Is Connectivism a credible theoretical framework for my EdD research?

At last I have settled on my topic for my EdD research - I am going to look at the impact of the Virtual International Day of the Midwife (VIDM) which is an annual free, online conference that I have been facilitating for the last 4 years. So I am now at the stage of trying to find a theoretical framework to guide the development of my research proposal.

Connectivism
I am very interested in the theory about learning in the digital age, Connectivism, which has been developed by George Siemens and Stephen Downes. In his sideshow to the 2010 DEANZ conference, Professor Terry Anderson explains very clearly the difference between connectivism and the more traditional learning theories of behaviourism and constructivism. Connectivism explains that we learn via the networks we develop, so the emphasis is not on content (behaviourism) or the process of learning (constructivism) but rather the connections we make to nodes which may be people, information sources or non-human appliances.

Difference between connectivism and constructivism
I was asked the other day what is the difference between connectivism and constructivism....what is the difference between connectivism and what Etienne Wengar says about communities of practice? Constructivism explains that we learn in groups or communities....that our learning is socially constructed....people come together to problem-solve, discuss, and validate learning. Learning is based on prior experience and shared with the group. On the surface that doesn't sound very different from Connectivism. However, my understanding is that constructivism and communities of practice are a lot more formal....based on groups that come together with a definite purpose in mind...with a common aim and desire to work together for a specific purpose and outcome in mind.

Network of practice 
To put into my context, the midwifery research email group I belong to is a community of practice (COP) made up of midwives with an interest in research and the aim of sharing latest research findings and helping to support each other as we develop our own research projects. But the VIDM is not a COP because the participants only come together every year, they do not work together at any other times. Participants are distributed all over the place. The way they come together is very ad hoc and serendipitous. The whole event takes a snow-balling approach to organisation and implementation, and rely on networks for information to be distributed.  So, according to Siemens and Anderson, the VIDM is more of a network of practice, as opposed to a COP. Which brings me to asking if I can use Connectivism to explain what goes on at the VIDM? How are participants learning? Are they learning through the connections they are making at the VIDM, or is there no learning going on at all? Can participants learn from networking  in such a short time frame? What networking, if any, goes on after the VIDM? How are participants networking, if at all? Do they do it during the conference itself? Or are they networking via other avenues such as the VIDM wiki or Facebook page?

The problem with Connectivism
 I have always struggled to get my head around theory and how you develop research around a framework which is why I have avoided qualitative methodologies in the past. So I am a little concerned about my choice of Connectivism as a theory to explain what happens at the VIDM. The problem with it is that it is a relatively new theory, and remain controversial in some quarters. And I am not 100% confident that I have the depth of understanding and knowledge around educational theory to be able to critique it at a level that will be expected for an EdD. And I wonder if I'd be better off applying an "easier" theory like Rodger's Theory of Diffusion which I do understand and has been critiqued and researched extensively.  Another option would be utilising a theory around professional development, especially in the online context.

Connectivism hasn't really been tested, in my opinion. There is little empirical evidence that looks at it closely and I have a real worry that it has been latched on to by educational technologists and has become more of a trendy fad than a credible theory. This provides both a threat to my research and also an opportunity. On the one hand I could use this opportunity to apply this theory in practice, and make a real contribution to discussion in this area. On the other hand, it may be so new and untried that I am unable to work with it, especially in the context of the EdD. Whilst I want my EdD to make a contribution to knowledge development, I do not want to make life too hard for myself.

 I usually end my blog postings with questions for my readers but this post is more of a musing out loud so I am not even sure what questions to ask you. What I am about to do is do some reading around professional development, so if you know of any theory or author that you think might help me, please feel free to let me know.


References
Connectivism: A Learning Theory for the Digital Age. George Siemens 2005.  http://www.ingedewaard.net/papers/connectivism/2005_siemens_ALearningTheoryForTheDigitalAge.pdf 
Connectivism: Learning as Network-Creation. George Siemens 2005. http://www.astd.org/LC/2005/1105_seimens.htm
Connectivism: Learning theory of the future or vestige of the past? Rita Kop and Adrian Hill. 2008 http://www.irrodl.org/index.php/irrodl/article/viewArticle/523
Connectivism: Learning Theory or Pastime of the Self-Amused? George Siemens. 2006. http://simplybax.edublogs.org/files/2011/09/Connectivism-Learning-Theory-or-Pastime-of-the-Self-Amused-25xmwrt.pdf
Three generations of Distance Education Pedagogy: Challenges and Opportunities. Terry Anderson 2010. http://www.slideshare.net/terrya/three-generations-of-distance-education-pedagogy-challenges-and-opportunities
Connectivism. Wikipedia http://en.wikipedia.org/wiki/Connectivism
The networked student. Wendy Dexler. 2008 http://www.youtube.com/watch?v=XwM4ieFOotA

Rumours about me

There is a rumour going around our street that our house is a den of iniquity and my hubby and I are drug dealers!  It's all come about because a little old lady who lives up the street has seen what looks like a police man staking out our house every morning, and she's convinced it's because we're dealing drugs. What she doesn't realise is that the man in blue who looks like a policeman is my hubby (who wears a uniform not unlike that of a policeman) waiting for his lift to work! Lordy....now you can see how these rumours start!!!?????

Using Facebook for teaching, learning and assessment

I have just been asked by a colleague for examples of how teachers use Facebook for teaching and learning, as well as assessment in higher education.

Using Facebook as a student
As a student I prefer it as a communication tool. Last year my EdD class tried to use the discussion boards in Moodle but we felt there was a lack on spontaneity and even though I subscribed to the threads, I never received notification of posts. So we have moved to Facebook this year. Not only is it easier to communicate, but we also get more involved in each other's lives, outside of our study, which makes us feel closer as a group.

Using Facebook as a teacher
Again, as a teacher I have found that Facebook supports spontaneous communication compared to the BlackBoard discussion boards that I was using. I use it a lot to share information and links with students. But more exciting is that I see students supporting each other as they answer each other's questions and problem solve together. This has saved me work in the long run.

I haven't used Facebook in a more formal way, say for assessment. So I would love to hear from anyone who is using Facebook either as a teacher or student. What do you use it for? What is your experience? What tips would you pass on to a teacher thinking about how to use it in his teaching? 

Here are a few resources about teaching and Facebook.

•  5 Best Practices for Educators on Facebook
• Educator's guide to Facebook
• 100 ways you should be using Facebook in your classroom
• Just to let you know...Facebook does not have the ability to cure cancer, solve global warming or make you a better teacher
• Using Facebook as a supplementary tool for teaching and learning
• Facebook in education
• How higher education uses social media

Student midwives, clinical skills and cell phones

I have just spent the last two weeks teaching student midwives and I have noticed an interesting change in student behaviour compared to previous years. When we have looked at any clinical skills, including actual demonstration and practice of those skills, cell phones have appeared in seconds and at least half the class have been taking videos and photos. Yesterday I volunteered to be a model for sterile water injections (a method of treating back pain in labour) and it felt like I was being mobbed by the paparazzi.

When I asked a couple of students what they were going to do with the photos and videos, they replied that they were going to show them to friends ands family, to explain what they were studying in university. They hadn't really thought about sharing anything , especially the videos, online as a teaching/learning resource for others.

What I would like to do one day in a research project is track is how students use these images and videos, and then explore what happens when the students proactively produce and publish images and videos online as a teaching/learning resource.

Have you heard of any similar projects? Are you a students who takes photos and videos at university/college? What do you do with them and why? Are you a teacher? How do your students use their cell phones?

Image: 'Communication'
http://www.flickr.com/photos/35707686@N06/3474643866

4th Annual Virtual International Day of the Midwife: calling for presenters

Welcome to the 4th Annual Virtual International Day of the Midwife (VIDM), a 24 hour FREE ONLINE CONFERENCE on the 5th May, 2012 for midwives and anyone interested in childbirth.


The Virtual International Day of the Midwife (VIDM) celebrates the International Day of the Midwife by bringing midwives and others from across the globe together using online electronic media. A variety of live online events are presented every hour for 24 hours on the 5th of May 2012 (starting time has yet to be arranged) via web-conferencing facilities. These may include presentations about latest research or practice issues, informal discussions, panel discussions, meetings or story-telling.

The organising committee are now calling for Expressions of Interest (EOI) to present at the VIDM eVent. This year's theme is MIDWIVES SAVES LIVES. However, we will consider any topic as long as it is of interest to midwives and people interested in childbirth.

While the EOI must be in English, we welcome presentations on the day in other languages. We also welcome EOI from non-midwives and midwifery students. Presenters need not be experienced in using electronic media - members of the organising committee will be able to give support.

Please provide a short paragraph (no more than 150 words) describing your presentation and the form it will take (for example, you may wish to use a PowerPoint presentation). Please also include your status (eg midwife, non-midwife, midwifery student), country of origin and language of presentation. Your presentation or session should:
•Have a clear aim or purpose

•Focus on maternity care or midwifery

•Be of interest to an international audience

•Be appropriate to the chosen media

If you would like to give a presentation, please indicate what country and time zone you are available in your EOI. Please note: We will be using the web-conferencing platform Adobe Connect. All sessions will be facilitated by an experienced online facilitator so you will be supported at every stage.

Please submit your EOI by 4th March 2012 by one of these methods:

•Email to Sarah Stewart: sarahstewart07@gmail.com

•Add it to the VIDM wiki: http://internationaldayofthemidwife.wikispaces.com/Ideas+for+2012

•Add to the VIDM Facebook page: http://www.facebook.com/VirtualInternationalDayoftheMidwife

•Via Twitter: https://twitter.com/#!/VIDofM

•Or leave a comment on this blog.

Another change

I have been so busy over the last few months I have badly neglected this blog. And to be honest, I've spread myself too thin across the board. So I have just handed in my notice at Griffith University and will no longer be teaching undergraduate midwifery students in Brisbane.

This is a proactive measure I have taken so I can focus 100% on my job in the Educational Development Centre at Otago Polytechnic, my EdD research and developing my consultancy as e-learning/social media advisor.

I shall miss my colleagues at Griffith and hope we'll continue our connection in one way or another.  But I have to say that I am looking forward to being able to spend more time on blogging, researching and writing. And taking up other opportunities that pass my way, that I had to say 'no' to last year, like spending a month in Nepal helping with curriculum development.

The next big project that is looming fast is the 4th Annual Virtual International Day of the Midwife...calls for EOI will be coming out soon. 

How to use social media for virtual campaigning yet avoiding the spam trap

There is currently a campaign in the UK to elect a new president for the Royal College of Midwives. I have been advising Professor Lesley Page how best to use social media to get her message across. Midwives in the UK are notoriously reluctant to vote in RCM elections, so at the very least Lesley wishes to raise awareness about the elections, with the ultimate aim that they vote for her.

One of the things that has become obvious is there is a fine line between maximising opportunities for getting your message out to people and spamming. For example, one of the other candidates wrote a "vote for me" post in a Facebook group that I am a member of which focuses on the ethical advertising and marketing of formula baby food. Personally, I thought this was annoying spam because the post had nothing to do with the topic of the group or relevance to certain members of the group. So how do you get around this problem?

One answer I think is to integrate your message with the focus of the group, network or page so that there is a win-win situation....that you get your message across but you also contribute constructively to the group or conversation. In the case I was talking about, the candidate could have told the group how she feels about ethical marketing of formula feed and what she would do about it if she becomes president. Or she could actively request feedback from the group about the issue to inform her own position.

What do you think? Do you mind if people use your Facebook page (Twitter tag, email discussion group...) to advertise their election/information campaign? Do you have ideas about what is acceptable or not? What sort of campaigns do you share with others on Facebook and Twitter and what would you ignore? What guidelines would you suggest for virtual campaigning using social media?

Image: 'polling station'
http://www.flickr.com/photos/25834786@N03/3598534263

Ghost chips

I have had a sad Christmas so haven't been doing any blogging or anything else much for that matter. My son's best friend (on the left) was killed in a car crash following a Christmas party. I am very sad for his family and also my son, because they have lost a huge part of their lives.

The loss of yet another young man, in the prime of his life breaks my heart and I wonder what on earth we can do to stop these lads taking such chances with cars and alcohol.

One of the things that really strikes me is that we have to change attitudes about alcohol and drink-driving. There has recently been a great advertising campaign against drink-driving in New Zealand which apparently has been very successful...although I have no idea how that "success" is measured. 



But at the same time, you have adverts about alcohol with beautiful girls in which drinking looks so cool, so does one counteract the other?



I would like to see an end to the advertising of alcohol, especially on TV and a decrease in the alcohol levels that are acceptable for driving in New Zealand. And as "grown ups" we have to model safe drinking practices to young people...before it is too late.