This is a three-part article whose aim is to serve as an update to my work on the personal research portal, as long as to explain yet another practical example of a PLE, something that many found useful at the PLE Conference as a means to embody theoretical ramblings.
The first part deals with infrastructures and how my PLE is built in the sense of which applications shape it. The second one deals with the information management workflow. The third one puts the personal learning environment in relationship with the university.
If in the two previous parts we have seen what can the infrastructure of a PLE be like and what can the workflow be, we here will see how the personal fits into the institutional. I agree that PLEs are not just tools but ways to understand learning on the Net, hence the debate around institutional or non-institutional PLEs may seem void. Still, I think this question is indeed relevant because, beyond their learning specificities, I believe in PLEs as a driver of change in formal learning en educational institutions, as a wedge that breaks through the interstices that have opened in the education system.
An introduction to the (new) UOC Campus, a virtual open campus
In the last years, my colleagues at the Office of Learning Technologies (OLT) at the Open University of Catalonia have been doing a terrific job in preparing our virtual campus for openness.
Being part of the faculty and not part of the OLT team, I’m not fully knowledgeable of all the work that has been done there, but I can speak of perceptions, which is most of the times what in the end matters. And the perceptions are that our campus has undergone (at least) two drastic transformations in the recent years from the standpoint of view of the user:
The Campus project, a multi-stakeholder initiative, changed our virtual campus from a closed legacy system into a service-oriented architecture that now can interact or incorporate most services and applications existing around, from modules from other LMSs (e.g. a Moodle classroom) to the most common web 2.0 applications (e.g. a WordPress blog). These services can be selected (with the required profile permissions) and set up into a classroom at will. New services and apps take from one to two semesters to be added to the current pool of options, depending on complexity.
The MyUOC project provided each and every university member with an “i-Homepage” inside the Campus, the flavour of Netvibes or iGoogle thus allowing for a brand new path towards personalization and external information self-integration (i.e. DIY integration of external information, not top-down led).
Fitting the personal into the institutional
So, what have these changes meant? And, especially, how is that new virtual campus coping with my own PLE?
The following image re-visits the infrastructure of a Personal Learning Environment, simplifies it and puts it in relationship with the infrastructure of UOC’s virtual campus (also greatly simplified).
Of the virtual campus (painted in green), I listed several web 2.0 applications currently in use. These are the usual suspects: on-site installations of blogs, wikis, fora, repositories, question tools, etc. Of course you do not always (for several reasons) can or want to install something in the campus. Then, you always have the option to install it in your own web server (i.e. your own personal learning environment or, in this case, your personal teaching environment) and either call it with a link from the virtual classroom. But there are better ways to cross the line that separates the walled garden of the virtual campus from the rest of the cyberworld:
The MyUOC i-homepage, which now can hold information from third parties. Some of this information is retrieved by using widgets especially adapted to the campus. But potentially all kinds of information, apps and services can be embedded by means of iframes. Simple (and not elegant) as this solution may be, it definitely works and lets any user (i.e. me) to add information without bothering or requiring anyone to code anything. I’m currently using this page to collect in there my academic schedule on a Google Calendar, the dropbox account I use(d) to share huge MSc thesis documents and datasets with an student of mine living in Panama, Google Docs with a collectively edited and authored ongoing book, or the teaching blogs that I installed in my own site but for teaching purposes and to be used by campus students..
The Wikispaces wiki: unlike your typical Mediawiki or PmWiki installation, which resides in your LMS (we use these too), you can now use a wikispace which lives outside the campus (i.e. at Wikispaces), though it has been wired to the campus so that the user is automatically kept logged in so they do not have to bother whether they are in or outside. Again, simple as this might sound, it does not only enables installing external applications to your campus, but use external services that may not be available for custom install.
Third, the nanoblogging project (being implemented in the next two semesters in different phases) will bring StatusNet to the classroom in a first phase. So long, no big news: there is, of course, technical stuff to be done, but it is “only” a matter of installing and wiring tools and classrooms. I’m not trivializing this part, but “conceptually”, there’s no big difference with setting up the first blog. Hopefully, though, in a second and third phase, the idea is to bring the nanoblogging timeline to the MyUOC i-homepage and to make possible an interaction with Twitter. If everything goes well (time, resources, etc.), it should very much look like what was described in The Hybrid Institutional-Personal Learning Environment (HIPLE) into practice: an example with Twitter , where the boundaries of the virtual campus are totally overridden.
Back to the Hybrid Institutional-Personal Learning Environment
At this point, it is necessary to pay back a visit to the concept of the The Hybrid Institutional-Personal Learning Environment (HIPLE). Even if still at a very low level and with a lot of effort invested, the LMS I’ve been mainly using for almost 11 years and the PLE I started almost 7 years ago now speak one to each other. They sometimes speak in smoke signals, they sometimes speak like Italians and Spaniards do (each one in their own language, but more or less understanding each other), but speak they do.
Why is this so important?
It took years to journalists and, especially, to news businessmen to understand that the monopoly of news distribution was over, and that there were news streams outside mass media. Part of the crisis media are living today comes from the late understanding (and negation) of that fact, with consequences in job losses, decreased quantity of quality information, negative effects on democracy… you name it.
While journalism is important, I believe that education is even more important… and much more complex. As it happened with news, learning is increasingly happening “out there”. And if blogs were the main tools of “citizen journalism”, PLEs are becoming the tools of out-there-education.
It is my opinion that all the forecasts about the emergence of life-long-learning, informal learning, social learning, etc. are coming true, but are taking place outside of formal education and its walled institutions. And while educational institutions — and their components, including assessment, accreditation and educators — definitely need a dire transformation, they still play a core role in our society.
And it is precisely here, in bridging what is happening in out-there-education with the important socioeconomic role of educational institutions that PLEs can come to the rescue. As we have just shown, PLEs can permeate the waterproof membranes of educational institutions, the brick walls of classrooms. PLEs as personal research portals (PRP) can turn the academic ivory towers into crystal, enabling peeping the inside… and bringing some external light to its dark matters too.
That is why, in my opinion, PLEs are not only learning tools, not only ways to understand learning on the Net or to understand informal learning. In my opinion, PLEs are transforming drivers with an extraordinary potential for change.
This is a three-part article whose aim is to serve as an update to my work on the personal research portal, as long as to explain yet another practical example of a PLE, something that many found useful at the PLE Conference as a means to embody theoretical ramblings.
An observation, though, should be made about the substance and the form of the PLE which, actually, can be translated into two conditions (necessary, not sufficient) for a PLE to be useful to oneself (not talking here about it being “successful” as measured by third parties). If we understand useful as that it serves our purposes in learning more and better, or doing more research and better, then:
Setting up a PLE means that you really want to learn or do research, and that you’re willing to confront what this means. This basically zeroes in performing the processes of analysis, synthesis, abstraction and critique. That is: read, note, think and write. Many people think that PLEs require a lot of reading or writing. Wrong: it is learning that does.
Setting up a PLE means that you just built a parallel structure to your usual pencil and paper procedures. Maintaining two channels requires extra work. The more you mainstream and focus in just one platform, the better. I myself found my PLE useful once it became mainstream in the production of my knowledge and network. With rare exceptions (and reducing), everything is on my PLE.
Reading
I would like to make a point before going on with the discussion. While I argue that open publishing (and your PLE fits in this category) should be part of a scholar’s commandments (especially if in a publicly founded university or research centre), I acknowledge that the idea of where to publish (e.g. paper vs. blog) is at least debatable. But concerning reading, I have instead a very strong opinion: RSS feeds let you reach more information and in an easier way. Thus, I have serious doubts whether a knowledge worker can be up-to-date in their discipline and/or be efficient in their information management without the help of an RSS feed reader.
Now, being a scholar, reading is a total priority, even if it sometimes will imply me lagging behind deadlines in other kind of tasks. Of course there are different categories in the things I read, but besides the ones that are strictly personal, reading usually goes first place. So, first things in the morning are e-mail, feed reader and Twitter (some tags and users come in by through the feed reader too) until the morning reading is done or almost done.
The first exercise is to tell things that have to be read “right now” from things that are going to be saved for later. Amongst these, some will be printed or saved in the mp3/mp4 player for the train, or for a quiet moment, and some others will be shifted to the future. In any case, the key thing to do is to read the important things or at least to know what I’ve got pending reading of interest.
Storing
If what I find to be really important, I at least read the abstract+introduction+conclusions and save it on a folder on my hard drive. This is a folder labelled with the main topic (e.g. e-readiness) under a general “readings” folder. This is useful afterwards when writing: you can make Acrobat perform a full text search for a keyword in a whole folder. You don’t have to remind everything: just know you read something about that and that it has to be “somewhere” in those folders.
If the article is read thoroughly, it will go to the bibliographic manager and sometimes even to the blog with a comment or a reflection.
Sometimes what gets to me is not an article, or the article has some extra information worth keeping apart. In that case, the wiki plays its part. For instance, the last edition of Leonard Waverman’s Connectivity Scorecard will be included in my bibliography. Nevertheless, because the datasets have now been made public online, a Connectivity Scorecard entry will be created in the wiki. This is laborious and makes little sense in the short run. In the long run, your list of ICT Indices and ICT Data sources is always up-to-date, you can easily list all the works you’ve read by Leonard Waverman or Kaylan Dasgupta or under the category of e-Readiness or tagged with connectivity scorecard. In the long run, the effort pays back, it far does.
Once you think you’ve more or less scanned a topic, posted about it and created the necessary references, then you can forget about them: you know they’ll be on your blog with the reflections you got at that time and the interlinked references with other works, comments, authors, etc.
things I might use somewhen: politics 2.0, for instance, or e-government. Not sure whether I’ll be using them, but likely, as it normally ends up happening. e.g. Last year I wrote a book chapter on Spanish Politics 2.0. During a year and a half I had een gathering info on that topic “just in case” and storing it in my hard drive, putting the main references in the bibliography and saving the rest “for later”. I knew, when I got the proposal to write the chapter, that whatever I got it had to be there. There was a lot of crap, but enough good references to prepare a fair chapter. “Just in case” also works pretty much well to update syllabuses or to prepare non-academic conferences, as they are full of facts and good examples.
What about delicious? I normally use it just for (a) news or (b) applied practices/examples. In other words: information with expiry-dates or that interest me just to build lists. Delicious is useful for me to quickly share resources that need low elaboration.
So, summing up:
If I find something that seems really relevant, I scan it and store it the best way possible.
If I you find something that is just probably relevant, I store it under a “tag” in the hard drive and in a way I can later perform brute force searches without crashing my computer (this procedure is diminishing along time and being substituted by the former one and trashing leftovers).
The following chart plots the references entered in the bibliographic manager since it went online (May 2005). Simple as it is, it shows two things: the first one is that despite some irregularities, the average has always been around the 27 new entries per month, which implies how mainstreamed the tool is with my daily work; the second one is that, besides the long-term regular pace, some months are “better” than others and can be easily identified as (a) periods of preparation of papers/speeches and (b) holidays, often used to “catch up” with pending readings.
Some of the sharing can be inferred from the storing, as the whole PLE is open (with just a very very few exceptions).
If we follow the information management timeline, some interesting news are shared through Twitter, either directly (using retweets or bit.ly) or indirectly: my Google Shared account directly sends everything to Twitter and everything that goes to delicious is made public at the moment.
Talking of which: I still have to find a return for Dopplr and Google Calendar. I think they give a sense of presence (of “realness”) worth keeping. Besides, Google Calendar holds right now three calendars: one gathers the public events I attend; a second one is my teaching schedule (more about this in the third part: The Workings of a Personal Learning Environment: the institutional fit); the third one is the ICT4D Calendar, a collaborative project and an easy way to keep track of ICT4D conferences while also letting others know about them. I’m pretty sure the latter is the most important as, within its limited success, it is a good trial on decentralized collaboration.
This is a three-part article whose aim is to serve as an update to my work on the personal research portal, as long as to explain yet another practical example of a PLE, something that many found useful at the PLE Conference as a means to embody theoretical ramblings.
Later that year, in summer, I attended the Oxford Internet Institute Summer Doctoral Programme at the Berkman Center for Internet and Society. It was for me — and for most in there — the first truly web 2.0 enhanced event (as I put it in OII SDP 2007 (Epilogue): Last thoughts about Web Science and Academic Blogging or Why did not Academia came up with Wikipedia), as it was a fantastic exercise to stress the potential of blogs, wikis, social bookmarking, open bibliographic managers or photo and video sharing websites for knowledge sharing and building; and the (personal) discovery of then emerging tools like Twitter, Facebook and Dopplr.
Summer of 2007 was, I believe, the actual taking off of the PLE. Though many had contributed to its conception (Oleg Liber, Scott Wilson, Graham Attwell, Mark Van Harmelen or Stephen Downes, to name just a few), I personally consider the publication of Wilson’s article the coming of age of the concept, and most especially because many interesting things would happen since in an explosive way, from the “massive” adoption of the concept to the “massive” adoption of Web 2.0 tools in formal and informal learning (as “massive” as we consider ourselves and our reflections on ICT and education “mainstream”, of course).
Managing the complex
Since 2003 — when this blog was born — and especially since mid 2007, things have changed a lot. Mainly three things have radically changed the information-sharing landscape:
More people sharing information on the Net, boosted by the popularization of nanoblogging and social networking sites;
more ways to share information on the Net, boosted by the “cloud” alternatives to desktop applications;
a likely improvement in everyone’s (including me) digital skills, cause and consequence (make a virtue of necessity) of the former two.
According to that, my personal learning environment more or less looks now like this:
I used to rather call it personal research portal, as it had an explicit goal in (scientific) outreach and communication that most PLE do not. I’ll here stick to PLE for the sake of clarity and consensus.
Instead of wiring all the services I use between them, I chose to present it in a more sequential way (more on this in the second part on information management): information acquisition (input, what I get, in red), storage and processing (own self, in gray), diffusion and communication (output, what I create, in blue). Of course we cannot sequence information management this way: many tools are used for several purposes, processing is also a part of diffusion, etc. But I think it puts things in a clearer way.
What we do, what we are must be centralized. It is the image of what we do and become the one that has to be decentralized, not the essence.
I plead for the construction of the portfolio, for a return to the personal or institutional website, using social media as a game of mirrors that reflects us where we should also be present.
If anything, my vision of this statement has strengthened. I am, for instance, seriously considering shifting from Slideshare to iSpring. Or, at least, doing both: be present in Slideshare but upload and share in my site my own presentations in flash format.
This explains not only why the personal website (the areas shadowed in gray) is not only a huge hub where everything at least passes through, but why most information is embedded in there, especially all my own production. The blogs, the wiki, the bibliographic manager and the repository all are personal installations that surround my digital persona (here pictured as “about me”). Even the e-mail accounts, though managed with G-Mail, are my own domain’s. Moreover, the site also hosts a lifestream that works as Friendfeed collecting most my activity, but storing it on my own site.
Some reflections
First of all, it is important to note how relevant RSS has become as a vehicle to exchange information, but how embedding still is the option to present information, leaving APIs just a marginal role in the whole picture.
Linked to this, it is becoming increasingly industrious to keep record of your own production (whatever its quality). The result of this is that your digital persona and even your e-portfolio is scattered all over the Internet. This has consequences on the perception people have on you, thus consequences in how you are evaluated (knowledge, competences, behaviour). The forces that drive you to being present in the relevant places are opposite to the forces you have to apply to keep your things straightened up and under control. RSS feeds, open APIs and embedding help, and a personal website (including domain) is, in my opinion, becoming mandatory for every knowledge worker.
On the other hand, I would also like to stress the role of web analytics tools. If used for something more than quantitative measuring (pointless in my case, as visitors to my site come one by one and never in herds), these tools provide precious information if monitored carefully. Among others:
Discover kindred souls that visited you and you hadn’t heard of. Of course, this fact deeply depends of you keeping in topic.
Discover comments on your opinions and work.
Discover works that have been listed besides your own, and that you hadn’t heard of.
By construction, discover others’ ongoing work and projects and, sometimes, even be able to take part in them.
Wikimedia is about the community, about volunteering. Since the project kicked off in 2001, there have been created 13 million articles in 271 languagesw, 17 million pages, 325 million edits, 330 million visits monthly, 100,000 active contributors (edit 5 times a month at least), over 50 books published on the Wikimedia phenomena, etc. All coordinated by the 27 world chapters of the Wikimedia Foundation, though with only 35 employees.
If we look not at what’s in there, but what people is looking for (visits to the website), some Wikipedias may already be shifting from encyclopedic core to more topical and current events content. On the contrary, though, 1/3 of the hits of the Spanish Wikipedia deals with science and technology content.
Besides current events or news, local content is increasingly searched for. There is also an increase of geotagged content on Wikipedia, thus the interest in local content. As anecdote, it can be said that the second Wikipedia ever created was the Catalan Viquipèdia.
Management model
Provide physical home (servers)
Basic rules
Leave the community work and grow on its own
Power shift to the citizen
Technology: insfrastructure, tools, open source
Cultural Movement: free culture (Linux, Apache), free knowledge
License structure: GNU FDL, Creative Commons (CC-BY-SA)
All in all, the question was that anyone could contribute and the result would be open to everyone.
How do we take care of the community: transparency, trust, thankfulness, respect, responsiveness.
Business Model
Servant-leaders achieve results for their organizations by giving priority attention to the needs of their colleagues and those they serve. Collaboration, communication, culture.
Create a platform, let other people build (i.e. Mediawiki). It happens everywhere: Google, Apple, Amazon, FaceBook, etc. This also applies to Education, as everyone has something to bring on the table. You have to figure out how to make people that know be involved in the process.
Small “workforce” that can adapt to market changes very quickly, plus a virtual larger “workforce”, using the community as research and development.
You have to figure out what you’re good at, and forget about controlling the whole value change. Do not try and do everything. Networks form to address needs: you have to figure out where you fill into that.
Discussion
Ismael Peña-López: would your model be different were the Wikimedia Foundation be Wikimedia “for profit” Corporation? It depends on your project, as everyone is different and there is not a unique model, but leveraging the community might still apply. You definitely have to focus in your goal and where you can contribute best to achieve it. If you’re running a talent based project, you definitely have to share some of the wealth in it. Talent goes where it is appreciated most.
Q: Is it a must to have a professional core? A: It really depends on what you want to achieve. There is definitely not “a” model.
Silvia Bravo: where do we start from? A: Figure out what your goals are and find who’s your champion. Once the project is started, things become easier, but the difficult thing is to start up the project, and the role of the champion is crucial here. Then, you need to create something that people can build things on top of. Make sure you have a clear goal, find out what tools will you be needing and get a champion to promote the project.
Q: how do you deal with security hazards/attacks? A: It is very important to have a clear and shared framework (linked to your goals) that everybody can relate to. And the system works the same way.
Q: what’s the physical structure like? A: only 20 servers [guess I got that right], as most information is only text. But the challenge is how to keep up with changes and still being able to bring the relevant information, which increasingly comes in rich media (photo, sound, video, etc.). That’s why Wikimedia Foundation engages in partnerships with the corporate sector to be ahead of the future.
Llorenç Valverde: how do we engage the community, and invite everyone to add value? A: Culture is the biggest problem. The way collaboration and sharing ideas happens varies a lot depending on the culture, understanding culture not only at the country level, but also at the company level. E.g. if you’re a newcomer to a firm, you might have brilliant ideas but you might not be (self)legitimate to share them openly. Culture is doubtless the toughest part of all.
Llorenç Valverde: so the starting point is to share information within the organization? A: Certainly. Add everybody in the process.
Social Media consultant Marc Cortés has kindly invited me to join a 27 people document where to draft our Predictions for Social Media in 2010. Though most of the professionals featured in the document come from the communications and marketing field — and, hence, the final outcome is populated with advice and forecasts on related topics — there is also a little room for politics and governments.
My reflections, though not explicitly stated, are more targeted towards researchers and knowledgeable people — to whom the Web 2.0 has at last provided a voice on their own despite their affiliation — and to knowledge workers and knowledge intensive institutions in general.
I here below translate my part into English and reproduce the full document and the “headlines” of all other contributors.
Social media will channel activity towards what is relevant: the portfolio
In the coming years we will be closing the circle and be back to personal and institutional websites, though these will in any way look like the ones we visited in the dawn of the World Wide Web.
We have performed a necessary initiation journey taken by the hand of social media, so that we could be introduced to the new and growing possibilities of the Web. Blogs and wikis showed us what was possible in a bi-directional Web, where content and even services creation could be decentralized and exit institutions. Social networking sites added the human factor to the network we had recently created: bi-directionality became multi-directionality, multi-diffusion. Blogs created the bourgeoisie of the Internet, and social networking sites opened it up and democratized it for the rest of the society.
But it is as easy to use social media as it is difficult to manage them and make them work for out benefit. It is likely that whoever wants or has to have a reputation on the Internet just cannot keep having tentacles without a visible head. Social media must be funnels that lead to us: we neither can manage chaor eternally, nor can we expect that whoever looks for us finds us or reconstruct us amongst this total maze of confusion.
This does not mean that we are not present in the relevant channels: it is there where we will mainly interact. But the critical mass of our digital persona must be as near as possible to our self.
What we do, what we are must be centralized. It is the image of what we do and become the one that has to be decentralized, not the essence.
I plead for the construction of the portfolio, for a return to the personal or institutional website, using social media as a game of mirrors that reflects us where we should also be present.
Predictions for Social Media in 2010
Alfonso Alcantara: Consultor y coach en desarrollo profesional y empleo 2.0 “En 2010 las redes sociales definitivamente serán las autopistas de las ideas.”
Jacobo Álvarez: Director Negocio Grupo Intercom y Socio en Multiplica “El 2010 el año en el que, al menos en el móvil, la suma de geolocalización y redes personales y profesionales nos liberen del exceso de información y nos ayude a acceder a información más relevante de nuestro entorno”
Jose Luis Antúnez: Fundador de YouAre y Coorganizador de Evento Blog España “El real-time es la extrapolación de la vida real a la web. Y en la vida real se hace dinero vendiendo y pagando cosas”.
Enrique Burgos: Responsable de Marketing Relacional de Unidad Editorial “Solo demostrando el valor que aporta a las marcas (económico & imagen) se lograra una mayor comprensión por las altas direcciones de las empresas”
Cesar Calderón: Socio Director en Autoritas Consulting “2010 será el año en el que las administraciones públicas descubran los Social Media y comiencen a conversar con los ciudadanos”
Marc Cortés: Socio-Director RocaSalvatella y Profesor Marketing Electrónico (ESADE) “Dejaremos de hablar de Social Media y empezaremos a hablar de Social Business”.
Adolfo Corujo y todo el equipo de Llorente & Cuenca: Director Senior Llorente&Cuenca “Para el usuario, 2010 será el año de… La explosión de la búsqueda en Tiempo Real”
Roberto Carreras: Consultor de Comunicación y RRPP “La web en tiempo real, que durante 2009 dio sus primeros pasos como fenómeno, vivirá en 2010 su consolidación.”
Fernando de la Rosa: Socio y fundador de Seis Grados “2010 es un año de re-invenciones: el principio de nuevos mercados y la agonía de otros”.
Roger Domingo: Director Editorial Deusto / Gestión 2000/ Alienta / CEAC “La incorporación del mundo de la empresa a las redes sociales conllevará también un incremento de la publicidad en las mismas, lo cual pondrá en peligro la tan deseada “conversación cluetrainiania””
Fernado Fegido: Director de Negocio Digital de Caja Navarra “El año 2010 será otro año en el que deberemos de seguir evangelizando y capacitando a muchos responsables de Márketing y Comunicación”
Tristán Elósegui: Responsable de Marketing Digital de Canal+ y Organizador del The Monday Reading Club “La crisis va a favorecer el crecimiento de los medios sociales”
Ricard Espelt: Regidor de Nuevas Tecnologías de Copons “La ciudadanía, cada vez más consciente del poder de las redes sociales, va a provocar pequeñas “revoluciones” en el devenir de la política española”
Marek Fodor: Emprendedor y Business Angel del sector tecnológico “Bajará notablemente el crecimiento de twitter, comparado con el año 2009”.
Jose Antonio Gallego Vázquez: Responsable de Comunidad del BBVA “Se dará el caso de comunidades enteras que renuncian a las redes sociales, que se bautizarán como “Amish digitales””
Albert García Pujadas: CEO Nikodemo “El video se impondrá como formato de comunicación habitual y como soporte publicitario de primer orden”
Xavier Guell: Weyoose y Coorganizador de Cava&Twitts “Adiós humo, hola servicio”
Javier Martín: Blogger y emprendedor Es la hora de vender!
Jose Antonio del Moral: CEO de Alianzo “Volveremos a hablar de Web 2.0 y no tanto de social media. En el fondo todo es social y no sólo los media”
Ícaro Moyano: Director Comunicación tuenti “¿GRPs? Mejor recomendaciones”
Sebastian Muriel: Director de red.es “Será el año en el que no se dejará de hablar del Social Media en los medios tradicionales”
José Luis Orihuela: Profesor de la Universidad de Navarra “La red y sus aplicaciones se vivirán cada vez más como una experiencia móvil”
Alberto Ortiz de Zárate: Director de Atención Ciudadana en Gobierno Vasco “Empezaremos a hacer un uso inteligente de las redes sociales. En ese camino, la relevancia se desplazará de las herramientas hacia las estrategias de comunicación”
Ismael Peña-López: Profesor Universitat Oberta de Catalunya “Abogo por una construcción del portafolio, por una vuelta a la web personal o institucional, utilizando los social media como un juego de espejos que nos refleje allí donde debamos estar también presentes”
Genis Roca: Socio Director RocaSalvatella “En resumen, las palabras clave para este 2010 serán: Indicadores, Gestión y Resultados”.
Esteban Trigos: Marketing Innovator Director – Double You “las marcas empezarán a incorporar en sus mensajes un nuevo giro a la hora de comportarse: serán más sociales
Marc vidal: CEO de Cink “Será el momento de los Net estrategy por encima de los Managers de comunidad”.
Parallel session: Trends and advances before the digital divide: assessment systems and good practices Moderator: Concepción Colomer Revuelta, Subdirector at the Oficina de Planificación Sanitaria and Director del Observatorio de Salud de la Mujer del Ministerio de Sanidad y Política Social
Digital and informational divides in a context of digital, cultural, cognitive and generational convergence Marcelo D’Agostino, Consultant in Knowledge Management, Organización Panamericana de la Salud
Marcelo D’Agostino believes that the digital digital will shrink, necessarily, as the Internet won’t make steps backwards [he seems to forget that the digital divide is actually widening, especially if we take into account the quality of access, namely, broadband access, and what you can or cannot do with that different quality of access].
Advise to bridge the digital divide:
Don’t be intimidated by technical jargon
Don’t be afraid of technology
Nobody is an expert in everything
Trust first your capacity and then apply technologies
Be careful where you look for information
Benefits of ICTs for Public Health: a better link between patients and professionals; better and life-long training.
Open access to health and medical information: a challenge before the digital divide Helena Martín Rodero, Head of the Sección Bibliotecas Biosanitarias de la Universidad de Salamanca
Raghavendra Gadagkar: open-access more harm than good in developing world (published in Nature, comment by Peter Suber) stating the rich world patronising the poor world, in the sense that rich ones might be more interested in poor ones reading rather than publishing.
We are witnessing a crisis in the system of scientific diffusion, that has lead to the creation of the Open Access movement and several international declarations to foster scientific publishing in open access journals (gold access) or scientific self-archiving in open access repositories (green access).
Open access is compatible with peer-review, professional quality, prestige, preservation, intellectual property, profit, priced add-ons and print (originally in Open access to the scientific journal literature, by Peter Suber.
Access to knowledge will necessarily help to bridge the digital divide, and open access publications and repositories is a way to enable a better access to knowledge.
Web 2.0 and Medicine Dídac Margaix Arnal, Librarian at the Universidad Politécnica de Valencia
New generations (digital natives) have been born with new technologies and these are no strange to them. Have different skills towards technology and information, which they manage in different ways.
We might be in an age similar to the Renaissance, where technology feeds cultural and social change, and culture and society feed technological change.
Three kinds of Web 2.0 sites
The web as the platform: use the web instead of the desktop (e.g. Zoho)
Remix the web: use the web to mix different content (e.g. Google Maps)
The social web: it is users what counts, not visits. Users add value to the site (e.g. YouTube)
Medicine 2.0: use of a set of web tools by health professionals applying the principles of open source, open access, etc. It is different from e-Medicine, that is applying ICTs in health issues. There has been an inflexion point that has put humans into technology, from just ICTs to the dimension of community. It is a matter not of technology but of participation.
Some factors:
“Suppormediation”: support and mediation by non-professionals (in Spanish: Apomediación)
Collaboration
Transparency
There increasingly are websites that provide health information on the Internet. We should prescribe more information than pills (or, at least, as much information as pills).
Summing up: new agents, new tools, collaboration, personalization, training.
Internet and Health David Novillo Ortiz, Agencia de Calidad del Sistema Nacional de Salud. Ministerio de Sanidad y Política social
Related to health, increasingly people get their information from the Internet and less from TV, and more from blogs. In general, e-mail, search engines and social networking sites have entered with strength into the information landscape.
Search for health information in the Internet has gone from 19% in 2003 to 54% in 2008 (Spain, % of total Internet users). There is a gender gap where women score 10 points higher than men, probably due to their role as the person at home that cares for the family members.
In April 2007, the same search terms in 4 different search engines produced only 0.6% of overlap (only 0.6% of all results were the same in the 4 search engines). We should be careful about that, as the information that search engines produce is, by any means, the same one ever.
Indeed, we trust more the people we know that the ones we don’t, that’s why Google Social Search might be adding a lot of value as it will bring personal context to people’s searches.
On the other hand, we can access certified/verified health websites whose information is backed by the reputation of the institutions that publish those websites. E.g. excelenciaclinica.net, a metasearch engine that crawls the best health websites in Spanish.
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