I'm thinking about how I could explain what I get out of Twitter and how I could gain even more. I would like to be able to:
Is it possible? Is it free? :)
Something like this from @valdiskrebs
In the field of educational technology a creepy treehouse is an institutionally controlled technology/tool that emulates or mimics pre-existing technologies or tools that may already be in use by the learners, or by learners’ peer groups. Though such systems may be seen as innovative or problem-solving to the institution, they may repulse some users who see them as infringement on the sanctity of their peer groups, or as having the potential for institutional violations of their privacy, liberty, ownership, or creativity. Some users may simply object to the influence of the institution.
Twitter conversation:
Stujohnson @ajcann is this of any interest to you re eportfollios - http://tinyurl.com/cw65b7
AJCann @stujohnson Thanks. Depressingly creepy treehouse.
amcunningham @AJCann why do you think it is creepy treehouse? should eportfolios only be the domain of students?
AJCann@amcunningham Lifelong learning? If locking ePortfolios into Blackboard/PebblePad isn't creepy treehouse, I'd like to know what is.
torresk@amcunningham agree with @AJCann ...I'm fine with the idea of VLEs, but they shouldn't include EVERYTHING. e-Portfolios are personal, IMO
To me the original conference, Future-Proofing PDP and e-Portfolio Developments, does not seem to be about embedding eportfolios in VLEs as the agenda includes "Alternative portfolio tools using Web 2.0, EXPO etc."
But I also ubderstand creepy treehouse as being about staff and institutions appropriating technologies that students are using already because they think it is cool, and will be a way to engage students. But the students see it suspiciously.
Now, as far as I am aware students are not spontaneously and subversively putting lots of time and effort into developing eportfolios outside of VLEs. So i can't see how it is creepy treehouse to try and engage them in these activities within VLEs.
I agree that a students work should be able to travel with them. But part of me thinks that at learning how to present oneself can be done within the protected walls of a VLE, rather than in the public world of the www at large.
And if anything it is the act of making them submit these eportfolios to us for assessment which is creepy.
Anyway, very interesting debate with my Leicester colleagues as usual:)
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This needs a full blog posting... but in the mean time I just want to draw to your attention to a paper by Loewenstein on projection bias and empathy gap. Doctors find it hard to understand the experiences of patients. How we empathise and understand an 'other' fascinates me. How we can help medical students to do this better is even more of a challenge if achievable at all.
A link to this paper: http://mdm.sagepub.com/cgi/reprint/25/1/96
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Affective Errors. Groopman relates how he once failed to thoroughly examine a patient whom he felt warmly toward in order to minimize the patient's discomfort and possibly because, "I hoped unconsciously that the cause of his fever was trivial and that I would not find evidence of an infection on his body." Groopman continues, "This tendency to make decisions based on what we wish were true is what Croskerry calls an 'affective error.'"
So, can doctors care too much?
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But don't you think email is clunky - one has to actively enter the email addresses even if it's just clicking once or twice on a list of contacts. With Web 2.0 technology i.e. Facebook or Twitter, you just write on your 'wall' once and all your contacts can automatically see it.
so what hope does encouraging students to take up commenting on blogs have?
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Authoritative answers are no longer what they used to be. We know about all the early phase clinical trials, including the effects of the agents, long before most doctors. For one group, over 80% of the phase III trial came through the ACOR system. The conversations these patients had while in the trial, helped convinced the pharmaceutical company that a profound shift had taken place. That company is doing, today, a lot better than most.
This quote comes from a post by Giles Frydman, @gfry, on an e-patients post on medpedia.
I don't know what the trial is, but is quite fascinating that "cross-contamination" of patient experience could take place in this way. I wonder if the study was double blind.
Giles, if you are reading it would be great to get more info.
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2 presentations from AMEE. Prague 2008
Should reflection be assessed? The student perspective
Martina Kelly*1, Siun O Flynn*, Geraldine Boylan*2 (1Dept of General Practice, 2School of Medicine University College Cork,
Brookfield Health Sciences Complex, Cork, Ireland)
Background: Reflection is widely advocated as a professional skill and is increasingly incorporated into medical education curricula,
as such it is likely to be assessed. Yet little is known about what students think about reflection and how it should be assessed.
Summary of work: After engaging in reflective practice for one academic year, a group of third year medical students were surveyed
to gauge their opinions on the value of reflection. Results were correlated with basic demographics and learning style (Index of
Learning Styles, Feldman & Soloman).
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There is simply no way to write about them in real time without revealing a huge amount about yourself.
Thinking about the 'reflective' writing we ask of students. Do we want 'in the moment' writing which is raw and honest, or the detached writing which results from thinking and 'reflecting'?
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This is the blog of @davidmsilver referred to in AjCann's post: http://ajcann.posterous.com/twitter-as-courseware.>
The students responses to concerns about their privacy being violated by being asked to post publicly are very interesting. The students and @davidmsilver do not have many followers yet. Although they are communicating in a public forum their conversations are actually quite private at the moment. But what would happen if we all started following them, and joining in their discussions. It could change the dynamic of a small teaching group quite dramatically.
Is that important?
EDIT: this is the relevant blogpost: http://silverinsf.blogspot.com/2009/02/twitter-assignment.html#
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inspired by sandnsurfhttp://sandnsurf.posterous.com/
rule: google your first name along with the word 'needs'. then enter the first ten entries.
1. Anne Marie needs lots of patience
2. Anne Marie needs a framework in place that she can follow
3. Anne Marie needs (ON, Canada) is on Facebook
4. Anne Marie needs a good home for my 2 6mth old kittens
5. Anne Marie needsto come up with a cool story
6. Anne Marie needs to decide whether she wants the style of an Alfa or the solidity of an older, higher mileage Audi A3
7. Anne Marie needs to state that readins should be taken as entertainment
8. Anne Marie needs a photo to post
9. Anne Marie needs the money she was swindled out of by criminal abductor McLean for present day medical bills and for her basic needs
10. Anne Marie needs the total amount of charge able to diffuse in the spiritual layer so as to normalise Giulio's numbers and this is not give directly by the simulation
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