Developing an Online Professional Network for Veterinary Education: The NOVICE Project

Abstract

An online professional network for veterinarians, veterinary students, veterinary educationalists, and ICT (Information and Communication Technology) educationalists is being developed under the EU (European Union) Lifelong Learning Programme. The network uses Web 2.0, a term used to describe the new, more interactive version of the Internet, and includes tools such as wikis, blogs, and discussion boards. Focus groups conducted with qualified and student veterinarians within the project's five founding countries (The Netherlands, Germany, United Kingdom, Hungary, Romania) demonstrated that online professional communities can be valuable for accessing information and establishing contacts. Online networks have the potential to overcome common challenges to face-to-face communities-such as distance, cost, and timing-but they have their own drawbacks, such as security and professionalism issues. The Network Of Veterinary ICt in Education (NOVICE) was developed using Elgg, an open-source, free social networking platform, after several software options had been considered. NOVICE aims to promote the understanding of Web 2.0, confidence to use social software tools, and participation in an online community. Therefore, the Web site contains help sections, Frequently Asked Questions, and access to support from ICT experts. Five months after the network's launch (and just over one year into the project) 515 members from 28 countries had registered. Further research will include analysis of a core group's activities, which will inform ongoing support for and development of informal, lifelong learning in a veterinary context.

A Survey of Established Veterinary Clinical Skills Laboratories from Europe and North America: Present Practices and Recent Developments

“…7,38,41 Reports in the literature show that low and medium fidelity models can be just as effective as high fidelity so there is some educational merit in this cost savings. 74 Additionally, there is a growing preparedness to share ideas and the 'recipes' for making models and sourcing materials via forums 40 and skills videos via YouTube. 53 Assessing student performance is also an added cost that was not clearly separated out and identified in our survey.…”

“…at International Veterinary Simulation in Teaching (InVeST), Veterinary Education Symposium (VetEd), Veterinary Educator Collaborative (VEC) and Association for Medical Education in Europe (AMEE), and from lists in the 'Veterinary Clinical Skills & Simulation' group in the online forum 'NOVICE' . 40 The survey was distributed via email to a known contact at each veterinary college on the list with a covering letter and an embedded link requesting that the addressee complete the survey or forward it to someone more appropriate. Respondents could remain anonymous but were asked to supply details if they were prepared to be contacted by the project team for follow-up question or should clarification be required.…”

“…34 Veterinary educators are beginning to create their own homemade models wherever possible to provide cost effective alternatives to expensive commercially available models or unsuitable medical simulators, and are sharing their innovative ideas for learning, teaching and assessing clinical skills via websites (e.g. NOVICE 40 ) and at conferences 38 to the benefit of the wider community. [41][42][43][44][45][46][47] Students need to practice repeatedly and at their own pace to become proficient and benefit from expert feedback and reinforcement to improve and maintain skills over time.…”

Is there a “net generation” in veterinary medicine? A comparative study on the use of the Internet and Web 2.0 by students and the veterinary profession

“…Another snapshot of social networks in higher education shows that they have not yet been used for teaching purposes but further studies are necessary to determine suitability for professional exchange and teaching [73]. Initial studies in this field have been initiated in veterinary medicine [3]. But this makes training for students and teachers in Web 2.0 indispensable [77], as these studies have shown (see below).…”

Κοινωνικά Δίκτυα Και Εξ Αποστάσεως Εκπαίδευση Στη Ψηφιακή Εποχή: Σχεδιασμός Και Υλοποίηση Του Εκπαιδευτικού Κοινωνικού Δικτύου (ESN) Του Εργαστηρίου Δια Βίου Και Εξ Αποστάσεως Εκπαίδευσης Του Πανεπιστημίου Κρήτης [Ε.ΔΙ.Β.Ε.Α]

“…Επιπρόσθετα, οι χρήστες μπορούν εύκολα να δημιουργήσουν το δικό τους προφίλ, παρουσιάζοντας πληροφορίες (επιστημονικά ενδιαφέροντα, στοιχεία επικοινωνίας, κ.ά. ), να συνδεθούν με τους φίλους τους και να διαμοιράσουν υλικό, θέτοντας οι ίδιοι το επίπεδο πρόσβασης σε πρόσωπα ή ομάδες (Baillie et al, 2011). Ακόμη, μέσω του Elgg παρέχονται όλες οι σύγχρονες εφαρμογές κοινωνικής δικτύωσης (ιστολόγια, wikis κ.ά.…”