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Development and evaluation of shared learning wiki in an Interprofessional context
Date or referenceDenis McGrath, Leslie Robinson and Melanie Stephens
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Aims and Objectives
• To demonstrate an overview of the wiki project and its outcomes for HE / Interprofessional Education
• Define and review the importance of Interprofessional Education
• Internet Landscape (Godwin Jones, 2003)
• Methodology• Findings• Discussion• Test drive• Feedback
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Interprofessional Education
• Healthcare delivered by multiple professionals and support workers
• Community Care Act (DH, 1990), The New NHS Modern and Dependable (DH, 1997), NSFs (DH, 2001 onwards).
• Professional Tribes (Maben et al, 2007)• Focus on holistic, humanistic,
compassionate and co-operative care and embrace collective responsibility (Wilcock and Headrick, 2000)
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Internet Landscape
• New Technologies such as, wikis, social book marking, blogs, podcasts, RSS feeds.
• Transformation of isolated static information stores to dynamic applications.
• A social phenomena: an approach to generating and distributing Web content in a social context.
• Flexible open communication, – decentralisation of authority, – allows the freedom to share and
re-use information,– simple to use
• Embodies the flexible socio-centric approach to learning (Vygotsky, 1920)
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Methodology
• 125 nurses and 50 radiography undergraduate students
• Face-to-face • Problem-based trigger• 5 on-line wikis• Mixed professional groups• Wiki Champions
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What is a wiki?
• A web site that can be individually or collaboratively edited
• No special tools and no special IT skills are required.
• Participants collaboratively work on the content of the site without needing to exchange word processor documents.
• Gaining rapid acceptance in education (Pereira and Soares, 2007, Long, 2006, Rafaeli, 2006, Fisher and Baird, 2005, Lamb, 2004).
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• Technologies used:– Blackboard VLE– Learning Objects “Wiki
Tool”– University & Remote PCs.
• Closed System : Log on / off• Group wiki access only.
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We took some students from different disciplines: radiography (2nd years) &
nursing (3rd years)
Step 1
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GROUP 1: Mary Seacole Inter-disciplinary group
Step 2
We put the selected students into a group comprised of the two professions: 25 from nursing & 10 from radiography
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Mary Seacole Inter- Disciplinary group
A Learning Champion from each of the two professions
Step 3
Identification and nomination of wiki champions
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Step 4
Four additional similar groups were created
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Viewing and editing rights
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Hive Brain (Levy 2001)Hive Brain (Levy 2001)
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Tutor monitoring of process
Interaction between student and wiki
Tutor observation of and Contribution to wiki / student progress
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Complete Overview of wiki construction
Number of contributors
Number of page edits
Number of page views -
Identities of contributors
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Editing history in complete detail
Complete Overview of wiki construction
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Detailed journal of revision history Slide 1
• Complete Oversight of wiki construction
Editing history in detailing, participant, date of change and version information
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Detailed journal of revision history Slide 2
A full range of statistics can be drawn from the monitoring tools.
Including
Access time of day Access days of week
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Detailed journal of revision history Slide 3
A full range of statistics can be drawn from the monitoring tools.
Including
Access time of day Access days of week
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Findings (Quantitative)
Views, edits and contributors
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Findings (Qualitative) Online Questionnaire
• General Attitude• “It’s fun and I really enjoyed it”
• Shared & Inter-professional learning• “is great for interdisciplinary collaboration, sharing of
info And most importantly made us more aware of the nurses knowledge”
• Teamwork• “It encourages online teamwork• “The concept is a good one but not everyone
participated”
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Findings (Qualitative) Online Questionnaire
• Student Engagement• “Not everyone would feel comfortable putting work on [The
Wiki]”• “..being able to share information without the pressure of being
in a group discussion in uni”
• Flexibility• “It was great to participate from home
• Outcome & application to other areas• “The outcome of the wiki was great, I could see how many would
benefit from this”
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Limitations of study
• Number of respondents• On-line questionnaire skewing
sample
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Benefits and limitations of wikis
• Benefits wikis for teaching and learning– Students enjoy it– IT skills development– Critical peer review and collaboration– Resource material
• Limitations– Engaging non participants– Technical support– Summative assessments– Selling benefits of wikis– Resources
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Test Drive
Wiki Races
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Feedback
• Open Mic
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Contacts
• Denis McGrath• [email protected]• Leslie Robinson• [email protected]• Melanie Stephens• [email protected]