The potential and challenges of Web 2.0 in the education of healthcare professionals. Rod Ward [email_address] http://www.rodspace.co.uk

My biases Published web pages since 1992 Major wiki, blog & social network user In favour of open access Constrained by institutional & legal barriers Extensive knowledge of UK systems, but little elsewhere

Published web pages since 1992

Major wiki, blog & social network user

In favour of open access

Constrained by institutional & legal barriers

Extensive knowledge of UK systems, but little elsewhere

Theoretical models Instructivist Constructivist Communities of Practice Connectivist

Instructivist

Constructivist

Communities of Practice

Connectivist

Architecture of participation Potential Emphasising the pre-eminence of content creation over content consumption 1 Mind tools to stimulate reflection and actively involve learners in their own construction of knowledge 2 Challenges Emphasis on content consumption over content creation Construction of knowledge -the received wisdom References 1. Boulos, M.N. and Wheeler, S. 2007 The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and health care education. Health Information and Libraries Journal 24 2-23 2. McLean, R., Richards, B.H. & Wardman, J.I. 2007 The effect of Web 2.0 on the future of medical practice and education: Darwikinian evolution or folksonomic revolution? eMJA The Medical Journal of Australia. 187 (3): 174-177 available from: http://www.mja.com.au/public/issues/187_03_060807/mcl10181_fm.html

Potential

Emphasising the pre-eminence of content creation over content consumption 1

Mind tools to stimulate reflection and actively involve learners in their own construction of knowledge 2

Challenges

Emphasis on content consumption over content creation

Construction of knowledge -the received wisdom

Control Potential Moving control to students Shared knowledge creation Creative commons licencing Using media familiar to students Challenges Institutions want (?need) to keep control Levels of moderation/quality control Need for audit trails (plagiarism) Existing copyright, IPR & business models (eg of academic journals) Separation of social & educational uses

Potential

Moving control to students

Shared knowledge creation

Creative commons licencing

Using media familiar to students

Challenges

Institutions want (?need) to keep control

Levels of moderation/quality control

Need for audit trails (plagiarism)

Existing copyright, IPR & business models (eg of academic journals)

Separation of social & educational uses

Technologies Potential Innovative/collaborative incl. mashups Ease of use Remote hosting Access platform/OS independent (maybe) mobile Challenges Students ahead of the staff Complexity of multiple environments/Staff familiarity/Student familiarity Network & security issues

Potential

Innovative/collaborative incl. mashups

Ease of use

Remote hosting

Access

platform/OS independent (maybe)

mobile

Challenges

Students ahead of the staff

Complexity of multiple environments/Staff familiarity/Student familiarity

Network & security issues

Conclusions – so far The potential of Web 2.0 in education for healthcare professionals is massive The challenges of Web 2.0 in education for healthcare professionals are massive Some students will use these applications – whether institutions like it or not Institutions need to be aware of changes More research is needed into whether the potential outweighs the challenges

The potential of Web 2.0 in education for healthcare professionals is massive

The challenges of Web 2.0 in education for healthcare professionals are massive

Some students will use these applications – whether institutions like it or not

Institutions need to be aware of changes

More research is needed into whether the potential outweighs the challenges

The potential and challenges of Web 2.0 in the education of healthcare professionals. Rod Ward [email_address] http://www.rodspace.co.uk