Bridging The Gap Presentation
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A presentation delivered to at the University of Alberta Faculty of Rehabilitation (10 July, 2009)
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Bridging The Gap Presentation
- 1. Web 2.0 – A potential bridge for the theory-practice divide Merrolee Penman, Otago Polytechnic Jeannine Millstead, Edith Cowan University
- 2. Greetings Image: http://www.flickr.com/photos/feijoa22/1146130711/ Image: http://www.flickr.com/photos/yum9me/2582621321/ Image: http://www.flickr.com/photos/sfisches/2739796193/
- 3. Objective.... Understand how new social networking tools (web 2.0) may assist therapists, researchers, philosophers and academics to overcome the theory-practice divide to increasingly collaborate on local and global issues
- 5. Where do we come together?
- 6. What happens when academics and clinicians come together? (Seely Brown & Adler, 2005)
- 7. What have we had – Web 1.0
- 8. What’s Web 2.0 and what does it offer? Web 2.0 tools enable building of networks which provide a natural framework for participation, collaboration and sharing amongst a community of users (O’Reilly, 2005)
- 9. Which tools are Web 2.0?
- 11. Blogging
- 12. Collaborative Writing – Wikis/Google
- 13. Twitter
- 16. Why use? By: EvidenceE
- 17. The challenge… Challenges…… Directions…….
- 18. To conclude… By: EvidenceE
Notes de l'éditeur
- This presentation is based on one I delivered at the Australian occupational therapy conference last year which was coauthored with Jeannine Millstead from ECU in Perth West Australia using web 2.0 tools.
- ka mihi ki te koi ko Roche Perdrix(hill)ka mihi ki roto ko Alberta Beach (lake)ka mihi ki ka awa ko Saskatchewan River(large river)In starting with this greeting in Maori I give credit and recognition (Hoatu te mana) to the natural resources – the nearby mountains, lake and river that support and enable our work to happen. Without these natural resources there is little that we could achieve.If we were in Dunedin, I’d say something similar but I’d acknowledge our mountain –Mt Cargill or Kataumahaka, our harbour, Otakou (or Otago), and our river which flows past our institution – Owheo (or the Leith) I bring greetings from the staff of the School of Occupational Therapy, and the wider Otago Polytechnic.The photos by the way are all from Flickr.com and are creative commons licensed.
- In order to understand how social networking tools may assist, we need to move past the media perspectives that we are all exposed to, for example the recent Michael Jackson outpouring through the tv networks, and consider the value of the tools for professional use. In this presentation I propose that social networking tools could assist in strengthening the bridges that the professions are currently building to bridge the theory-practice divide
- http://www.flickr.com/search/?q=Peace%20River&w=15607207%40N00http://www.flickr.com/search/?q=microscope&w=allhttp://www.flickr.com/search/?q=occupational%20therapy&w=allResearchers in our profession have identified a number of reasons for the theory-practice divide including geographical isolation – those who generate and those who use are often in different institutions or locations theoretical isolation – there are different perspectives about what knowledge is needed with researchers needing to ‘know more about particular phenomena’, and practitioners needing to know ‘how’ issues with time – with therapists’ priorities given to their clients and service, while academics/researchers prioritiseknowledge gaining/buildingAs Kielhofner and associates so succinctly put it..clinicians complain about the irrelevance of theory and research to their everyday work, and researchers/scholars complain that practice lags behind scholarship. An example of where this is very evident in occupational therapy is the evidence-based practice movement.
- http://www.flickr.com/search/?q=around%20the%20table&w=allSo where do clinicians and researchers/scholars come together – where in your professions do you have the opportunity to talk together? And which way does the communication go? Try mapping this….What outcomes are achieved?
- Scholars such as Kielhofner and his Kirsty Forsyth, and in Australia Annie McCluskey, and Clare Wilding have focused on the development of learning communities – bringing together of practitioners, researchers and consumers… Their work is helping to bridge the gap, addressing real practice issues …achieving what Seely Brown and Adler (2008) have modelled in this diagram They describe the outcomes of coming together as participation collaboration and sharing as knowledge building. Was this model created for face to face? No – it was created for online communities“Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.” (Seely-Brown & Adler, 2008)So these tools provide the mechanism that supports development of relationships which enables the sharing from which comes the creation of knowledge to support and improve practice. Although this model uses the words pedagogical and teachers, we can easily replace the words with occupational knowledge, and teachers with occupational therapists – the processes are no different. So what has been done face to face either at conferences or workshops etc, and what is being implemented in learning communities by Fosyth, Kielhofner, Wilding and McCluskey can be achieved as effectively online – the processes are no different - just the media by which we do it. And unlike the one off events, this process is ongoing happening over time, place and person.I believe that if more of the profession explored web 2.0 tools seeing them as tools to support their practice, not tools that students and some techies play with, then The work of these learning communities would be strengthened and perhaps hastened! http://connect.educause.edu/Library/EDUCAUSE+Review/MindsonFireOpenEducationt/45823?time=1220056748ref for Diagram© 2008 John Seely Brown and Richard P. Adler. Text illustrations © 2008 Susan E. Haviland. The text of this article is licensed under the Creative Commons Attribution 3.0 Unported license (http://creativecommons.org/licenses/by/3.0/). EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16–32
- What is Web 1.0. Still confused (most of us are..)… web 1.0 is what most of us use – the websites we go to, to access information – the colleges of SPL and OT in Alberta are perfect examples – where expert computer programmers and writers produce the material and website for other’s use. All of the information stays in one place, it can’t be edited by anyone other than the website owners. The users goes to a number of sites to access what they need. How does that inhibit community building?