Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Virtual Therapists: teaching tomorrows health care practitioners how to use Wikis

900 views

Published on

This presentation was given at the Canadian Network for Innovation in Education conference in Ottawa, ON, in June 2009. The key message was that with the right educators and right tools Wikis can enhance group learning activities.

Published in: Education, Health & Medicine
  • Be the first to comment

  • Be the first to like this

Virtual Therapists: teaching tomorrows health care practitioners how to use Wikis

  1. 1. Virtual Therapists <ul><li>Incorporating Wikis in health-care education </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  2. 2. Photography: Luka Skracic
  3. 3. The Vision <ul><li>To develop the skills of the next generation of health-care practitioners to use Web 2.0 tools so they can develop and disseminate excellent health care resources </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  4. 4. The Approach <ul><li>Invite instructors to incorporate a Wiki into existing group-work assignment </li></ul><ul><li>Inform students about the project aims & the role of Wikis in health care practice </li></ul><ul><li>Provide training and support </li></ul><ul><li>Invite students and instructors to participate in a learning-style survey and focus groups </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  5. 5. 5 Physiotherapy Wiki ANITA HAMILTON UNIVERSITY OF ALBERTA
  6. 6. 6 Physiotherapy Wiki ANITA HAMILTON UNIVERSITY OF ALBERTA
  7. 7. The Journey Photography: Luka Skracic
  8. 8. Unraveling the Difficulties ANITA HAMILTON UNIVERSITY OF ALBERTA
  9. 9. Mid-way Lessons <ul><li>Change to another wiki program </li></ul><ul><li>Educators need to be flexible and creative… they also need good tech skills and support </li></ul><ul><li>Reduce curriculum while adopting new technology </li></ul><ul><li>Creating a wiki is a journey … the process is as important as the product </li></ul><ul><li>Don’t assume that students are tech-savvy b ased on age </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  10. 10. Phase Two of the Journey Photography: Luka Skracic
  11. 11. Speech Pathology Wiki ANITA HAMILTON UNIVERSITY OF ALBERTA
  12. 12. Speech Pathology Wiki ANITA HAMILTON UNIVERSITY OF ALBERTA
  13. 13. Occupational Therapy Wiki ANITA HAMILTON UNIVERSITY OF ALBERTA
  14. 14. Occupational Therapy Wiki ANITA HAMILTON UNIVERSITY OF ALBERTA
  15. 15. Kolb’s Learning Styles x 2 = 24.957 p =0.002 Three cells contained less than the required number
  16. 16. Descriptions of Kolb’s learning styles <ul><li>Accommodating </li></ul><ul><li>Prefer &quot;hands-on&quot; experience. </li></ul><ul><li>Involved in new and challenging experiences. </li></ul><ul><li>Act on &quot;gut&quot; feelings rather than on logical analysis. </li></ul><ul><li>Rely more heavily on people for information than technical analysis. </li></ul><ul><li>Action-oriented careers such as marketing or sales. </li></ul><ul><li>Work with others to get assignments done, to set goals, to do field work, and to test out different approaches to completing a project. </li></ul><ul><li>Converging </li></ul><ul><li>Find practical uses for ideas and theories. </li></ul><ul><li>Solve problems and make decisions based on finding solutions to questions or problems. </li></ul><ul><li>Prefer technical tasks and problems than with social and interpersonal issues. </li></ul><ul><li>Specialist and technology careers. </li></ul><ul><li>Prefer to experiment with new ideas, simulations, laboratory assignments, and practical applications. </li></ul>OT group PT group
  17. 17. Descriptions of Kolb’s learning styles <ul><li>Assimilating </li></ul><ul><li>Understand wide range of information and putting it into concise, logical form. </li></ul><ul><li>Less focused on people, more interested in abstract ideas and concepts. </li></ul><ul><li>Important that a theory have logical soundness than practical value. </li></ul><ul><li>Information and science careers. </li></ul><ul><li>Prefer lectures, readings, exploring analytical models, and having time to think things through. </li></ul><ul><li>Diverging </li></ul><ul><li>View concrete situations from many different points of view. </li></ul><ul><li>Observe rather than take action. </li></ul><ul><li>Enjoy generating a wide range of ideas, such as brainstorming sessions. </li></ul><ul><li>Broad cultural interests and like to gather information. </li></ul><ul><li>Imaginative and sensitivity to feelings </li></ul><ul><li>Arts, entertainment, and service careers. </li></ul><ul><li>Prefer working in groups to gather information, listening with an open mind, and receiving personalized feedback. </li></ul>SP group
  18. 18. Themes <ul><li>Wiki technology </li></ul><ul><li>Educator </li></ul><ul><li>Trust </li></ul><ul><li>Habits </li></ul><ul><li>New learning environment </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  19. 19. Theme 1 Wiki Technology <ul><li>“ I was concerned about completing my assignment and learning what I needed... I wasn’t really interested in learning a lot about technology” (Student) </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  20. 20. <ul><li>“ ...we spent more time trying to format than we did with the actual content...” (Student) </li></ul>Theme 1 Wiki Technology ANITA HAMILTON UNIVERSITY OF ALBERTA
  21. 21. <ul><li>“ ...it had a really good amount of functions... to link to external sources... link to somebody else’s page... loading external pages... that was pretty cool stuff!” (Student) </li></ul>Theme 1 Wiki Technology ANITA HAMILTON UNIVERSITY OF ALBERTA
  22. 22. <ul><li>“ ...I’ve found I have used the Wiki [again], we had to do a case history information and I used the Wiki to fill that in... it was easier than going through the textbook...” (Student) </li></ul>Theme 1 Wiki Technology ANITA HAMILTON UNIVERSITY OF ALBERTA
  23. 23. “ ... I don’t think they understood how much work it was going to be to learn about the assignment and learn about this [wiki] too.” (Student) ANITA HAMILTON UNIVERSITY OF ALBERTA Theme 2 Educator – knowledge, curriculum design, flexibility & enthusiasm.
  24. 24. “ ...we hoped they would use the technology to facilitate learning” (Instructor) ANITA HAMILTON UNIVERSITY OF ALBERTA Theme 2 Educator – knowledge, curriculum design, flexibility & enthusiasm.
  25. 25. “ ... she [educator] was perfectly willing to change the assignment a bit...” (Student) ANITA HAMILTON UNIVERSITY OF ALBERTA Theme 2 Educator – knowledge, curriculum design, flexibility & enthusiasm.
  26. 26. “ I remember emailing her [about the wiki] and she got back to me right away, enthusiastic, detailed steps on how to do something or ‘come and see me’. ” (Student) ANITA HAMILTON UNIVERSITY OF ALBERTA Theme 2 Educator – knowledge, curriculum design, flexibility & enthusiasm.
  27. 27. Theme 3 Trust – information, group, & the Wiki <ul><li>“ I don’t know how the Wiki works really, but also with confidentiality... </li></ul><ul><li>...at an office only so many people have access... but on the internet?” (Student) </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  28. 28. Theme 3 Trust – information, group, & the Wiki <ul><li>“ ... the biggest [concern] would be trust, as to who is actually putting the information on it.” (Student) </li></ul><ul><li>“ ...who had access and what their credentials were.” (Student) </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  29. 29. Theme 3 Trust – information, group, & the Wiki <ul><li>“ We didn’t use the comments [tool] until the peer review process as we thought: ‘this is not our project, we don’t want to mess with it’ .” (Student) </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  30. 30. <ul><li>“… .she’s often over at the library, she prefers it. I think she could use the computer if she wanted to” (Student) </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA Theme 4 Habits – being comfortable with online technology
  31. 31. ANITA HAMILTON UNIVERSITY OF ALBERTA “ Something you can’t develop online is the friendship...” (Student) “ ...you can’t fully understand someone if you don’t see them... gestures, facial expressions...” (Student) Theme 4 Habits – being comfortable with online technology
  32. 32. <ul><li>“ ...this was a really good opportunity... it forced us to use it... </li></ul><ul><li>...there was some pretty strong resistance... </li></ul><ul><li>...it was a good way to overcome... reluctance for certain people” (Student) </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA Theme 4 Habits – being comfortable with online technology
  33. 33. <ul><li>“ There was one person who wasn’t interested in learning about the Wiki, she knew how to post things... but if it came to changing something like colours, she would ask one of us to do it... it was fine like that” (Student) </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA Theme 4 Habits – being comfortable with online technology
  34. 34. <ul><li>“ My style of evaluating is to sit and think and to flip and then to read and then to think... </li></ul><ul><li>...the Wiki doesn’t lend itself to that, you move you click and you can’t easily compare.” (Instructor) </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA Theme 4 Habits – being comfortable with online technology
  35. 35. <ul><li>“ ... commenting on people’s work... I told the reader... ‘you will go and see the spacing on your work looks a little wacked... ’ I put the comments in white text. (chuckles) ” (Instructor) </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA Theme 4 Habits – being comfortable with online technology
  36. 36. <ul><li>“ There was a peer review process, we’d check content, grammar, anything and then there was an additional page linked where we would put all the suggestions...” (Student) </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA Theme 5 New learning environment
  37. 37. ANITA HAMILTON UNIVERSITY OF ALBERTA “ you could see what they had posted and you could say “I have to post this for my group” .” (Student) “ ...lets have a chance to look at each other’s work... pick up on good ideas... be flattered if someone takes your idea...!” (Instructor) Theme 5 New learning environment
  38. 38. ANITA HAMILTON UNIVERSITY OF ALBERTA “ ...when we do the editing everyone can see it... some may take it personally but it’s actually a good learning experience too” (Student) Theme 5 New learning environment
  39. 39. ANITA HAMILTON UNIVERSITY OF ALBERTA “ I might be able to critique someone’s work more on a Wiki rather than being face to face” (Student) Theme 5 New learning environment
  40. 40. ANITA HAMILTON UNIVERSITY OF ALBERTA “ when you access someone’s ideas in written form you’re accessing different skills of theirs... not their personality, but their written work, it’s quite different [from] to face to face” (Student) Theme 5 New learning environment
  41. 41. ANITA HAMILTON UNIVERSITY OF ALBERTA “ We’re capitalizing on everyone’s strengths in the groups” (Student) Theme 5 New learning environment
  42. 42. Implications <ul><li>Educator </li></ul><ul><li>Technology </li></ul><ul><li>Course design </li></ul><ul><li>Learners </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  43. 43. Educator profile: <ul><ul><ul><ul><li>Positive attitude to eLearning </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Responsive online </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Creative/flexible course design </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Formative assessment </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Think on feet </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Share & receive technology tips </li></ul></ul></ul></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  44. 44. Technology features <ul><ul><li>Sophisticated yet simple/intuitive </li></ul></ul><ul><ul><li>Available 24/7 (or close to that) </li></ul></ul><ul><ul><li>Suits learning goals </li></ul></ul><ul><ul><li>Has a “sandbox” to play with the tools and to share tips </li></ul></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  45. 45. Course design <ul><ul><li>Incorporate training in the new tool to reduce learner anxiety </li></ul></ul><ul><ul><li>Time given to learn new tools </li></ul></ul><ul><ul><li>Course learning and evaluation activities meet learning goals </li></ul></ul><ul><ul><li>Activities meet technology capacity </li></ul></ul><ul><ul><li>Flexibility in evaluation </li></ul></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  46. 46. Learners are more positive when: <ul><ul><ul><ul><li>They feel connected with the educator </li></ul></ul></ul></ul><ul><ul><ul><ul><li>They feel they are appropriately evaluated </li></ul></ul></ul></ul><ul><ul><ul><ul><li>They perceive the technology as useful, for now and future </li></ul></ul></ul></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  47. 47. Diffusion of Innovation <ul><li>An Idea </li></ul><ul><li>Communication Channels </li></ul><ul><li>Time </li></ul><ul><li>Social System </li></ul><ul><li>(Rogers, 2003) </li></ul>ANITA HAMILTON UNIVERSITY OF ALBERTA
  48. 48. Example of Application in Practice
  49. 49. Questions?
  50. 50. References <ul><li>Kift, S. (2003). From bolting on to embedding: How do we progress the seamlessness of online and in-class learning environments to enhance student learning outcomes? Paper presented at the OLT 2003 Excellence: making the connections. From https://olt.qut.edu.au/olt2003/Proceedings/OLT%20Conf%20Proceedings.pdf#page=161 . </li></ul><ul><li>Potts, H. W. W. (2006). Is E-health progressing faster than E-health researchers? [Electronic Version]. Journal of Medical Internet Research, 8. Retrieved 1 May 2008 from http://www.jmir.org/2006/3/e24/ . </li></ul><ul><li>Rogers, E. M. (2003). Diffusion of Innovations. (5th ed.). New York: Free Press. </li></ul><ul><li>Sun, P., Tsai, R. J., Finger, G., Chen, Y., & Yeh, D. (2008). What drives successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50, 1183-1202. </li></ul>25 of 24

×