How mobile learning and social media can support learnersand health professionals in “low resource settings”Christoph Pimm...
The London Mobile Learning Groupwww.londonmobilelearning.net
Health and Medical Education & Millennium Development GoalsPoor education of carers and health professionals Inadequately...
Role and Potential of TechnologyGreat hopes Technology might take a crucial role in improving education and practice of h...
Mobile Learning – another perspectiveLearners are making mobile technology their own for and through:     meaning-making ...
Findings from a Study in NepalHow medical students appropriate mobile phones in one of the world’s poorestcountriesUnivers...
Students appropriated mobiles - three main practices1) Search for ad-hoc information   I use it during my postings […]Whe...
Appropriation of Facebook as a learning toolTeachers Facebook is a good medium to share much medical information”.Student...
Facebook: explicit forms of educational content (1)Facebook community: «Medical Profession, wow I love it» 34529 members ...
Facebook: explicit forms of educational content (2)Mini-Cases:University of Applied Sciences Northwestern Switzerland   13...
Facebook: explicit forms of educational content (3)Electronic Books and Videos:University of Applied Sciences Northwestern...
Facebook: negotiation of professional identities and occupational status                                                  ...
Your money                                                            or your life!                               Look, I’...
Some conclusionsMOBILE DEVICES facilitate …   Situated & informal learning by linking information sources ‘ad-hoc’ to lea...
But – need for further researchEthical, legal and privacy issues and a number of pedagogical limitations.Over-hasty claims...
References:Pimmer, C., Linxen, S., & Gröhbiel, U. (under review). Facebook as alearning tool? A case study on the appropri...
Connecthttp://www.christoph.pimmer.infohttps://twitter.com/#!/christophpimmerwww.slideshare.net/ChristophPimmerhttp://fhnw...
AcknowledgementsThe work presented was supported by the SDC, the Swiss Agency for Development andCooperation, and the KFH,...
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How mobile learning and social media can support learners and health professionals in “low resource settings”

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How mobile learning and social media can support learners and health professionals in “low resource settings”

  1. 1. How mobile learning and social media can support learnersand health professionals in “low resource settings”Christoph Pimmer, HSW, FHNW
  2. 2. The London Mobile Learning Groupwww.londonmobilelearning.net
  3. 3. Health and Medical Education & Millennium Development GoalsPoor education of carers and health professionals Inadequately skilled health staff is seen as a typical system constraint that negatively impacts on the achievement of Millennium Development Goals (Travis et al., 2004)Lack of basic knowledge Little progress in meeting the information needs of frontline healthcare providers and ordinary citizens in low resource settings. (Smith & Koehlmoos, 2011) For example: 3 in 4 doctors caring for sick children in district hospitals in Bangladesh, Dominican Republic, Ethiopia, Indonesia, Philippines, Tanzania, and Uganda had poor basic knowledge of leading causes of child death (HIFA Report, 2010)University of Applied Sciences Northwestern Switzerland 13.05.2012 3
  4. 4. Role and Potential of TechnologyGreat hopes Technology might take a crucial role in improving education and practice of health workers (Pakenham-Walsh, Priestley, & Smith, 1997)Increasing number: 4.7 billion mobile cellular subscriptions in 2009 (The World Bank, 2011)Techno-centric approaches “We will literally take tablets and drop them out of helicopters," and return a year later to see if the effort was a success” NegropontePoor results to date Projects have not met the expectations to date (Kraemer, Dedrick, & Sharma, 2009)University of Applied Sciences Northwestern Switzerland 13.05.2012 4
  5. 5. Mobile Learning – another perspectiveLearners are making mobile technology their own for and through:  meaning-making  identity formation  social interaction  learning in informal contexts
  6. 6. Findings from a Study in NepalHow medical students appropriate mobile phones in one of the world’s poorestcountriesUniversity of Applied Sciences Northwestern Switzerland 6
  7. 7. Students appropriated mobiles - three main practices1) Search for ad-hoc information I use it during my postings […]When I am in the OP for example I don’t have the book so I go to the mobile. (Group 1)2) Documentation and sharing of images and videos If I see any good case I […] take a picture with my mobile. (Group 4) […] to flat mates. “This is the case I have seen.” […] The whole batch gets it. […] We proudly show it to the others. (Group 4)3) Access to social networking sitesUniversity of Applied Sciences Northwestern Switzerland 13.05.2012 7
  8. 8. Appropriation of Facebook as a learning toolTeachers Facebook is a good medium to share much medical information”.Students: “A group “Medical profession, I love it.” That’s a group. I’m part of the group. […] It’s created by our seniors [senior doctors]University of Applied Sciences Northwestern Switzerland 13.05.2012 8
  9. 9. Facebook: explicit forms of educational content (1)Facebook community: «Medical Profession, wow I love it» 34529 members & 3078 FB users are talking about this (17.11.2011) Regional scope on Nepal and IndiaQuizzes with open and closed questions:University of Applied Sciences Northwestern Switzerland 13.05.2012 9
  10. 10. Facebook: explicit forms of educational content (2)Mini-Cases:University of Applied Sciences Northwestern Switzerland 13.05.2012 10
  11. 11. Facebook: explicit forms of educational content (3)Electronic Books and Videos:University of Applied Sciences Northwestern Switzerland 13.05.2012 11
  12. 12. Facebook: negotiation of professional identities and occupational status Jokes as an expression of professional identityUniversity of Applied Sciences Northwestern Switzerland 13.05.2012 12
  13. 13. Your money or your life! Look, I’m I have no money a doctor and no life!University of Applied Sciences Northwestern Switzerland 13.05.2012 13
  14. 14. Some conclusionsMOBILE DEVICES facilitate …  Situated & informal learning by linking information sources ‘ad-hoc’ to learning  Cross-contextual learning by capturing and carrying learning into new situationsMOBILE DEVICES AND SOCIAL MEDIA ...  Enable participation and by engaging in international professional communities.  Allow for deliberate engagement with explicit forms of educational content  Permit announcement and negotiation of professional identities  Foster knowledge created ‘bottom up’ and not distributed by central authoritiesUniversity of Applied Sciences Northwestern Switzerland 13.05.2012 14
  15. 15. But – need for further researchEthical, legal and privacy issues and a number of pedagogical limitations.Over-hasty claims regarding the more systematic use or the integration ofsuch informal (e-)learning in formal educational settings to supporteducation and health in developing countries should be avoided. Instead,more systematic research is needed.University of Applied Sciences Northwestern Switzerland 13.05.2012 15
  16. 16. References:Pimmer, C., Linxen, S., & Gröhbiel, U. (under review). Facebook as alearning tool? A case study on the appropriation of social network sitesalong with mobile phones in developing countries. British Journal ofEducational Technology.Pimmer, C., Linxen, S., Gröhbiel, U., Jha, A., & Burg, G. (under review).Medical education and e-learning in developing countries: The role ofmobile technology for informal learning in resource-limited environments.University of Applied Sciences Northwestern Switzerland 13.05.2012 16
  17. 17. Connecthttp://www.christoph.pimmer.infohttps://twitter.com/#!/christophpimmerwww.slideshare.net/ChristophPimmerhttp://fhnw.academia.edu/ChristophPimmer Learning Across FrontiersUniversity of Applied Sciences Northwestern Switzerland 13.05.2012 17
  18. 18. AcknowledgementsThe work presented was supported by the SDC, the Swiss Agency for Development andCooperation, and the KFH, the Rector’s Conference of the Swiss Universities of AppliedSciences.Grateful thanks also go to our Swiss and Nepalese research partners, and the studyparticipants, students and teachers, for the insightful interviews and their critical feedback.University of Applied Sciences Northwestern Switzerland 13.05.2012 18

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