Online Personas: Who We Become When We Learn with Others Online

At the beginning of the millennium, Gladwell (2000) introduced the people who “do” the work within networks. These were dubbed connectors, mavens and salesmen. A decade on, Ochman (2013) intriguingly suggested that there were 181,000 social media gurus, ninjas, masters and mavens on Twitter. But who are these unexplained characters or personas? Have connectors, mavens and salesmen translated into contemporary social media and personal learning networks? This paper is therefore about the “who” rather than the “what” and “how” that are typically the focus of investigations into personal learning networks and social media interactions. This paper will contend that connectors, mavens and salesmen are still identifiable and active in network interactions, with the definition of the maven being concatenated into the role of mentor. The findings from an online survey also revealed another set of other discrete personas with characteristics created and affirmed by interactions with others. Interestingly, individuals can adopt different personas dependent on context. Thus “who” we are depends on “where” we are and “who” is with us.

Scoping study to investigate online learning environments to facilitate evidence sharing by literacy and numeracy practitioners (LNET project)

The purpose of the scoping study was to identify effective online interfaces or learning environments that provide education stakeholders with opportunities to share examples of good practice, ideas and quality resources. A review of the literature was undertaken and consultations carried out with a wide range of education stakeholders via focus groups, telephone interviews, videoconference and online survey. Those consulted included ICT experts, representatives of professional education associations, teachers, and personnel from state and territory Independent, Catholic and government jurisdictions. The main obstacles to usage continue to be lack of time and lack of confidence among teachers. School leadership that does not model a strong commitment to ICT and professional learning was also raised as an issue. Another reason identified in the literature and supported by anecdotal evidence through the consultations is that not all teachers are willing to share resources

Clinical trials in a remote Aboriginal setting: lessons from the BOABS smoking cessation study

Background: There is limited evidence regarding the best approaches to helping Indigenous Australians to stop smoking. The composite analysis of the only two smoking cessation randomised controlled trials (RCTs)investigating this suggests that one-on-one extra support delivered by and provided to Indigenous Australians in a primary health care setting appears to be more effective than usual care in encouraging smoking cessation. This paper describes the lessons learnt from one of these studies, the Be Our Ally Beat Smoking (BOABS) Study, and how to develop and implement an integrated smoking cessation program. Methods: Qualitative study using data collected from multiple documentary sources related to the BOABS Study. As the project neared completion the research team participated in four workshops to review and conduct thematic analyses of these documents. Results: Challenges we encountered during the relatively complex BOABS Study included recruiting sufficient number of participants; managing the project in two distant locations and ensuring high quality work across both sites; providing appropriate training and support to Aboriginal researchers; significant staff absences, staff shortages and high workforce turnover; determining where and how the project fitted in the clinics and consequent siloing of the Aboriginal researchers relating to the requirements of RCTs; resistance to change, and maintaining organisational commitment and priority for the project.The results of this study also demonstrated the importance of local Aboriginal ownership, commitment, participation and control. This included knowledge of local communities, the flexibility to adapt interventions to local settings and circumstances, and taking sufficient time to allow this to occur. Conclusions: The keys to the success of the BOABS Study were local development, ownership and participation, worker professional development and support, and operating within a framework of cultural safety. There were difficulties associated with the BOABS Study being an RCT, and many of these are shared with stand-alone programs. Interventions targeted at particular health problems are best integrated with usual primary health care. Research to investigate complex interventions in Indigenous health should not be limited to randomised clinical trials and funding needs to reflect the additional, but necessary, cost of providing for local control of planning and implementation

The epidemiology of coronary heart disease : A review

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/31999/1/0000041.pd

Professional learning in 140 characters

The World Wide Web has grown into a global information and communication space with more than a billion users and has entered a new, more social and participatory phase where people create and manage online content rather than just viewing it; a place where people can communicate knowledge, share resources and participate in social networks. Online social networks are being used to support professional learning where groups of people are using the Web to communicate and collaborate in order to build and share knowledge and form professional learning networks (PLNs). This session will present the results of research into how microblogging, a form of online social networking, is being employed by educators to support their professional learning. The study examined activities and perceptions of a group of educators in order to provide an insight into how and why they engage in microblogging and the value they place on microblogging as a professional learning tool. The session will outline the advantages of microblogging as a professional learning tool; the range of behaviours and activities that are undertaken to support professional learning; and the implications for practice

Teacher professional conversations - the oz- Teachers story

The oz-Teachers listserv, an email list for teachers, ran continuously for 20 years, from 1995 to 2015. It provided the technical infrastructure for professional communication with the majority of its members being Australian teachers based in classrooms across the country. An analysis of the list archives provides us with interesting insights as to how teachers learn from and within communities of their peers and how such communities offer social and educational affordances to allow teachers to generate and enhance their own learning. This paper begins with a brief review of the response to the announcement of the list’s closure. It then moves to a report of the types of communication which emerged from the list over time with comparisons drawn from extant research, namely, an early analysis of email lists and a more contemporary study of teacher communication through microblogging. We identified 14 categories with eight of these being paired, namely, as asking/seeking and responding/giving. The key finding of this analysis was that the list, and its professional discussions, were sustained through reciprocity and collective intelligence, that is, sharing of information and resources and that this was evident through the life of the listserv