Thursday, December 10, 2009

When are Influential Blog Posts published? And what makes one anyway?


I was really surprised when I noticed last month that Sarah Stewart had nominated me for an Edublog Award for Most Influential Blog Post. Actually, I was more than surprised I was shocked! The post in question was written a few weeks after I broke my wrist and was in response to an online BBC news article, with the title "Tech Addiction 'Harms Learning'". You can read the blog post here. It is about poor research and poor journalism. I'm not so sure how influential the article was, as none of the authors, the universities involved, or the publishers responded to my emails seeking clarification on the research.
I discovered later that the BBC were not the only people to publish the story. Most of the main UK newspapers had also picked up on it. So as google-sidewiki appeared at the same time I went around leaving links to my blog post anywhere that I could not leave a comment directly.
Paul Bradshaw did manage to get a response from the BBC after he picked the story up on his blog. Well done Paul! But not such a great response from the editor.

I am not so sure that the blog really was influential, or how anyone judges what an influential blog post is. But I am very happy that Sarah nominated me, and that the Edublog Awards team agreed it should be shortlisted.

Still, this post starts with a chart. There are 30 blog posts short listed in the Most Influential Blog Post category and I noticed that several of them, like mine seemed to be posted in the latter half of the year. So, why is September such a good month for blogs? Are we all well rested after the summer and keen to get back to blogging?  Or are memories just short, and when nominating posts we tend to remember best what we have read most recently?

What do you think?

Tuesday, December 8, 2009

Edublog awards 2009

My nominations for the Edublog awards 2009 are:

Best individual blog : Science of the Invisible
Best new blog : Dundee Chest
Best teacher blog : Dundee Chest 
Best librarian / library blog: Laika's MedLibLog
Best educational use of a social networking service ELESIG Ning

I'm sorry that I am not writing why I am nominating these (because it is later!) but if you have a look, it will be self-evident! A special mention has to go to Dundee Chest which is an outstanding example of going beyond the walls of the VLE to connect with medical students and the world.

UPDATE: I checked yesterday to see if my nominations had made the final list. It looked like they hadn't. And then I realised that I hadn't followed correct procedure by emailing in the nomination as well as just linking. Sorry to the great people I nominated. Next year!

What happens when you invite students to collaborate on a google doc....


Confused Sign
Originally uploaded by kudaker

..... and you use their university email address?

I've had a gmail account for years. I've used google documents with others for years. I've presumed that when I sent invites to universith colleagues to access a timetable in a google doc spreadsheet and fill in their availability etc, that this was quite an easy task to respond to. Although I had noticed that few people tended to actually add anything to the spreadsheet and emailed me back instead.

A few weeks ago, I invited the 7 students who I am working with on an audit project over the next year to collaborate on google documents. I used their university emails. Some of them could access the initial brainstorming document but they seemed to be denied access to to edit. Others couldn't even see the document. And a few 'asked permission' to edit, which I agreed to, although it seemed to be to the same email address which already had permission to edit! I was confused. They were confused.

So I decided to try it out for myself. I gave access to myself through my Cardiff Uni address to see how the process worked. This is what happened by way of my explanation to students:
"1. I received an email with a link which showed me the document and asked me to sign in with a google acount.
2. I didn't have a google account for Cardiff Uni address so I had to click to set one up.
3. I entered in Cardiff Uni email address and selected a password.
4. After a few minutes I received an email asking me to confirm that I had set up an account. When I clicked on this/logged in and clicked on docs, it looked as if the account was completely empty. There were no documents there.
5. I went back to the email with the link to the document. I clicked it and this time instead of being brought through to see the document I was told that I have been invited to share a document and I could click to accept or decline.
6. I accepted and was then able to go in and edit the document and invite others, and send all of you a mesage!
So if you are having trouble could you please follow these steps."

What have I learned? 1. If you invite someone to collaborate on a document and they don't already have a google account in that email address they might find the process more difficult that you think. It might be a good idea to instruct them to start by creating the google account.

2. I am so familiar with google accounts and documents that I assumed the process would be more striaghtforward to others than it was.

So, now for the question. What has been your experience of collaborating with students, or another group, who are unfamiliar with gdocs? What tips do you have?

Thanks!

Sunday, November 29, 2009

Thursday, October 29, 2009

Why I think I am a patient and not a consumer.




In August I was having a great time at the Greenman festival in South Wales when I slipped and fell backwards when dancing. I broke my radius (and my ulnar styloid process). The fracture needed internal fixation with k wires and I had to spend two nights in hospital.

The next day after discharge my husband and I returned briefly to the festival... well, we had to pack up the tent! In the picture above I am sitting in a near empty comedy tent in between acts. This was my first few hours back in the real world. It was a Sunday evening and I had to let my doctor colleagues know that I would not be coming in to the practice. I was figuring out how I would cope with not being able to drive for several weeks. Soon after I went on holiday to Co. Kerry and watched on as the rest of my family set off for a day hike up Ireland's highest mountain.

My wrist got more painful and my next hospital check showed that the wires were pressing on my skin. Moving my thumb became very painful and I worried that I had ruptured my extensor pollicis longis tendon (a rare complication of Colles fracture) and was glad to be reassured that I hadn't. I googled to see if I could find an explanation for the pain in academic literature, or in the blogs and forums of others who had had a fracture like mine. But I didn't find anything. One night the pain in my arm woke me from sleep and I lay for a while half-crying before I remembered that the solution was to take more painkillers.

I wondered if I should return to the clinic early but I knew that I had been told that the wires couldn't really be removed before four weeks so I just had to wait it out. Two weeks after that the cast was removed and I could start exercising to conquer the stiffness that immobilisation had produced. I am still under the care of some excellent hand therapists. Tomorrow morning we will document how successful I have been in getting back to normal.

Whilst my arm was in the cast I did not see patients. I worked in the university but I felt too much of a patient myself to act as a doctor. But what do I mean by patient? I hadn't really thought about the term too much myself until I started seeing people use it in a way that I didn't recognise.

Last week the E-patients Connections 2009 (#epatcon) conference took place. Although it used the word e-patient in the title, the strapline made clear that this was about how to "reach, engage, educate today's digital health consumers". Consumers not patients. There were patients speaking there. ePatient Dave talked about how companies wanting to connect with patients should be authentic. Kerri Sparling (from Sixuntilme- a fantastic blog about her experiences of living with diabetes) wrote "It's a strange dance, watching people who are living with different health conditions in the same room as marketing teams and pharma companies and people who might view us as "consumers.""

The day after #epatcon I lamented that the only consideration of epatients at the conference had been as a consumers, and that perhaps there was no-one to fund a conference to look at the "real experience of patients". Jonathan Richman replied "I don't get it. What's the diff between 'consumers' & 'real patients'. They're the same ppl, just a diff word."

So is the word important? I have been recommending a book by a Dutch philosopher Annemarie Mol, " The Logic of Care: Health and the Problem of Patient Choice" in the past few months. Some of it is available here on Google books if you want to look before you buy (and you can read a great post by Ken Bottles on his thoughts about this book here). She describes how the response to the medical paternalism was an undue focus on patient choice as part of a consumerist model of healthcare. She is not opposed to patient choice and neither am I when it is appropriate but it is not sensible for it to be the focus of all interactions in health. It also implies that there may be a choice when there is not. Mol's study is of patients and professionals working with diabetes and some of her points resonate with another recent post by Kerri on Sixuntilme. Kerri talks about the guilt that is inflicted on those with Type 1 diabetes when they are made to feel that any deterioration in their illness is due to bad choices that they have made, and not to the disease itself. As the prologue of Mol's book states, she concludes that "good care is not a matter of making well-argued individual choices but is something that grows out of collaborative and continuing attempts to attune knowledge and technologies to diseased bodies and complex lives". Diseased bodies and complex lives.

So if consumer is not a good word to describe the experience of someone living and dealing day to day with a disease or disability, is patient any better? Patient as an adjective is defined as "bearing or enduring pain, difficulty, provocation or annoyance with calmness. It is only perhaps the "with calmness" part which is not appropriate. I often felt not very calm as a patient for a number of reasons. But this definition captures more of the root of the word "to endure" than does the most common definition of the noun "one who receives medical care, attention or treatment". When patients go online today to tell their story they don't just talk about their experiences of healthcare. That is just one part of dealing with an illness. There is another whole world outside of the hospital, doctor's clinic and medicine cabinet that must be negotiated. And that is what epatients tell us about. It is what I wanted to learn about when I searched for the stories of others who had endured a Colles fracture like me.

Some think that other terms such as survivor are more appropriate. I feel that I endured my wrist fracture rather than survived it, and I feel the same about other experiences of patienthood which I will not share here. Epatients tell us about how to endure and survive illness, how to collaborate with the professionals who care for us, and how to actively participate. The don't tell us about how to consume.

How do you feel about being a patient? Do the words matter at all?



Thursday, October 8, 2009

Information Literacy Teaching- Sabotage!




Today in a tutorial I met one of the students I spoke to last summer when doing the first year portfolio reviews. I mentioned that I had blogged about how he and other students used social media, including YouTube and Wikipedia.

He then told me a story about a teaching session they had on information literacy. They had been asked to compare an article on Wikipedia with a review paper on the same topic from an academic journal. The session aimed to show the inaccuracies of Wikipedia and how it could not be trusted. But this student sabotaged the exercise. He demonstrated that the essential quality of Wikipedia is that it can be edited. Before most students had got round to the piece of work, he went into the Wikipedia article and improved its quality by updating the content and referencing the article!

He says that the organisers were not too happy, but I'm sure they were. He had demonstrated:
  • Wikipedia is always changing
  • It can and often is a good source of information if we all contribute
  • Medical students CAN be Wikipedia editors.
Well done!

Thursday, September 24, 2009

The BBC responds.

A week had gone by and there was no response from BBC Education News to my email informing them of my blog post "Tech addiction 'harms learning' .....really??? $24.99 and I am no wiser". I probably would have left it at that.

The post was about an alarmingly titled BBC online news story on a study set in an English secondary school, that could only be accessed by spending $24.99. I did buy it and I used this blog to inform others who were interested but didn't purchase it. My finding was that this was a piece of poor research, done by people without backgrounds in education, and presented in a way that suggested that any peer-review process it had been near was 'light touch' in approach. In short, this Sigel Press "Special Report" didn't live up to the publisher's claim that it would contain "groundbreaking information", be "written by global experts", and be an "indispensible resource[s] to keep you up to speed in your field." For the record, my field is not secondary school education. I am a doctor and a university teacher and researcher. I maintain this blog as a way of connecting with others in the wider education community. Several of my past posts have criticised the methodology of peer-reviewed research on the use of new media in medicine; research which has been more or less reported in a positive way. I make it clear on this blog that I don't support the use of technology "for the sake of it", to the extent that I have on occasion gained the moniker "web 2.0 skeptic". And if there was evidence that the use of the internet or other tech really did harm learning, I would want to know about it. I'm not a push-over.



I emailed BBC Education News because I thought that anyone who had the report in their hands would have reached the same conclusions as me. I emailed Cranfield University PR department as well, and they thanked me and said they would pass my comments to the authors immediately. I didn't really expect to get any responses.



But Paul Bradshaw wasn't happy. He is a senior lecturer in journalism at Birmingham City University. He had emailed the BBC Education department as well and today he started chasing for a response. On the off chance I emailed the BBC again and 30 minutes later there was a reply to the email sent a week earlier. This is from Gary Eason, the BBC News website education editor:

"Hi Anne Marie
Thank you for your thoughts. The author of the article did have the whole report in front of her and interviewed one of the authors. I do not agree that our headline is "sensationalist".
best wishes
GE"

OK, we can agree to disagree I suppose. But then I saw Paul's blog post about the matter. His interaction with Mr. Eason was considerably longer and contains the following quote:

"It seems to me the results don’t fit her world view so she sets about rubbishing them. Is she seriously arguing that ‘cut-and-paste plagiarism’ is not a problem?”

Spot the logical fallacies. This study was not good science and should not have been reported by the BBC. My worldview has nothing to do with it and is simply a red herring. In any case as I have pointed out above, I am not dogmatic about the place of technology in education. I look for evidence to inform me about what we should be doing.

Next , we have the straw-man attempt to rubbish my blog post. I made no comment at all on whether plagiarism is a problem. All of us working in education know that this can be an issue if assessments are designed badly. But my argument was that this research told us nothing about the relationship between learning and 'addiction to technology'. It possibly could have done as the researchers had data which could have been analysed to tell us something about this. But they didn't. Yes, it was a small study with a dubious response rate but they failed to make the best of the data they had.

Tom Morris comments on Paul Bradshaw's blog that this is a "perfect example of a glaring editorial problem". I think I agree. What do you think?