Can You Upload Audivisual Materials in Wikis?

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Wikis, blogs and podcasts: a new generation of Spider web-based tools for virtual collaborative clinical practice and education

BMC Medical Education volume 6, Article number:41 (2006) Cite this article

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Abstract

Background

We have witnessed a rapid increment in the use of Spider web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted past many online health-related professional and educational services. Considering of their ease of use and rapidity of deployment, they offering the opportunity for powerful data sharing and ease of collaboration. Wikis are Spider web sites that can be edited past anyone who has access to them. The word 'blog' is a wrinkle of 'Spider web Log' – an online Spider web journal that tin offer a resource rich multimedia surroundings. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that tin can be taken anywhere, providing the potential for "someday, anywhere" learning experiences (mobile learning).

Discussion

Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that in that location are many complimentary and Open Source versions of these tools may as well exist responsible for their explosive growth. Thus information technology would be relatively easy to implement any or all within a Health Professions' Educational Surround. Paradoxically, some of their disadvantages also chronicle to their openness and ease of utilize. With most everyone able to modify, edit or otherwise contribute to the collaborative Web pages, information technology tin be problematic to judge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content inside a Web page, the veracity of these resource can be bodacious through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is withal needed to build our pedagogic evidence base most the different aspects of these tools in the context of medical/wellness education.

Summary and decision

If finer deployed, wikis, blogs and podcasts could offering a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' date and collaboration within digital learning environments. Therefore, research should be conducted to determine the best means to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into business relationship the different, but also overlapping, needs of these three audition classes and the opportunities of virtual collaboration between them. Of particular importance is inquiry into novel integrative applications, to serve every bit the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience.

Peer Review reports

Groundwork

Introduction and aims of this paper

Recent years have witnessed a growing interest in the latest generation of Spider web-based collaborationware (likewise known every bit Web two.0 tools), namely wikis, blogs and podcasts, every bit evidenced past the growing number of publications on the subject [1–17], and the many examples of online wellness-related professional person and educational services that have adopted the utilize these tools.

Wikis, blogs/photoblogs and podcasts (and its video incarnation, the vodcast) deport the potential of complementing, improving and adding new collaborative dimensions to the many Spider web-based medical/health educational activity, CPD (Standing Professional Development), and research services currently in being. They offer many unique and powerful information sharing and collaboration features. They also afford users the added advantage of reducing the technical skill required to apply these features, by assuasive users to focus on the information and collaborative tasks themselves with few delivery obstacles [18]. Such engineering is known as 'transparent technology' [19] in every bit much as the user is able to concentrate more than on the learning job by 'seeing through' the technological environs they are immersed within.

This paper explores, with examples, some of the current uses of Web 2.0 tools in the education of medical/nursing students, the standing professional development and didactics of healthcare professionals, and patient pedagogy (see also 'Boosted file i'). We then touch on on the pedagogy underpinning these tools (see also 'Additional file ii'), and hash out some of their advantages and disadvantages. The paper concludes with a preliminary brainstorming almost a research agenda and an invitation to medical and health educationalists/researchers to formally contend, investigate and written report on the utilise and effectiveness of these tools in clinical education, in order to build the currently lacking bear witness base about these tools in the context of medical/wellness education, and to ultimately compile and disseminate among the medical/health pedagogy community comprehensive prove-based best practice guidelines and exemplars of the employ of these tools in teaching and learning.

A cursory overview of the miracle of wikis, blogs and podcasts in online medical/wellness educational activity and communities of practice

Wikis

A wiki (from the Hawaiian wiki, to hurry, swift) is a collaborative Web site whose content can exist edited by anyone who has access to it [20]. Maybe the all-time case of a wiki in activeness today is 'Wikipedia – The Free Encyclopedia' [21]. Wikis, and in particular Wikipedia, represent a promising principle that can significantly transform the Cyberspace information age; they have greatly grown in popularity in recent months and years [17].

Special conferences have been and are beingness organized to discuss the interesting Web miracle of wikis. For example, the ACM (Clan for Computing Machinery)-sponsored WikiSym 2005, the 2005 International Symposium on Wikis, 17–18 October 2005, San Diego, California, Usa [22].

Wikis can exist used as a source for obtaining data and knowledge, and also as a method of virtual collaboration, e.thou., to share dialogue and information amongst participants in grouping projects, or to allow learners to engage in learning with each other, using wikis as a collaborative surroundings to construct their noesis or to be part of a virtual customs of practise (see 'Boosted file 2').

Medical and health-related wiki examples include the Flu Wiki, which is intended to help local public health communities prepare for, and perhaps cope, with a possible (avian) influenza pandemic [xviii, 23], and Ganfyd, an online collaborative medical reference that is edited by medical professionals and invited non-medical experts [24].

Wiki features include easy editing, versioning capabilities, and article discussions (come across [25–27] and 'Additional file 1' for further details and screenshots).

Blogs

A related Spider web information sharing engineering is the 'blog'. A weblog (WeBLOG) is a Web site that contains dated entries in opposite chronological gild (most recent first) most a particular topic [28]. Operation every bit an online journal, blogs can be written by i person or a group of contributors. Entries contain commentary and links to other Web sites, and images likewise as a search facility may besides be included.

Considering blogs appoint people in knowledge sharing, reflection, and debate, they often attract a large and dedicated readership [29]. They can as well engender the drawing together of small virtual groupings of individuals interested in co-constructing cognition around a mutual topic within a community of exercise.

Standard weblog features include easy posting, athenaeum of previous posts, and a standalone Web page for each post to the blog with a unique URL. The latter feature facilitates linking to and organising content within the aforementioned blog and from external sites [13]. Posting a clinical photo from a digital camera straight to a blog later on optimisation and adding of a blogger's comments can also be fabricated at the affect of a button using, for instance, a free Google product called Picasa [30]. Moreover, the currently available 3G generation of mobile phones equipped with 2+ megapixel cameras tin can instantly post high resolution clinical photos to photoblogs/moblogs (mobile blogs) to a potentially earth wide audience on the Web [31].

Medical blog examples include Clinical Cases and Images [32, 33], and DIG@UTMB blog (Dermatology Interest Group at the University of Texas Medical Branch – Galveston Texas) [13, 34] (meet 'Boosted file one' for further blog examples, feature details, and screenshots).

Podcasts and thou-Learning (mobile learning)

"Podcasting's essence is nigh creating content (audio or video – vodcasts) for an audition that wants to listen when they want, where they want, and how they want [35]." Users tin can listen to podcasts and lookout man vodcasts on their computer (e.g., using Windows Media Thespian), or download to portable MP3/MP4 players and mind/watch on the motion/anywhere, which is perfect for the decorated health professional.

Podcasts are already existence used in medical school curricula [36]. Meng [37] describes many educational applications of podcasting and videocasting, including:

• Recordings of lectures for those students unable to attend the lecture in person;

• Sound recordings of textbook content by chapter allowing students to "read" or review texts while walking or driving to form (can be significant aid for auditory learners – run across 'Additional file 2'); and

• Downloadable libraries of loftier resolution heart and respiratory sounds for medical students.

Meng'southward 'white paper' as well contains fantabulous 'How to Podcast' and 'How to VODcast' sections [37]. Podcasts tin be created from written text using text-to-speech synthesizer software, only better podcasts featuring real homo vocalism and radio-style programmes are besides available [38].

Podcasts use RSS (Really Uncomplicated Syndication), which is now natively supported by, and congenital into, the latest Windows Net Explorer 7 (IE7) [39]. Users do not demand a dedicated 'podcatcher programme' if they are running IE7/Windows Vista. Mozilla Firefox, a popular Web browser that is free and Open Source, too supports RSS through its "live bookmarks" [xl].

Medical and health-related podcast examples include the New York University ophthalmology CME (Continuing Medical Education) programs via podcast [41], the New England Periodical of Medicine podcasts [42], McGraw-Loma'due south AccessMedicine podcasts [43], and John Hopkins Medicine Podcasts [44]. Wellness-related podcasts are also available for patients and the general public. The Arizona Heart Establish [45] and the Cleveland Clinic [46] offering video podcasts for healthcare professionals as well as for patients. The Denison Memorial Library at the University of Colorado at Denver and Health Sciences Center has compiled a useful Health/Medical Podcast Directory [47] (meet also [48, 49] and 'Additional file i' for farther details and screenshots).

Word

Underpinning pedagogy

The notion of 'anytime, anyplace' learning has been difficult to reach simply, recently, the advent of cheaper, better supported mobile, personal technology is making mobile learning (or m-Learning) more than doable and more ubiquitous (u-learning) than ever before. Students are now more than mobile than ever, and often find themselves multi-tasking, working in function-time jobs, or located some distance from a parent institution on professional practice placement. A similar situation is faced by clinicians in remote and rural areas, who often lack preparation and proper academic support because of their geographic isolation from the big central hospitals and academic centres of excellence in the master cities. In such situations, students tin feel pressurised, unsupported and socially isolated from tutors and peers [50], and may even go discouraged and drib out from the course [51]; professionally isolated clinicians may too lag behind in their CPD. In this context, quality learner support is vital, and social presence [52] becomes a highly desirable feature to embed inside the delivery of any learning production.

Furthermore, previous studies into the impacts of e-Learning accept highlighted a number of quality concerns [53] prompting calls for improved commitment to learners in terms of cost benefits and better learning outcomes [54]. Wheeler et al. [19] have argued that deeper engagement with learning objects and online discussion groups yields meaning benefits for the evolution of professional practise.

Although the potential impact of wiki, blog and podcast technologies on college didactics in the UK and elsewhere is immense, it is mayhap the combined use of the three applications as 'heed tools' [55] that may yield the most powerful learning experiences. According to Jonassen et al. 'mindtools' act every bit cognitive reflection and amplification tools, aiding the structure of pregnant, through the deed of self-design of noesis databases [55]. Wikis in particular, and blogs to a bottom extent, enable such activities, and actively involve learners in their own structure of knowledge.

The uses of such technologies to encourage learners' deeper engagement with learning materials, and the affordance of shared working spaces to improve collaboration between learners are desirable outcomes. It is generally held by many educators that students of all ages learn best when immersed within a culturally and socially rich environment in which scaffolding of learning can be achieved [56]. Further, where learners and peers are committed to achieving the same goals, they tend to regulate each other's performances [55], a positive outcome that tin exist facilitated through the use of shared, digital learning environments. The combination of wikis, blogs and podcasting technologies, then, has the potential to both liberate and necktie learners together [55], creating dynamic learning communities.

However, as research has already shown, technology is neutral until information technology delivers content [57] and will lose its effectiveness if it is not applied in a planned and systematic manner [58]. Information technology will, therefore, be important to effectively demonstrate how tutors successfully deploy such technologies in live learning contexts, and how dynamic content can exist developed, edited, reused, and negotiated within a virtual community of professional practice [59]. It may also be necessary to re-educate learners regarding their participation within such a dynamic learning environment, for as Jonassen and his colleagues suggest, one-time models of education take left their legacy. Many students take been so decorated memorising what teachers tell them, they may need some support when they showtime attempt to communicate with others using collaborative technologies [55].

'Boosted file 2' provides further important insight into the underpinning educational activity of Web 2.0 tools, their uses and best practices in the context of higher education, together with a comprehensive Webliography about the subject field. (See likewise 'What'southward next? A research and development agenda' below.)

Full general advantages, disadvantages and remedies

Advantages

Maybe the 2 main big advantages of wikis, blogs and podcasts are their ease of utilize and the availability of many Open Source/free or low-price software and hosting options to run them. Examples of the latter include MediaWiki (Open Source – the aforementioned software package that runs Wikipedia) [60] and Google Blogger (gratuitous) [61].

Like podcasts, wikis and blogs also use RSS, which means users tin can easily set upwardly/subscribe to 'feeds' to automatically receive content updates from their favourite services.

Podcasts also have the potential of offering superior back up for auditory learners (information technology is claimed that the primary learning style in at least 30% of learners is auditory [62, 63] – see also 'Additional file 2'), and also for visual learners in example of vodcasts. However, audio and video files tin can exist big in size; users must take sufficient bandwidth to download them.

Disadvantages

Wikis and blogs are sometimes prone to vandalism [64, 65] and, as a result, to serious quality issues, because of their gratuitous course nature and the (relative/potential) lack of control over their content, though this tin can also be their very forcefulness [66]. One of the most famous documented examples of Web vandalism occurred on Wikipedia in the biographical article virtually John Seigenthaler, Sr. [67].

In an open and collaborative Web environment, anyone can very easily post copyrighted material without the permission of copyright holders (see, for example, Wikipedia's regularly updated listings of possible copyright violations [68]), mail service otherwise unsuitable or misleading content, edit existing content in a fashion that reduces its quality/accuracy, or even delete/blank a adept wiki entry. There is besides the problem of protecting patient anonymity when clinical data and images are posted on the Spider web.

Nonetheless, most good wiki software includes a restoration/rollback function, which allows the Administrator/editor to revert a page back to its latest non-vandalised version. And of grade, copyrighted/patient material posted without permission can exist edited out, when brought to the editors' attending (come across besides 'Remedies' below).

The lack of vital commodity meta-information is some other potentially serious outcome. Wikis are authored by communities, not individuals (open up editing/distributed folio authorship and ownership), and thus discourage the feeling of authorship. Information technology is unremarkably impossible to properly identity contributors to a wiki entry since wiki authors are typically bearding, unless the grouping of contributors is extremely limited and/or authorial identification is enforced (but this latter option might deplete a wiki of i of its almost important ingredients of forcefulness) [69]. All what i ordinarily finds in wikis are IP addresses and nicknames of authors and editors. The lack of clear and consummate authorship/editorship information attached to each wiki entry, including authors'/editors' affiliations and credentials, is a very serious quality outcome encountered in most wiki-based encyclopaedias these days.

Wiki writer anonymity also poses enormous questions for college education institutions where assessment and grading are still typically based on private efforts [69].

On the other hand, it is this very openness of wikis that gives rise to the concept of "Darwikinism" [66], which is a concept that describes the "socially Darwinian process" that wiki pages are subject field to. Basically, considering of the openness and rapidity that wiki pages can be edited, the pages undergo an evolutionary selection process not unlike that which nature subjects to living organisms. "Unfit" sentences and sections are ruthlessly culled, edited and replaced if they are not considered "fit", which hopefully results in the development of a higher quality and more than relevant folio. Whilst such openness may invite "vandalism" and the posting of untrue data, this same openness also makes it possible to chop-chop correct or restore a "quality" wiki page.

In fact, a contempo review of Wikipedia vis-á-vis the online Encyclopaedia Britannica showed that similar amounts of errors were found in both online encyclopaedias, indicating that the quality of articles in Wikipedia approached that of the Encyclopaedia Britannica [70].

Remedies

Monitoring and moderation of open wikis and blogs

What follows is an approach to the management of content adopted by Wikipedia [21]. Monitoring and moderating posts, and deleting/reverting back edits (rollback function) as necessary; protecting (rendering 'read-only') central/stable content; controlling who tin can post; blocking specific (problematic) users/IP addresses are all possible remedies in an open wiki or weblog (where anyone tin edit). Wiki and blog software packages have congenital-in Ambassador's functionalities to support these tasks. Nevertheless, monitoring, moderation and assistants tasks can be very time-consuming due to the requirement for intensive human resourcing, and may prove to exist also not bad a claiming to ask of educators who already lack time and resources [69, 71, 72].

The 'closed environment' scenario

Another culling approach is what these authors call the 'closed environment' scenario. Perhaps the all-time example of such a airtight environment is Ganfyd [24, 73]. In this scenario, the wiki or blog possessor(s)/Ambassador(s) enforce, check, and limit wiki and blog registration and editing privileges to selected, well-defined, and verifiable special interest groups or communities of users. Posting/editing articles on these wikis and blogs will thus be limited to select, well-known and trustworthy people (the Administrator may likewise ask them to create an online user contour detailing their institutional affiliation and credentials). Everyone else will still exist able to access/read the Wiki or web log and, if desirable/required, also post express (chastened) comments (to build a community). (Read-only admission and posting limited moderated comments/discussion topics tin also exist blocked by the Administrator, if deemed necessary.) Once a trustworthy expert is identified from amongst external readers (based on the quality of his/her posted comments and further private communication with them), they can as well be granted posting/editing privileges (and in this manner the (airtight) pool of editors will keep growing).

This scenario would be suitable for wikis of the kind proposed by Wang [2]. Wang's gene-function wiki aims at utilizing the collective knowledge and intelligence of biologists around the world to create an invaluable tool for biological sciences. Wang postulates that such a Wiki would as well be less susceptible to spam and more than accurate, as about editors would be (verified) biologists.

Patient privacy

Patient permission must be sought when posting clinical photos and videos, and all efforts should be made to preserve individuals' privacy, east.grand., by reasonably de-identifying face images. Clinical blogs/photoblogs, wikis and podcasts/vodcasts may also be password protected if necessary to further preserve patient confidentiality [74]. The ease of use of the wiki/blog software too makes it a simple matter for an editor to delete/revert or modify material that violates patient privacy.

Towards a research and development calendar

Clearly and so, these Web 2.0 applications are hither to stay and can exist of bang-up use in the higher education, CPD, and patient educational activity settings. However, new technologies are particularly vulnerable to criticism as they tin be costly to deploy/use (not simply the software cost), fourth dimension consuming to larn to use (e.thousand., for tutors to develop pedagogically audio 'utilize scenarios' and activities that make employ of the new technologies), and may initially demonstrate little pertinence for teaching and learning. Emerging technologies such every bit those introduced in this article should therefore be systematically evaluated to ascertain their benefits and limitations in a number of learning contexts, and to determine and certificate their proper use for higher instruction, the CPD of healthcare professionals, and patient educational activity.

Undergraduate and postgraduate students, clinicians in exercise, and members of the general public/patients are in many ways different audiences with different learning needs. However, there are also many areas of overlap and potentials for useful online collaboration betwixt these audience. There might be some room for compiling some shared-audience educational content sets using Web 2.0 tools, and, in doing so, maximising the efficiencies of content authoring and delivery, and promoting fruitful collaboration betwixt students, clinicians and patients. However, in lodge to achieve this, enquiry is needed into which factors (in relation to content, presentation class and audience) brand the intersection betwixt the different audience domains abound big or pocket-size, and into the different possibilities/scenarios for collaboration betwixt these audiences.

Research into the utilise and evaluation of Web ii.0 tools in medical/health education is even so in its infancy, and the current pedagogic evidence base about these tools in the context of medical/health educational activity is seriously lacking. We would therefore like to invite educators/researchers to experiment with these tools in some formal way and report dorsum their results to the medical/health instruction customs, so that we may start building a proper testify base, e.g., virtually best practices/uses of these tools in medical/health pedagogy and learning, and for different audiences.

In her paper on wiki pedagogy published in 2005, Renée Fountain provides a comprehensive list of "wiki bug that pose central – if not radical – questions for higher teaching, and, every bit such, merit considerable investigation" [69]. There is an abundance of "trade magazine-style manufactures" out in that location today nearly Web ii.0 tools, but very footling reliable original pedagogic research and evaluation evidence to properly and fully reply this sort of questions. Research into analysing the uses, benefits and limitations of Web 2.0 learning solutions should therefore be a priority for universities that adopt such technologies. User perspectives of both student and tutor can proffer different, yet complementary, vital insights into the effectiveness of learning technologies inside variable contexts, and should therefore be adequately covered in any pedagogic research into Spider web 2.0 tools.

In an article published in 2006, Whitsed suggests building a 'technology lab' for farther experimentation and research into wikis, blogs and related tools in higher teaching [75]. Clearly, an adequate user base must be present in order to be able to properly experiment with, and evaluate Spider web ii.0 applications. The proposed 'technology labs' would be a skilful ways to invite and encourage large numbers of medical/health educators, practitioners, and their institutions to first using and innovating with these tools.

Studies could also investigate the cross-operability and integration (confluence) of the three emerging Web ii.0 applications (wikis, blogs and podcasts), and their corresponding and synergistic contributions toward the enhancement of student learning (Figure one). Building on these studies, researchers could establish key activities that tin be evidenced to enhance student learning experiences and deepen levels of student appointment inside digital learning environments.

Effigy 1

The co-relationship and dependent positioning of wikis, blogs and podcasts within a student centred learning environment. A diagram to indicate the co-relationship, dependent positioning, and potential for confluence of the iii collaborationware components discussed in this paper, wikis, blogs and podcasts, within a educatee centred learning environment. The diagram illustrates the menstruum paths of communication.

Total size image

Information technology is noteworthy that some confluence examples of Web 2.0 tools already be, or have recently been proposed, e.one thousand., blikis (blogs with wiki support [76]). Confluence of Web 2.0 tools is unremarkably sought for synergy, new unique hybrid features, and/or convenience (run across 'Additional file 2' for more than details and examples).

Summary and conclusion

The latest generation of collaborative Web-based tools, namely wikis, blogs/photoblogs, blikis and podcasts/vodcasts, offering many unique and powerful data sharing and collaboration features. In this paper we take explored how these Web 2.0 applications would show useful on the long run for virtual collaborative clinical exercise and learning, based on the currently available initial online medical/health-related examples and literature about these tools. Careful thinking and inquiry are still needed in order to notice the best ways to leverage these emerging tools to boost our educational activity and learning productivity, foster better 'communities of practice', and support continuing medical education/professional development (CME/CPD) and patient education.

Stakeholders'/prospective users' representatives (students, healthcare professionals and patients) must be adequately involved in these research and evolution processes.

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Author information

Affiliations

1. Faculty of Health and Social Work, University of Plymouth, Drake Circus, Plymouth, Devon, PL4 8AA, UK

   Maged N Kamel Boulos & Inocencio Maramba

2. Faculty of Education, University of Plymouth, Drake Circus, Plymouth, Devon, PL4 8AA, UK

   Steve Wheeler

Corresponding author

Correspondence to Maged N Kamel Boulos.

Additional information

Competing interests

The author(due south) declare that they have no competing interests.

Authors' contributions

MNKB conceived and drafted this manuscript and the two accompanying multimedia PowerPoint presentations. IM contributed of import and unique insight to the article and wrote parts of it. SW contributed toward the pedagogical conceptualisation and theorisation of the article. All authors read and canonical the final manuscript.

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12909_2006_140_MOESM1_ESM.ppt

Additional File 1: Wikis, blogs and podcasts: emerging tools for virtual collaborative practice and learning/CPD in medicine. An illustrated PowerPoint introducing wikis, blogs and podcasts, and their apply in medical education and practice, with pointers to some online medical and wellness-related examples of these tools (format: PPT). (Note: slide 35 has embedded audio; please turn on your speakers.) (PPT 9 MB)

12909_2006_140_MOESM2_ESM.pdf

Additional File 2: Web 2.0 tools: underpinning instruction, uses, and best practices in didactics. An illustrated PowerPoint PDF introducing the underpinning teaching of Spider web ii.0 tools, their uses and all-time practices in the context of higher didactics, together with a comprehensive Webliography almost the subject field. The presentation covers wikis, blogs, wikis vs. blogs, podcasts, and confluence of Web two.0 tools, e.grand., blikis and voice wikis (format: PDF). (PDF iii MB)

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Boulos, Grand.North.Chiliad., Maramba, I. & Wheeler, S. Wikis, blogs and podcasts: a new generation of Spider web-based tools for virtual collaborative clinical practice and instruction. BMC Med Educ 6, 41 (2006). https://doi.org/10.1186/1472-6920-vi-41

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• Received: 29 March 2006

• Accustomed: 15 August 2006

• Published: 15 Baronial 2006

• DOI : https://doi.org/10.1186/1472-6920-6-41

Keywords

• Continue Professional Development
• Mobile Learning
• Online Encyclopaedia
• Collaboration Feature
• Pedagogic Evidence Base

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