I heart YouTube

I think one of the most useful and versatile resources on the Internet is YouTube. I just do not know how I've managed without it all these years.

Take today, for example.

Learning Styles
This morning I learned about learning styles and that good teaching is good teaching and does not need to be adjusted to suit different 'learning styles', according to Professor Daniel Willingham.

E-portfolios
This afternoon I re-visited a video that I made about e-portfolios and posted on YouTube, and will be using as a resource in the course I am currently running.

Mouse in Amsterdam
And this evening I found an old song that was incredibly popular when I was a little girl. My husband and I still remember all the words, and drove our daughter mad when we gave an impromptu performance.



http://nz.youtube.com/watch?v=2fg7w49UnGA


Do any of you remember this song?

Breastfeeding and Diabetes

Today we had a very successful online meeting led by Catherine Rietveld, who led an excellent discussion about breastfeeding and diabetes.

This is a great resources for students and midwives who wish to revise their knowledge of breastfeeding. It is also at a level that can be understood by non-midwives

Here is the link to the recording:

http://elluminate.tekotago.ac.nz/play_recording.html?recordingId=1219960009863_1222590271305

Online seminars
I was very pleased because we had an excellent turnout of midwives and non-midwives from New Zealand and Canada. Whilst the numbers are small in the grand scheme of things, there is a steady increase in interest in this program of online seminars.

Next meeting
The next meeting will be in October when we will be thinking about the role of the doula.

Should men be allowed to breastfeed?

OK. I admit it. I've been procrastinating. I just about got burnt out after studying 'connectivism' all weekend, and my attention started to wonder until I found a blog post by Suzanne Reisman entitled "When men breastfeed, what does it say about gender roles".

Men who breastfeed
In the post Suzanne talks about male lactation which mostly happens as a result of medication, although apparently there is a tribe of pygmies where men breastfeed. Suzanne also links to a video called 'Milk Men' that explores male lactation, which I must admit completely freaked me out - why, I just cannot articulate. And the video may be a joke - I'm not really sure.

What do you think?
Do you think that one day men will be able to breastfeed? Should they be 'allowed' to do so? If you're a bloke, would you want to breastfeed or are you completely happy to let the girls get on with it. Or, do you think breastfeeding is over-rated, who ever does it?


Image: 'Elephant with calf' Arno & Louise
www.flickr.com/photos/15745225@N00/382853939

It's true! Big brother really is watching

I got very excited the other day when I received notification that one of my students had added me as a Skype contact. I looked and saw that she was online the same time as me, so decided to call her up.

The call was answered and I started to chat away saying 'Hello, this is Sarah here. How are you?' and so on. But the call was dropped. I tried ringing several times but the call wasn't answered again.

The next day, my student said I gave her husband a terrible fright. He hadn't realized that she had installed Skype, so when he heard me talking to him, he thought someone was watching him through the computer.


Image: 'Self Portrait with Glass' Jacob Whittaker
www.flickr.com/photos/45097561@N00/439046462

Key midwifery researchers on video

I have just discovered the Doctoral Midwifery Research Society which was founded by Professor Marlene Sinclair, who lives and teaches in Ireland. I am interested in joining because I am a PhD candidate.

Videos of key researchers
But what has really caught my eye is that the society web site has a number of videos and audio recordings of some key midwifery researchers including Soo Downe and Billie Hunter.

I just hope that the idea of recording and publishing presentations and lectures gains momentum in the wider midwifery world.


Image: Coaster clickykbd
http://www.flickr.com/photos/clickykbd/40019902/in/set-72157600029652149/

CCK08: Chaos is good!

We have an advert for a hardware store in New Zealand headed up by Levi Vaoga, who has won a number of strong man competitions. His catch phrase is "big is good!". And I've been thinking that the catch phrase for connectivism could be "chaos is good!".

Element of connectivism
Chaos appears to be inevitable in courses where a connectivist approach is taken to learning. You only have to look at the 'Connectivism and Connective Knowledge' online course that is currently running, and to a lessor degree 'Facilitating Online Communities'. Both courses use an open learning environment, have networking as a main tenet and encourage the use of a number of online communication technologies. According to Stephen Downes, connective knowledge develops when learners engage in diverse environments, diverse discussions and with diverse information; and are in charge of their own learning environments and learning. But this lack of structure and control and resulting chaos can be very threatening and painful for both students and teachers.

Image: 'cosmic soap bubbles (God takes a bath)' woodleywonderworks

www.flickr.com/photos/73645804@N00/612350664

Chaos and the student

The connectivist approach to learning can be very difficult for students who is used to being organized by their teachers and having their knowledge delivered to them. I am sure that Allison Miller is not alone when she says she has met many learners who do not know what questions to ask, are unable to filter information or construct new knowledge, have no idea how to use networks to build or share knowledge. Yet these skills are key for students to be able to make sense of connective knowledge.

Navigating chaos
For a number of students (and teachers) learning is about achieving a mark or grade. Mike Bogle writes in one of his blog posts about connectivism "Connectivism and childhood learning":

Worse still is the notion of learning being scripted, and the motivation to learn arising from the external in the form of lesson plans with a grade or mark associated with them. In those conditions, learning becomes something to get through in order to get back to real life, and the focus of the experience directed towards the achievement of a mark rather than the curiosity and fulfillment of the process.

What some learners fail to see is the value in the processing or navigating of the chaos, and this can be a huge stumbling block to their learning. This was very evident in the 'Facilitating Online Communities' course that I took last year. And I have struggled with this personally in the 'Connectivism' course I am currently involved with - it has taken me at least three weeks to sort myself out and make sense of what is going on. And I consider myself to be fairly expert at using networked learning principles and online communication tools. If I have felt anxiety about dealing with these complex issues, how much more will students who are completely unfamiliar with autonomous learning? Nevertheless, George Siemens believes self-organization in the face of chaos and making connections between sources of information is vital in today's climate of rapid information development and change.

Image: let's get on with the day woodleywonderworks
http://www.flickr.com/photos/wwworks/1807116072/in/set-72157594328095699

Chaos and the teacher
The students aren't the only ones threatened by chaos. Teachers can also feel vulnerable in the face of this chaos - they lose 'control', which in itself may reflect on them and their 'teaching' ability depending on the view of the person reviewing the teacher's performance. Courses can be difficult to 'manage' if the teacher is trying to constrain learners to prescribed curriculum and learning outcomes. They themselves can find it difficult to react and adapt to the changing needs of the learner. Nevertheless, as Bogle says:

...by tying learning interests back to real life examples and applications - and importantly letting the learner dictate the flow of the experience - with all the tangents that may entail - you reinforce the idea that learning is something to be explored, discovered and enjoyed, rather than endured.

Why is chaos good?
Chaos means there is movement - there is action - the learners are doing something. Rather than trying to restrain or structure that movement and activity, it is my role to support students so they can make sense of what is going on and find their own connections and networks.



Image: 'gemini's' Puja
www.flickr.com/photos/14239765@N00/535851460

Working with students in the clinical setting

For ages now I have been meaning to write a few posts for health professionals who work in the clinical setting with students. I was planning to look at issues like giving feedback, dealing with conflict and assessment. But needless to say, I just haven't got around to it.

Preceptorship
However, I have just been told about a wonderful online program that walks you through exactly these issues, as well as reflective practice, evaluation and setting goals and dealing with expectations. The program is called 'The Preceptor Education Program for health professionals and students' and has been developed by the University of Western Ontario. The staff working on this program are mostly occupational therapists, but the modules are generic and can be used by any health professional.

PEP
You have to register to use the program, but it is free. The program is very easy to use and professionally presented with a mix of scenarios, readings and video. I highly recommend it to any health professional is working or plans to work with students on clinical placements.


Image: 'east side VS west side' sashamd
http://www.flickr.com/photos/91372563@N00/312676465

CCK08: Not a theory girl

I admit that I am not a great one for theory. I can discuss the ins and outs of how to birth a breech (bottom first) baby and the evidence for and against vaginal breech birth until the cows come home. But if you start talking to me about Foucault and postmodernism, I'll just turn up my toes and rapidly decline into a semi-coma. So to say that I am struggling to get my head around connectivism is a huge understatement. The only reassuring thing is that I am not the only one by far.

What is connectivism?
Connectivism is a learning theory that has been mooted by George Siemens and Stephen Downes. The theory postulates that learning is based on networks and connections - people learn from the connections they make to other people and information. This is in contrast to other learning theories such as constructionism, behaviourism and cognitivism that suggest that knowledge is formed as a result of previous experience or is something that is given to the learner. Or as Ron Lubensky puts it:

Most people view knowledge in one of two paradigmic ways. First, as objective stuff to be acquired, stored, gained, transferred, distributed, etc. Second, as action depicted in skills, performance, problem-solving and professional identity. Connectivism articulates a third paradigm, locating knowledge in the relationships that we have with each other and objective resources. Knowledge is the network. Knowledge is rhizomatic (multiple entry points, rather than hierarchic) and fractal (portrayed at the social and neural levels).

Difficulties with conectivism
There are a number of people who criticize connectivism, and to be honest I am not knowledgeable enough to be able to comment sufficiently. Nevertheless, I do struggle along with people like Sinikka to see how this self-determining approach to learning works in a formal education context which is over-ridden by assessment, learning outcomes, structures and agendas.

Applying connectivism to my own teaching
But as Mike Bogle says, connectivism will not be all things to all people - it will depend on individual needs and context. And I would say that that applies to all learning theory. Indeed, one course probably contains approaches that takes its roots from a number of theories, depending on what is being taught.

Needless to say, connectivism challenges me to think about how I can encourage networked learning in a way that fulfills course outcomes.

You cannot empower learners and encourage them to seize hold of their own learning experiences while at the same time controlling what they learn, how they interact, who they listen to, the networks they form, the way they are exposed to the information, and the time frame in which they are expected to learn it. You can’t both give away control and keep it at the same time. Mike Bogle (2008).

So how I do that in the course that I have just designed and start teaching on Monday will be cause for reflection in the next few weeks.


Image: 'More closeups...' Xiol
www.flickr.com/photos/79954324@N00/124188095

An introduction to Second Life

Second Life is a virtual world that is being lauded as having huge possibilities for midwifery networking, education and professional development. People are already thinking about using it for meetings, conferences, skill development, scenarios and problem-solving.

Second Life Unconference
If you have heard of Second Life and would like to know more, or would appreciate being shown around by experienced Second Lifers, here's your opportunity. A Second Life Unconference has been organised by for 27-28th September and hosted on Jokaydia. The program can be found here.

Second Life newbies
A large emphasis has been placed on SL newbies, so this is a great time to learn more with the support of very friendly and helpful Jokaydia residents who will work with you to sort out your appearance, dress and show you how to get around.

Meeting Petal Stransky
If you would like someone's hand to hold, please let me know and I'll do my best to meet you in SL as Petal Stransky. I am not a great expert, so will be planning to attend some of the newbie sessions, time constraints allowing.

CCK08: Off to hell with my good intentions

I have been 'sort-of' following a huge online course that has been placed in an open environment: Connectivism & Connective Knowledge. This means I am able to access all the course resources as an informal student. If I am so inclined, I may formally enroll, complete the assignments and obtain the official course qualification. The course is being facilitated by George Siemens and Stephen Downes. My aims for doing this course can be found here.

Good intentions
I had great intentions for what I was going to do but the reality is that I have fallen rather short of my original plans. It has taken me these last three weeks to get my head around what is happening and how it is happening.

The course has hundreds of students, so the amount of information being generated has been phenomenal. And it has been difficult for me to decide how I am going to access the different forums where the course is being discussed.

Down to a fine art
I have needed to work my way through the process of filtering information before I could actually concentrate on the course context. But at last I feeling confident with how I am accessing information and ready to move on with engaging with the course.

My filtering journey
I started off joining the course email group but unsubscribed because I found it wasn't providing information that I was interested in. However, I have just re-joined in the last couple of days because I have become aware of a conversation about how health professionals connect in a global context.

I joined the course Moodle Forum but got fed up with being inundated with posts, so I unsubscribed to that. I know it is there and that I can access it if I wish. I have made a decision right from the start not to join the course Second Life or Facebook groups because I knew they would only increase my information overload. I set up a Netvibes page where I started a collection of blogs I thought would be useful to follow, but I haven't used it at all.

I keep meaning to attend the live sessions but either forget or can't make them because of time frames. But I know how to access the recordings when I am ready to listen.

Keeping things simple
The most useful tool I have found is the daily course email that updates me on how the course is going, and also links me to the latest blog posts by course participants. This has been a wonderful resource, effective in its simplicity. It brings all the information and links to me, rather than me having to go and look for it and getting totally lost in the course jungle. I can then choose what I am going to dip in and out of, and when I do that.

I am loving reading people's blogs and finding the different perspectives to be fascinating. I have no method to my blog reading other than to randomly pick blogs that have been listed in the course email. I thought I would prefer the running conversations in the email group and/or Moodle, but that has not been the case. I think I prefer the blogs because they feel more personal and considered than the emails/Moddle posts.

Designing online courses for midiwves
This has been an extremely valuable lesson for me to remember in relation to the online courses that I design and run for midwives. The course I am about to start is a lot smaller than the 'connectivism' course and has only two delivery platforms: blog and email forum. But I am also planning to use Elluminate, and I have linked to Delicious. I have also mentioned Skype.

This has the potential to totally overload students, especially those completely new to online communication and education. The course is only seven weeks long, so there is the potential for the students to take the whole time working out the technology and completely missing the content of the course.

So I think its going to be vital for me to monitor students' progress and support them as much as possible with instructions and scaffolding, and personal attention, such as regular phone calls. At the same time, I think it is important for the students to work their own way through the process of information filtering because at the end of it, they will be far more knowledgeable and confident with the technology and how they use it.

If you are following the connectivism course, how are you engaging with it? What do you find are the most useful ways of keeping in touch with an online course?

How to make a comment on a blog

Here's some visuals to help you understand the process of making a comment on a blog. The process may be slightly different on other blogging platforms, but the principle is the same. Thanks to Claire Thompson who gave me the idea for this post.

1. Look for the 'comment' button at the end of the post.
It may look like this.



Or this


Click onto it.

2. Look at the comments window
The comments window shows you all the other comments that have been left, if any at all. Leave your comment in the comment box.

3. Choose how you will identify yourself
If you have signed in with your Google account log in, you do not need to do any more.

If you do not have a Google account, enter your name where it says Name/URL.


Some blogs allow you to make posts anonymously, but I recommend that you always identify yourself. If you are a student in M503.7 'Reflection on Practice', you are required to identify yourself in all your comments.

4. Being notified of a follow-up comment
If you have a Google account, you will be asked if you want to be notified of any follow-up comments. This is particularly useful if you are interested in the discussion, or have asked a question in your comment for people to answer.

5. Publish
Once you have written your comment, decided what identity you wish to use and decided if you want to be sent follow-up comments, click onto the 'publish' button.

6. What if you make a mistake?
If you decide you want to delete the comment, go back to the published comment and delete it by pressing the rubbish bin symbol.

How to join Blogger and a closed blog

Here are some instructions for joining Blogger - developed for the students who are soon starting the 'Reflection on Practice' course that I am running in a closed blog.

1. Respond to invitation to join the closed blog
The invitation to join the blog will come to you via email. Click on the link that invites you to "view this blog"

2. Sign in if you have a Google account
If you have a Google account, sign in with your user name and password. If you do not have a Google account, create an account. You do not have to create a blog unless you especially want to.

3. Create your Google account

4. Once you have created your Google account
You are now able to view the blog once you accept the invitation.

5. View the blog

6. The next time you go to look at the blog
You will need to sign in so don't forget your user name and password.

Please drop a comment below if you are still having problems logging in to the M503.7 blog.

Active management of the third stage of labour

Here are two online events that enable midwives to become involved in an global discussion about how to keep women safe in pregnancy and childbirth in relation to the third stage of labor. The events are being facilitated by the Global Alliance for Nursing and Midwifery, sponsored by the World Health Organization.

Online discussion
Discussion board focusing on the active management of the third stage of labor from September 29-October 10, 2008.

Link to Registration Page for English discussion:
http://my.ibpinitiative.org/public/GANM/NMmakingpregnancysafer/

Link to Registration page for Spanish discussion:
http://my.ibpinitiative.org/public/GANM/MaternidadSegura/

If you have any problems registering contact the Johns Hopkins School of Nursing support team (Patti Abbott, Rosemary Mortimer) at ganm.help@gmail.com. Spanish language support is available.

The first several days will be general introductions and comments from the experts and from the individuals who are participating. Specific questions and discussions will ensue:

•Why have you joined the discussion? Why are you interested in this subject?

•What is the current policy for management of the third stage of labor in your clinical setting, educational program or hospital?

•Finally we will focus the discussion on what we need to do to translate research findings into clinical practice.

Online education session about the third stage of labour
Implementing Active Management of Third Stage of Labor: A case study in Morazan, Honduras. Our online expert will be Lisa Kane Low.

This session is free, totally online, and just requires a computer and a connection to the internet. We will record it so that all may watch a recorded version of the session (if you are not able to attend the live session). The session will last less than an hour.

DATE AND TIME:
Wednesday September 24, 2008. 9:00-10:00 AM EST (Baltimore, Md. time)

Check this link for the time in your area
http://www.timeanddate.com/worldclock

Link to Elluminate classroom (University of Iowa)
https://globalcampus.uiowa.edu/join_meeting.html?meetingId=1216069148034

Note: Be sure there is an 's' after http. You may need to put it in manually.

Enter your first and last name for user, leave password blank. The click "Log in".

Lisa Kane Low is an Assistant Professor of Nursing and Women's Studies at the University of Michigan where she also is part of the Midwifery Service at the UM Health System. Lisa has her doctorate in nursing and women's health from the University of Michigan, her Masters’ degree from the University of Illinois at Chicago where she did her midwifery program and her Bachelors in Nursing which is also from the University of Michigan. She has been in practice for over twenty two years as a nurse midwife in the hospital setting and during that time has found numerous ways to combine her love of clinical practice with education and research.

As part of that combination, she has been working i n Northern Rural Honduras for the last six years where she has been focusing on transitions in maternity care and the promotion of safe motherhood in this low resource setting. She works with Joanne Bailey, another midwife and director of the Midwifery Practice at UM and together they take students to Morazan, Yoro in Honduras to explore ways in which we can support the improvement in quality of maternity care services to all women within the region.