"Cascades, Torrents & Drowning" in Information: Seeking Help in the Contemporary General Practitioner Practice in the UK

Autor/inn/en	Holley, Debbie; Santos, Patricia; Cook, John; Kerr, Micky
Titel	"Cascades, Torrents & Drowning" in Information: Seeking Help in the Contemporary General Practitioner Practice in the UK
Quelle	In: Interactive Learning Environments, 24 (2016) 5, S.954-967 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1128206
Schlagwörter	Foreign Countries; Educational Technology; Web 2.0 Technologies; Help Seeking; Technology Uses in Education; Health Services; Technological Advancement; Electronic Learning; Allied Health Occupations; Interviews; Nurses; Family Practice (Medicine); Informal Education; Workplace Learning; Nursing; Vignettes; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Health service; Gesundheitsdienst; Gesundheitswesen; Technological development; Technologische Entwicklung; Gesundheitsberuf; Interviewing; Interviewtechnik; Informelle Bildung; Nichtformale Bildung; Krankenpflege; Großbritannien
Abstract	This paper responds to the Alpine Rendez-Vous "crisis" in technology-enhanced learning. It takes a contested area of policy as well as a rapid change in the National Health Service, and documents the responses to "information overload" by a group of general practitioners practices in the North of England. Located between the spaces identified by Traxler and Lally as "competitive industrialisation" and web 1.0, and the consumer/customer focus and ubiquitous ownership enabled by portable and devices and web 2.0, in this work we see the parallels of the responses of publicly funded bodies moving towards privatisation as part of a neo-liberal agenda. Interviews with health professionals (HPs) revealed marginalised spaces for informal learning in their workplaces, and a desire to build a community that would enable them to overcome the time/space barriers to networking. The EU Learning Layers Integrating Project develops mobile and social technologies that unlock and enable peer production within and across traditional workplace boundaries. Through the HP narratives, we capture insights into their daily life, which enable the articulation of their needs for an online "Help-seeking" networking service, underpinned by their desire to consult what Vygotsky calls "the more capable peer." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01