The document discusses various Web 2.0 tools that can be used in classrooms, including blogs, wikis, podcasts, and social networking/bookmarking. It provides examples of how teachers have integrated these tools into their curriculum to engage students and encourage collaboration. Real-world skills like problem-solving are developed through these interactive digital platforms.
NJSBA Podcasts, Wikis and Other Interactive Multimediajpuglia
This document provides an overview of using podcasts, wikis, and other interactive multimedia in education. It discusses what podcasts and wikis are, how to create them, and examples of educational applications. Podcasts allow for differentiated learning and are easy to make and upload. Wikis enable collaboration and are useful for group projects. Examples of using wikis include science projects comparing planets and sharing study materials.
This document discusses new web-based collaboration tools like wikis, blogs, and podcasts and their potential uses in medical education and clinical practice. It provides examples of how these tools are currently being used and discusses their advantages and disadvantages. The key points are:
1) Wikis, blogs, and podcasts allow for powerful information sharing and collaboration through their ease of use and ability to be edited by many users.
2) Examples of their current medical uses include wikis for sharing information between health professionals, blogs for sharing clinical images and cases, and podcasts for distributing medical lectures and recordings.
3) Their advantages include increasing access to learning materials and facilitating virtual collaboration. However, reliability and accuracy of
This is the presentation I gave at the Knowledge Translation conference at Banff on September 30th. This presentation is about the wiki project we are currently undertaking at the Faculty of Rehabilitation Medicine at the UofA.
This document discusses how Web 2.0 social technologies can enable health education and care. It defines Web 2.0 as allowing more user-generated content through services like social networking, tagging, and file sharing. These technologies represent a revolutionary change from the traditional top-down Web 1.0 model by facilitating collaboration and participation. While promising, careful evaluation is still needed to establish best practices for leveraging emerging technologies to improve teaching, foster communities of practice, and support continuing education in health.
Web-based technologies coupled with a drive for improved communication between scientists has resulted in the proliferation of scientific opinion, data and knowledge at an ever-increasing rate. The availability of tools to host wikis and blogs has provided the necessary building blocks for scientists with only a rudimentary understanding of computer software science to communicate to the masses. This newfound freedom has the ability to speed up research and sharing of results, develop extensive collaborations, conduct science in public, and in near-real time. The technologies supporting Chemistry, while immature, are fast developing to support chemical structures and reactions, analytical data support, and integration to related data sources via supporting software technologies. Communication in chemistry is already witnessing a new revolution.
This document provides an overview of social media and web 2.0 tools that can be used for educational purposes. It discusses concepts like blogs, RSS feeds, wikis, social bookmarking and media sharing services. Specific examples are given of how these tools can be used, such as having students collaborate on a wiki project or use podcasts to listen to lecture recordings. Best practices for selecting and implementing these tools in education are also covered.
Author: Prof. Maged N. Kamel Boulos, MBBCh, MSc (Derm), MSc (Med Informatics), PhD, FHEA, SMIEEE
Associate Professor in Health Informatics
University of Plymouth, UK
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Themes covered:
Networked Social Media in Learning and Teaching (contexts: higher education; medicine and healthcare, including patient education and clinicians’ collaboration and CPD—Continuing Professional Development).
Networked Social Media in Research (both as a primary focus for research and as tools/enablers in research).
The above two themes are interrelated and frequently overlap in research-led higher education institutions (research-informed teaching and practice).
This is a group assignment done for Subject Semantic Web on the topic of "Web 2.0 for Business"
Group Members - H.M.V.T.W Bandara , S.M.P.S Chamara , W.G.Y Lakmal
This document summarizes a paper about how concepts from Web 2.0 have influenced e-learning. It discusses several core Web 2.0 technologies that are also relevant to e-learning 2.0, such as wikis, blogs, podcasts, and RSS. It provides examples of early e-learning tools from 2005 that incorporated collaborative aspects similar to Web 2.0 principles. The document also reviews surveys on the usage of Web 2.0 technologies among students and academics, finding that Wikipedia and discussion forums are commonly used for study purposes, while the usage of other technologies varies more by age. In general, familiarity with Web 2.0 remains relatively low.
Using wikis to promote the personal and professional development of undergrad...Tünde Varga-Atkins
Cite this report as: Varga-Atkins, T; Dangerfield, P; with contributions from Bunyan, N; McKinnell, S; Ralph, M; Brigden, D and Williams D (2009) Using wikis to promote the personal and professional development of undergraduate medical students: a report for the CETL in Developing Professionalism. Liverpool: University of Liverpool.
This document discusses how researchers and students can use Web 2.0 tools to make their research more effective. It describes various Web 2.0 technologies like blogs, wikis, social bookmarking, RSS feeds, podcasting, and social networking. Examples are given of how each tool can be applied to support research activities, such as using blogs for progress updates, wikis for collaborative writing, and social bookmarking for organizing references. The presentation concludes that institutions should explore integrating Web 2.0 tools to better support research and that remaining open to emerging innovations is important.
The document discusses how Holicong implemented wikis as part of its professional learning community. It provides details on how Holicong has used wikis for collaborating on resources and projects, managing documents, and archiving materials. It also discusses how Holicong trained staff on using wikis and enhanced collaboration between departments and grade levels through the wiki over time.
1 WIKIS IN HIGHER EDUCATION: THE CONSTRUCTIVIST LEARNING PARADIGMThiyagu K
Wikis are a very versatile and easy-to-use tool that is finding increasing applications in teaching and learning. Wikis are largely used in education for both teaching and learning. Wikis can be used in the classroom to support many learning approaches. Learning approaches that could most be supported by wikis are collaborative learning and the constructivist learning paradigms. A wiki is a web page that can be viewed and modified by anybody with a web browser and access to the internet. This means that any visitor to the wiki can change its content if they desire. While the potential for mischief exists, wikis can be surprisingly robust, open-ended, collaborative group sites. This paper deals about the characteristics of wiki, wiki as a learning tool and uses of wiki in education. This paper also explains the concept of STOLEN principles for using wiki in higher education.
Using wikis to promote the personal and professional development of undergrad...Tünde Varga-Atkins
Using wikis to promote the personal and professional development of undergraduate medical students:
a report for the CETL in Developing Professionalism.
Cite this report as:
Dangerfield, P; Varga-Atkins, T with contributions from Bunyan, N; McKinnell, S; Ralph, M; Brigden, D and Williams D (2009) Using wikis to promote the personal and professional development of undergraduate medical students: a report for the CETL in Developing Professionalism. Liverpool: University of Liverpool.
The proposal seeks $25,000 to initiate an "Open Development Wiki" that would allow development practitioners to openly share and collaborate on development knowledge without restrictions. It would benchmark successful open knowledge platforms like Wikipedia and address current limitations of siloed information sharing. The wiki would be a free, inclusive venue for all interested stakeholders to find each other, share information, and learn from each other through community participation and content contributions. Initial outputs would include wiki guidelines, 50 demonstration pages showcasing its uses, and a launch event for potential partners. The goal is improved information sharing and collaboration among development organizations.
The document discusses Web 2.0 technologies and how they can be used for education. It provides examples of typical Web 2.0 activities like social networking, blogging, wikis, and gives specific tools for each. It also provides ideas for using wikis to support learning and discusses research on the pros and cons of Web 2.0 use in education. Contact information is provided for two people and links to related resources.
Web 2.0 in Health: a Practical Overviewubcphysioblog
This is a presentation for the British Columbia Ministry of Health by Eugene Barsky, Librarian from the University of British Columbia. Presented on October 31, 2007
The document discusses the relevance of Web 2.0 applications for nursing informatics and professional development. It provides examples of how blogs, wikis, social networking, and other Web 2.0 tools can be used for content creation, sharing information, and connecting people in healthcare. Challenges in using these tools include privacy concerns, proprietary vs open-source platforms, and engagement of users.
Application Of Web 2.0 In Libraries A Study Of Asmita College LibraryLori Moore
This document discusses the implementation of Web 2.0 applications at the Asmita College library in India. It found that the library had adopted applications like blogs, forums, social tagging, social networking, social bookmarking, wikis, and multimedia sharing to engage users and provide new services. The presence of these Web 2.0 applications was found to improve the overall quality of the library's website and services. The study provides examples of how each application, such as Flickr and YouTube, was utilized at the Asmita College library.
ICT and the changing role of the teacherSteve Wheeler
This document discusses the changing role of teachers with the introduction of information and communication technologies (ICT) in schools. It explores how ICT affects teaching and learning by promoting collaborative and autonomous learning. The introduction of ICT raises questions about the nature of teaching and requires teachers to acquire new skills. The document evaluates uses of ICT in US and UK schools, finding that ICT allows for shared resources and learning spaces. It concludes that ICT will continue to change teaching practices and the role of teachers.
What does it mean to be educated in the 21st Century?Steve Wheeler
The document discusses observations from a symposium on the changing nature of education in the 21st century, noting that traditional education models are outdated as content is now abundant online; participants observed that education is shifting from acquiring information to applying knowledge, so students need guidance to make sense of vast information; and educators, students, and institutions must adapt to this new environment where learning is student-led and occurs through collaboration with various partners.
This document summarizes a research study that evaluated the use of wikis to promote collaborative learning among university students. The study found that while wikis have potential for collaboration, some students found them confusing at first and preferred more structure. Overall responses were positive after initial orientation, with students able to organize work and see wikis' benefits. However, not all learning styles aligned well with wikis' open nature. Dividing responsibilities helped ensure participation from all.
Our Flexible Friend: The implications of individual differences for informati...Steve Wheeler
This document summarizes research on individual differences in how students use information technology. It discusses factors like cognitive styles, learning approaches, personality, ability levels, and prior experiences that can influence students' engagement with technology. The study observed differences between 7 students of varying gender, attainment, and backgrounds using computers in their classroom over 1 year. It suggests individual differences may supersede expected trends and considers implications for personalized teaching with technology.
This was a paper presented at EDEN 2008 in Lisbon. It reports on the MentorBlog Project conducted to investigate how blogs can be used to support trainee teachers who are separated from their professional mentors by distance.
Second Life in Medical and Health EducationSteve Wheeler
This document introduces three-dimensional virtual worlds like Second Life and discusses their potential for medical and health education. It describes two examples from Second Life - the Second Life Medical and Consumer Health Libraries on Healthinfo Island, and the Virtual Neurological Education Centre. The pedagogical potentials of Second Life are discussed, as well as some challenges to its use. An online resource page with additional information is also provided.
Designing for Learning in 3D Virtual WorldsSteve Wheeler
The document summarizes the University of Plymouth Sexual Health SIM in Second Life, a 3D virtual world environment designed to provide sexual health education. Key points:
- The SIM aims to educate late teens and young adults on sexual health topics in an interactive and engaging way using Second Life's 3D virtual features.
- It contains various interactive objects and games on topics like STIs, contraception, and safe sex practices. Live seminars are also held on these topics.
- Evaluations will analyze usage data and survey responses to assess the SIM's effectiveness and how Second Life can best be used for medical education.
- The designers aimed to create an immersive yet approachable environment balanced between
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Wikis, blogs and podcasts: a new generation of
Web-based tools for virtual collaborative clinical
practice and education
Maged N Kamel Boulos1§, Inocencio Maramba1, Steve Wheeler2
1
Faculty of Health and Social Work, University of Plymouth, Drake Circus,
Plymouth, Devon PL4 8AA, UK
2
Faculty of Education, University of Plymouth, Drake Circus, Plymouth,
Devon PL4 8AA, UK
§
Corresponding author
Email addresses:
MNKB: mnkamelboulos@plymouth.ac.uk
IM: imaramba@plymouth.ac.uk
SW: swheeler@plymouth.ac.uk
2. Abstract
Background: We have witnessed a rapid increase in the use of Web-
based ‘collaborationware’ in recent years. These Web 2.0 applications,
particularly wikis, blogs and podcasts, have been increasingly adopted by
many online health-related professional and educational services.
Because of their ease of use and rapidity of deployment, they offer the
opportunity for powerful information sharing and ease of collaboration.
Wikis are Web sites that can be edited by anyone who has access to
them. The word ‘blog’ is a contraction of ‘Web Log’ - an online Web journal
that can offer a resource rich multimedia environment. Podcasts are
repositories of audio and video materials that can be “pushed” to
subscribers, even without user intervention. These audio and video files
can be downloaded to portable media players that can be taken anywhere,
providing the potential for “anytime, anywhere” learning experiences
(mobile learning).
Discussion: Wikis, blogs and podcasts are all relatively easy to use,
which partly accounts for their proliferation. The fact that there are many
free and Open Source versions of these tools may also be responsible for
their explosive growth. Thus it would be relatively easy to implement any
or all within a Health Professions’ Educational Environment. Paradoxically,
some of their disadvantages also relate to their openness and ease of use.
With virtually anybody able to alter, edit or otherwise contribute to the
collaborative Web pages, it can be problematic to gauge the reliability and
accuracy of such resources. While arguably, the very process of
collaboration leads to a Darwinian type ‘survival of the fittest’ content
within a Web page, the veracity of these resources can be assured
through careful monitoring, moderation, and operation of the
collaborationware in a closed and secure digital environment. Empirical
research is still needed to build our pedagogic evidence base about the
different aspects of these tools in the context of medical/health education.
Summary and conclusions: If effectively deployed, wikis, blogs and
podcasts could offer a way to enhance students’, clinicians’ and patients’
learning experiences, and deepen levels of learners’ engagement and
collaboration within digital learning environments. Therefore, research
should be conducted to determine the best ways to integrate these tools
into existing e-Learning programmes for students, health professionals
and patients, taking into account the different, but also overlapping, needs
of these three audience classes and the opportunities of virtual
collaboration between them. Of particular importance is research into
novel integrative applications, to serve as the “glue” to bind the different
forms of Web-based collaborationware synergistically in order to provide a
coherent wholesome learning experience.
3. Background
Introduction and aims of this paper
Recent years have witnessed a growing interest in the latest generation of
Web-based collaborationware (also known as Web 2.0 tools), namely
wikis, blogs and podcasts, as evidenced by the growing number of
publications on the subject [1-17], and the many examples of online
health-related professional and educational services that have adopted the
use these tools.
Wikis, blogs/photoblogs and podcasts (and its video incarnation, the
vodcast) carry the potential of complementing, improving and adding new
collaborative dimensions to the many Web-based medical/health
education, CPD (Continuing Professional Development), and research
services currently in existence. They offer many unique and powerful
information sharing and collaboration features. They also afford users the
added advantage of reducing the technical skill required to use these
features, by allowing users to focus on the information and collaborative
tasks themselves with few delivery obstacles [18]. Such technology is
known as ‘transparent technology’ [19] in as much as the user is able to
concentrate more on the learning task by ‘seeing through’ the
technological environment they are immersed within.
This paper explores, with examples, some of the current uses of Web 2.0
tools in the education of medical/nursing students, the continuing
professional development and education of healthcare professionals, and
patient education (see also ‘Additional file 1’). We then touch on the
pedagogy underpinning these tools (see also ‘Additional file 2’), and
discuss some of their advantages and disadvantages. The paper
concludes with a preliminary brainstorming about a research agenda and
an invitation to medical and health educationalists/researchers to formally
debate, investigate and report on the use and effectiveness of these tools
in clinical education, in order to build the currently lacking evidence base
about these tools in the context of medical/health education, and to
ultimately compile and disseminate among the medical/health education
community comprehensive evidence-based best practice guidelines and
exemplars of the use of these tools in teaching and learning.
A brief overview of the phenomenon of wikis, blogs and
podcasts in online medical/health education and communities
of practice
Wikis
A wiki (from the Hawaiian wiki, to hurry, swift) is a collaborative Web site
whose content can be edited by anyone who has access to it [20].
Perhaps the best example of a wiki in action today is ‘Wikipedia – The
Free Encyclopedia’ [21]. Wikis, and in particular Wikipedia, represent a
promising principle that can significantly transform the Internet information
age; they have greatly grown in popularity in recent months and years [17].
4. Special conferences have been and are being organized to discuss the
interesting Web phenomenon of wikis. For example, the ACM (Association
for Computing Machinery)-sponsored WikiSym 2005, the 2005
International Symposium on Wikis, 17–18 October 2005, San Diego,
California, USA [22].
Wikis can be used as a source for obtaining information and knowledge,
and also as a method of virtual collaboration, e.g., to share dialogue and
information among participants in group projects, or to allow learners to
engage in learning with each other, using wikis as a collaborative
environment to construct their knowledge or to be part of a virtual
community of practice (see ‘Additional file 2’).
Medical and health-related wiki examples include the Flu Wiki, which is
intended to help local public health communities prepare for, and perhaps
cope, with a possible (avian) influenza pandemic [18,23], and Ganfyd, an
online collaborative medical reference that is edited by medical
professionals and invited non-medical experts [24].
Wiki features include easy editing, versioning capabilities, and article
discussions (see [25-27] and ‘Additional file 1’ for further details and
screenshots).
Blogs
A related Web information sharing technology is the ‘blog’. A blog
(WeBLOG) is a Web site that contains dated entries in reverse
chronological order (most recent first) about a particular topic [28].
Functioning as an online journal, blogs can be written by one person or a
group of contributors. Entries contain commentary and links to other Web
sites, and images as well as a search facility may also be included.
Because blogs engage people in knowledge sharing, reflection, and
debate, they often attract a large and dedicated readership [29]. They can
also engender the drawing together of small virtual groupings of
individuals interested in co-constructing knowledge around a common
topic within a community of practice.
Standard blog features include easy posting, archives of previous posts,
and a standalone Web page for each post to the blog with a unique URL.
The latter feature facilitates linking to and organising content within the
same blog and from external sites [13]. Posting a clinical photo from a
digital camera directly to a blog after optimisation and adding of a
blogger’s comments can also be made at the touch of a button using, for
example, a free Google product called Picasa [30]. Moreover, the currently
available 3G generation of mobile phones equipped with 2+ megapixel
cameras can instantly post high resolution clinical photos to
photoblogs/moblogs (mobile blogs) to a potentially world wide audience on
the Web [31].
5. Medical blog examples include Clinical Cases and Images [32,33], and
DIG@UTMB blog (Dermatology Interest Group at the University of Texas
Medical Branch - Galveston Texas) [13,34] (see ‘Additional file 1’ for
further blog examples, feature details, and screenshots).
Podcasts and m-Learning (mobile learning)
“Podcasting’s essence is about creating content (audio or video—
vodcasts) for an audience that wants to listen when they want, where they
want, and how they want [35].” Users can listen to podcasts and watch
vodcasts on their computer (e.g., using Windows Media Player), or
download to portable MP3/MP4 players and listen/watch on the
move/anywhere, which is perfect for the busy health professional.
Podcasts are already being used in medical school curricula [36]. Meng
[37] describes many educational applications of podcasting and
videocasting, including:
− Recordings of lectures for those students unable to attend the lecture
in person;
− Audio recordings of textbook content by chapter allowing students to
“read” or review texts while walking or driving to class (can be significant
aid for auditory learners – see ‘Additional file 2’); and
− Downloadable libraries of high resolution heart and respiratory sounds
for medical students.
Meng’s ‘white paper’ also contains excellent ‘How to Podcast’ and ‘How to
VODcast’ sections [37]. Podcasts can be created from written text using
text-to-speech synthesizer software, but better podcasts featuring real
human voice and radio-style programmes are also available [38].
Podcasts use RSS (Really Simple Syndication), which is now natively
supported by, and built into, the latest Windows Internet Explorer 7 (IE7)
[39]. Users do not need a dedicated ‘podcatcher program’ if they are
running IE7/Windows Vista. Mozilla Firefox, a popular Web browser that is
free and Open Source, also supports RSS through its “live bookmarks”
[40].
Medical and health-related podcast examples include the New York
University ophthalmology CME (Continuing Medical Education) programs
via podcast [41], the New England Journal of Medicine podcasts [42],
McGraw-Hill’s AccessMedicine podcasts [43], and John Hopkins Medicine
Podcasts [44]. Health-related podcasts are also available for patients and
the general public. The Arizona Heart Institute [45] and the Cleveland
Clinic [46] offer video podcasts for healthcare professionals as well as for
patients. The Denison Memorial Library at the University of Colorado at
Denver and Health Sciences Center has compiled a useful Health/Medical
Podcast Directory [47] (see also [48,49] and ‘Additional file 1’ for further
details and screenshots).
6. Discussion
Underpinning pedagogy
The notion of ‘anytime, anyplace’ learning has been difficult to achieve but,
recently, the advent of cheaper, better supported mobile, personal
technology is making mobile learning (or m-Learning) more achievable
and more ubiquitous (u-learning) than ever before. Students are now more
mobile than ever, and often find themselves multi-tasking, working in part-
time jobs, or located some distance from a parent institution on
professional practice placement. A similar situation is faced by clinicians in
remote and rural areas, who often lack training and proper academic
support because of their geographic isolation from the large central
hospitals and academic centres of excellence in the main cities. In such
situations, students can feel pressurised, unsupported and socially
isolated from tutors and peers [50], and may even become discouraged
and drop out from the course [51]; professionally isolated clinicians may
also lag behind in their CPD. In this context, quality learner support is vital,
and social presence [52] becomes a highly desirable feature to embed
within the delivery of any learning product.
Furthermore, previous studies into the impacts of e-Learning have
highlighted a number of quality concerns [53] prompting calls for improved
delivery to learners in terms of cost benefits and better learning outcomes
[54]. Wheeler et al. [19] have argued that deeper engagement with
learning objects and online discussion groups yields significant benefits for
the development of professional practice.
Although the potential impact of wiki, blog and podcast technologies on
higher education in the UK and elsewhere is immense, it is perhaps the
combined use of the three applications as ‘mind tools’ [55] that may yield
the most powerful learning experiences. According to Jonassen et al.
‘mindtools’ act as cognitive reflection and amplification tools, aiding the
construction of meaning, through the act of self-design of knowledge
databases [55]. Wikis in particular, and blogs to a lesser extent, enable
such activities, and actively involve learners in their own construction of
knowledge.
The uses of such technologies to encourage learners’ deeper engagement
with learning materials, and the affordance of shared working spaces to
improve collaboration between learners are desirable outcomes. It is
generally held by many educators that students of all ages learn best
when immersed within a culturally and socially rich environment in which
scaffolding of learning can be achieved [56]. Further, where learners and
peers are committed to achieving the same goals, they tend to regulate
each other’s performances [55], a positive outcome that can be facilitated
through the use of shared, digital learning environments. The combination
of wikis, blogs and podcasting technologies, then, has the potential to both
liberate and tie learners together [55], creating dynamic learning
communities.
7. However, as research has already shown, technology is neutral until it
delivers content [57] and will lose its effectiveness if it is not applied in a
planned and systematic manner [58]. It will, therefore, be important to
effectively demonstrate how tutors successfully deploy such technologies
in live learning contexts, and how dynamic content can be developed,
edited, reused, and negotiated within a virtual community of professional
practice [59]. It may also be necessary to re-educate learners regarding
their participation within such a dynamic learning environment, for as
Jonassen and his colleagues suggest, old models of education have left
their legacy. Many students have been so busy memorising what teachers
tell them, they may need some support when they first attempt to
communicate with others using collaborative technologies [55].
‘Additional file 2’ provides further important insight into the underpinning
pedagogy of Web 2.0 tools, their uses and best practices in the context of
higher education, together with a comprehensive Webliography about the
subject. (See also ‘What’s next? A research and development agenda’
below.)
General advantages, disadvantages and remedies
Advantages
Perhaps the two main big advantages of wikis, blogs and podcasts are
their ease of use and the availability of many Open Source/free or low-cost
software and hosting options to run them. Examples of the latter include
MediaWiki (Open Source – the same software package that runs
Wikipedia) [60] and Google Blogger (free) [61].
Like podcasts, wikis and blogs also use RSS, which means users can
easily set up/subscribe to ‘feeds’ to automatically receive content updates
from their favourite services.
Podcasts also have the potential of offering superior support for auditory
learners (it is claimed that the primary learning style in at least 30% of
learners is auditory [62,63] – see also ‘Additional file 2’), and also for visual
learners in case of vodcasts. However, audio and video files can be large
in size; users must have sufficient bandwidth to download them.
Disadvantages
Wikis and blogs are sometimes prone to vandalism [64,65] and, as a
result, to serious quality issues, because of their free form nature and the
(relative/potential) lack of control over their content, though this can also
be their very strength [66]. One of the most famous documented examples
of Web vandalism occurred on Wikipedia in the biographical article about
John Seigenthaler, Sr. [67].
In an open and collaborative Web environment, anyone can very easily
post copyrighted material without the permission of copyright holders (see,
for example, Wikipedia’s regularly updated listings of possible copyright
violations [68]), post otherwise unsuitable or misleading content, edit
8. existing content in a way that reduces its quality/accuracy, or even
delete/blank a good wiki entry. There is also the problem of protecting
patient anonymity when clinical data and images are posted on the Web.
However, most good wiki software includes a restoration/rollback function,
which allows the Administrator/editor to revert a page back to its latest
non-vandalised version. And of course, copyrighted/patient material
posted without permission can be edited out, when brought to the editors’
attention (see also ‘Remedies’ below).
The lack of vital article meta-information is another potentially serious
issue. Wikis are authored by communities, not individuals (open
editing/distributed page authorship and ownership), and thus discourage
the feeling of authorship. It is usually impossible to properly identity
contributors to a wiki entry since wiki authors are typically anonymous,
unless the group of contributors is extremely limited and/or authorial
identification is enforced (but this latter option might deplete a wiki of one
of its most important ingredients of strength) [69]. All what one usually
finds in wikis are IP addresses and nicknames of authors and editors. The
lack of clear and complete authorship/editorship information attached to
each wiki entry, including authors’/editors’ affiliations and credentials, is a
very serious quality issue encountered in most wiki-based encyclopaedias
these days.
Wiki author anonymity also poses enormous questions for higher
education institutions where assessment and grading are still typically
based on individual efforts [69].
On the other hand, it is this very openness of wikis that gives rise to the
concept of “Darwikinism” [66], which is a concept that describes the
“socially Darwinian process” that wiki pages are subject to. Basically,
because of the openness and rapidity that wiki pages can be edited, the
pages undergo an evolutionary selection process not unlike that which
nature subjects to living organisms. “Unfit” sentences and sections are
ruthlessly culled, edited and replaced if they are not considered “fit”, which
hopefully results in the evolution of a higher quality and more relevant
page. Whilst such openness may invite “vandalism” and the posting of
untrue information, this same openness also makes it possible to rapidly
correct or restore a “quality” wiki page.
In fact, a recent review of Wikipedia vis-à-vis the online Encyclopaedia
Britannica showed that similar amounts of errors were found in both online
encyclopaedias, indicating that the quality of articles in Wikipedia
approached that of the Encyclopaedia Britannica [70].
Remedies
Monitoring and moderation of open wikis and blogs
What follows is an approach to the management of content adopted by
Wikipedia [21]. Monitoring and moderating posts, and deleting/reverting
back edits (rollback function) as necessary; protecting (rendering ‘read-
9. only’) key/stable content; controlling who can post; blocking specific
(problematic) users/IP addresses are all possible remedies in an open wiki
or blog (where anyone can edit). Wiki and blog software packages have
built-in Administrator’s functionalities to support these tasks. However,
monitoring, moderation and administration tasks can be very time-
consuming due to the requirement for intensive human resourcing, and
may prove to be too great a challenge to ask of educators who already
lack time and resources [69,71,72].
The ‘closed environment’ scenario
Another alternative approach is what these authors call the ‘closed
environment’ scenario. Perhaps the best example of such a closed
environment is Ganfyd [24,73]. In this scenario, the wiki or blog
owner(s)/Administrator(s) enforce, check, and limit wiki and blog
registration and editing privileges to selected, well-defined, and verifiable
special interest groups or communities of users. Posting/editing articles on
these wikis and blogs will thus be limited to select, well-known and
trustworthy people (the Administrator may also ask them to create an
online user profile detailing their institutional affiliation and credentials).
Everyone else will still be able to access/read the Wiki or blog and, if
desirable/required, also post limited (moderated) comments (to build a
community). (Read-only access and posting limited moderated
comments/discussion topics can also be blocked by the Administrator, if
deemed necessary.) Once a trustworthy expert is identified from among
external readers (based on the quality of his/her posted comments and
further private communication with them), they can also be granted
posting/editing privileges (and in this way the (closed) pool of editors will
keep growing).
This scenario would be suitable for wikis of the kind proposed by Wang [2].
Wang’s gene-function wiki aims at utilizing the collective knowledge and
intelligence of biologists around the world to create an invaluable tool for
biological sciences. Wang postulates that such a Wiki would also be less
susceptible to spam and more accurate, as most editors would be
(verified) biologists.
Patient privacy
Patient permission must be sought when posting clinical photos and
videos, and all efforts should be made to preserve individuals’ privacy,
e.g., by reasonably de-identifying face images. Clinical blogs/photoblogs,
wikis and podcasts/vodcasts may also be password protected if necessary
to further preserve patient confidentiality [74]. The ease of use of the
wiki/blog software also makes it a simple matter for an editor to
delete/revert or modify material that violates patient privacy.
Towards a research and development agenda
Clearly then, these Web 2.0 applications are here to stay and can be of
great use in the higher education, CPD, and patient education settings.
However, new technologies are particularly vulnerable to criticism as they
can be costly to deploy/employ (not just the software cost), time
10. consuming to learn to use (e.g., for tutors to develop pedagogically sound
‘use scenarios’ and activities that make use of the new technologies), and
may initially demonstrate little pertinence for teaching and learning.
Emerging technologies such as those introduced in this article should
therefore be systematically evaluated to ascertain their benefits and
limitations in a number of learning contexts, and to determine and
document their proper use for higher education, the CPD of healthcare
professionals, and patient education.
Undergraduate and postgraduate students, clinicians in practice, and
members of the general public/patients are in many ways different
audiences with different learning needs. However, there are also many
areas of overlap and potentials for useful online collaboration between
these audience. There might be some room for compiling some shared-
audience educational content sets using Web 2.0 tools, and, in doing so,
maximising the efficiencies of content authoring and delivery, and
promoting fruitful collaboration between students, clinicians and patients.
However, in order to achieve this, research is needed into which factors (in
relation to content, presentation form and audience) make the intersection
between the different audience domains grow big or small, and into the
different possibilities/scenarios for collaboration between these audiences.
Research into the use and evaluation of Web 2.0 tools in medical/health
education is still in its infancy, and the current pedagogic evidence base
about these tools in the context of medical/health education is seriously
lacking. We would therefore like to invite educators/researchers to
experiment with these tools in some formal way and report back their
results to the medical/health education community, so that we may start
building a proper evidence base, e.g., about best practices/uses of these
tools in medical/health teaching and learning, and for different audiences.
In her paper on wiki pedagogy published in 2005, Renée Fountain
provides a comprehensive list of “wiki issues that pose fundamental — if
not radical — questions for higher education, and, as such, merit
considerable investigation” [69]. There is an abundance of “trade
magazine-style articles” out there today about Web 2.0 tools, but very little
reliable original pedagogic research and evaluation evidence to properly
and fully answer this sort of questions. Research into analysing the uses,
benefits and limitations of Web 2.0 learning solutions should therefore be a
priority for universities that adopt such technologies. User perspectives of
both student and tutor can proffer different, yet complementary, vital
insights into the effectiveness of learning technologies within variable
contexts, and should therefore be adequately covered in any pedagogic
research into Web 2.0 tools.
In an article published in 2006, Whitsed suggests building a ‘technology
lab’ for further experimentation and research into wikis, blogs and related
tools in higher education [75]. Clearly, an adequate user base must be
present in order to be able to properly experiment with, and evaluate Web
2.0 applications. The proposed ‘technology labs’ would be a good means
11. to invite and encourage large numbers of medical/health educators,
practitioners, and their institutions to start using and innovating with these
tools.
Studies could also investigate the cross-operability and integration
(confluence) of the three emerging Web 2.0 applications (wikis, blogs and
podcasts), and their respective and synergistic contributions toward the
enhancement of student learning (Figure 1). Building on these studies,
researchers could establish key activities that can be evidenced to
enhance student learning experiences and deepen levels of student
engagement within digital learning environments.
It is noteworthy that some confluence examples of Web 2.0 tools already
exist, or have recently been proposed, e.g., blikis (blogs with wiki support
[76]). Confluence of Web 2.0 tools is usually sought for synergy, new
unique hybrid features, and/or convenience (see ‘Additional file 2’ for more
details and examples).
Summary and conclusions
The latest generation of collaborative Web-based tools, namely wikis,
blogs/photoblogs, blikis and podcasts/vodcasts, offer many unique and
powerful information sharing and collaboration features. In this paper we
have explored how these Web 2.0 applications would prove useful on the
long run for virtual collaborative clinical practice and learning, based on the
currently available initial online medical/health-related examples and
literature about these tools. Careful thinking and research are still needed
in order to find the best ways to leverage these emerging tools to boost
our teaching and learning productivity, foster better ‘communities of
practice’, and support continuing medical education/professional
development (CME/CPD) and patient education.
Stakeholders’/prospective users’ representatives (students, healthcare
professionals and patients) must be adequately involved in these research
and development processes.
Competing interests
None declared.
Authors’ contributions
MNKB conceived and drafted this manuscript and the two accompanying
multimedia PowerPoint presentations. IM contributed important and unique
insight to the article and wrote parts of it. SW contributed toward the
pedagogical conceptualisation and theorisation of the article. All authors
read and approved the final manuscript.
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Figure 1 - The co-relationship and dependent positioning of wikis,
blogs and podcasts within a student centred learning environment
A diagram to indicate the co-relationship, dependent positioning, and potential
for confluence of the three collaborationware components discussed in this
paper, wikis, blogs and podcasts, within a student centred learning
environment. The diagram illustrates the flow paths of communication.
Additional file 1 - Wikis, blogs and podcasts: emerging tools for
virtual collaborative practice and learning/CPD in medicine
An illustrated PowerPoint introducing wikis, blogs and podcasts, and their use
in medical education and practice, with pointers to some online medical and
health-related examples of these tools (format: PPT). (Note: slide 35 has
embedded sound; please turn on your speakers.)
Additional file 2 - Web 2.0 tools: underpinning pedagogy, uses,
and best practices in education
An illustrated PowerPoint PDF introducing the underpinning pedagogy of Web
2.0 tools, their uses and best practices in the context of higher education,
together with a comprehensive Webliography about the subject. The
presentation covers wikis, blogs, wikis vs. blogs, podcasts, and confluence of
Web 2.0 tools, e.g., blikis and voice wikis (format: PDF).