Calf muscle strains can be a temporary setback for badminton players, but with proper care, recovery, and prevention strategies, players can minimize the risk of future injuries.
In this post, let us explore some immediate recovery steps for badminton incurred, Calf Muscle Strain Injury:
( Authors Notes: Learning the Connectivist Way is a three part series describing my journey to self directed learning and connectivism.)
Personal Learning Network
A personal learning network (PLN) is a group of people who you connect with to increase your knowledge of a particular subject (Lynch, 2017). PLNs typically fit into a connectivist paradigm of learning of creating, connecting with people or nodes, to increase learning. Connecting with people is basically aimed at learning their ideas, thoughts, questions, reflections and even references. It can be personal or professional, formal and informal, local or global and even on and offline. Here is an example of a connectivist learning network.
I started to explore PLNs in 2007 when I started to blog about healthcare. It got me into thinking, this might be the answer to increasing my learning!
According to Downes (2010), learning in a connectivist way entails 3 important ingredients- relevance interaction and usability. These “ingredients” also makes or breaks a personal learning network. In the field of orthopedics and medicine, currency of one’s knowledge is vital. Information on print media such as books is usually 5 to 10 years behind. Current advancements in medicine are almost spread instantaneously via the net. So its crucial that I have to be connected to the net to gain access fast to this advances.
Technologies for Personal Learning Networks
Aggregating Relevant Information
I use Feedly (or Google Reader) to acquire, organize and filter vital updates in medical field. Most websites have RSS feeds and you only need to subscribe to be updated of their latest information. These feeds can be “pulled” by a Feedly account and then I curate information according to categories of interests like medicine orthopedics. Most paid journals nowadays include abstracts on their feed already.
I blog my reflections about these curated information in a self hosted WordPress site. Reflective writing is thought of as a higher form of learning. I post it on relevant discussion forums, Facebook, LinkedIn and on twitter for critical reviews and feedbacks. I help build a network of blogging physicians as sort of community peer review on many topics. To interact with colleagues and people of interest, I use twitter, Linkedin or Facebook .
Building Interactivity
Twitter is a personal favorite because I can build networks of global, medical thought leaders in no time. Twitter has also been the launch pad of #HealthXPh– a collaborative effort of healthcare social media practitioners online, discussing social media and other emerging technologies that impact healthcare in the Philippines (Aguilar, 2015). Twitter gave birth to hubs of interactivity for healthcare in twitter chats, twitter journal clubs and organisational conference tweets. I can interact, learn and engage with mentors and colleagues, anywhere, anytime. #HealthXPh is presently the launchpad of a healthcare social media summit we started 4 years ago to bring practitioners together in a face to face synchronous conference for healthcare in the Philippines. We had a social network presence on Facebook since then and this serves also as a way of rapidly connecting with local colleagues as this is very popular in the Philippines.
Simplifying and Improving Usefulness of Content
All these tools don’t have steep learning curves for usage. It can be tweaked easily to fit learning styles. My aggregator for example, curate only information from subscribed relevant feeds. The hashtags on twitter filters topics I’m only interested in. Discussion forums and threads are easily read and replied to. I became adept at blogging so much that I also went back to improving on my writing. Reflecting on the curated information pushes me to summarise and clarify and synthesise thoughts. I began to organize information into simple and understandable body of information to myself. I use my own words to better understand concepts in medicine and orthopedics and to the many other relevant topics.
Unlike a purely connectivist learning, I still attend face to face conferences, workshops and other sessions to expand my learning. In this face to face sessions however, I made it a habit to connect and exchange information to people through twitter or Linkedin or even Facebook. I bring my online connections too, offline.
Organising information and growing my network of learning individuals increased my access to open educational resource as well as paid journals. A tweet to authors for example increases my chances of being given special permission to use articles for research without paying through hefty sums at journal paywalls. More importantly, these social network tools allowed me to connect to information, anytime and anywhere.
Now what do I do with the information I get from this ever growing personal learning network? How do I turn them into knowledge? This is where Bloom’s Taxanomy for Learning comes in. (This is will discuss in another post though)
In summary, I presented my evolving story and influence towards connectivism as a learning paradigm. Learning in connectivism is mainly building and interacting in networks through aggregation, co creation, storage and retrieval of information. I embraced connectivism as a learning paradigm rather than theory, based on the absence of clear, replicable and research validated pedagogy for teaching in my field so far. Advancements in internet and communication technology improved learning way and I presented technologies enhancing salient features of connectivist learning. Finally I shared a technology enhanced strategy to maximize learning in a connectivist ecology.
I’d love to read your thoughts on these, feel free to comment below.
References:
( Authors Notes: Learning the Connectivist Way is a three part series describing my journey to self directed learning and connectivism.)
Learning and teaching is still mainly “behaviorists – cognitivist” but social constructivism and connectivism creeped in with the coming of lifelong and self-directed learning paradigms. I narrated events that led to taking control of my learning in the first part of this series.
Let’s sort connectivism now.
What is Connectivism?
Learning and knowledge in connectivism is defined as:
“…processes that occur within nebulous environments of shifting core elements—not entirely under the control of the individual. Learning (defined as knowledge patterns on which we can act) can reside outside of ourselves (within an organisation or a database), is focused on connecting specialised information sets. The connections that enable us to learn more are more important than our current state of knowing”
Siemens 2006b
Connectivists believe that knowledge is distributed “across a network of connections”. The ability to construct and traverse those networks are what constitute learning in connectivism” (Downes, 2007).
The ability to aggregate, co-create, store and retrieve information in these networks is a measure of learning in connectivism. Anderson (2008), said connectivism helps people understand that “learning is about making connections with ideas, facts, people, and communities.”
Salient Features of Connectivism
Many salient features of connectivism fits my way I of learning. Connectivism acknowledges that new information is continually being acquired” and “decisions (to learn) are based on rapidly altering foundations “(Siemens, 2007). In medicine and orthopedic surgery assumptions are outdated by the time you mastered a “prescribed learning”. To stay abreast with the developments in my field, it’s becoming clear that my ability to find ways of knowing is more important than what I currently know. The faster and more efficient I could build relevant network, the better is my learning.
Connectivism also transcends the physical as well as transactional distance a characteristic shared by other learning theories or paradigm. Connectivism shares with constructivism the idea that learning isn’t acquired but disagrees with it that learning can be constructed either from a teacher or the learner environment (Downes, 2007). The act of making connections is learning itself in a connectivist paradigm. Interactivity is more important than constructing or acquiring knowledge.
Criticism Against Connectivism
Wade (2014) argues that connectivism is more like an instructional theory, specifying an instruction in a given learning context. He cited Morrison, Ross, Kemp, and Kalman (2011), definition of learning theories as “descriptive and generic while instructional theories are “ prescriptive and situation specific”. Verhagen (in Veletsianos, 2010), said that “…connectivism is more a theory of curriculum (specifying what the goal of education should be and the way students should learn in that curriculum) than a theory of learning”. Wade furthered went further to state that connectivism is an “attractive theory for practitioners wishing to change their practice, to take advantages of the affordances of digital media and open publishing”.
My learning experience and context led me to believe connectivism paradigm of learning rather than a theory. What learning I gained interacting with those networks and nodes are still “taught” behaviourally and cognitively. The frequent hops between networks, also negates the existence of a teacher or a mentor (Kop and Hill, 2008) . Such educational set up is still non existent in the medical field. Although there are areas in medicine where self directed learning augments formal, synchronous face to face instructions, research still points to cognitive and behaviorist learning as the most effective and replicable.
As I mentioned in the introduction, I went back to my home town to practice. Rapid developments in ICT was felt even in my far away home town. Telecommunication got better with broadband and fiber optic technology as well as smartphones. Computer became more sophisticated and internet is expanding. There were advances in the field of medicine and orthopedics that are going mainstream. Data became connected and distributed at the same time.
My access to these medical information and advances is still limited to face to face conferences, which are really expensive and time consuming for me. Subscription to journals are very expensive and buying books every 3 years isn’t a sustainable endeavour anymore. I have to find an alternative learning strategy, one that suits my context for learning. I built a personal learning network based on connectivism.
I began exploring social networks for learning in 2007. I stalked discussion forums, aggregated news, curated feeds and blogged on many topics including medicine and orthopedics. I joined learning networks- colleagues, social media practitioners, and technology enthusiast to facilitate my learning. I help build one if there is none. This is my Personal Learning Network..
Next-Part III- My Personal Learning Networks (PLN) and the technologies I use to support it.
I’d love to read your thoughts on these, feel free to comment below.
References:
I’m taught the behaviorist, cognitivist way since childhood. Naturally, I seek learning and probably teach in the same way. This learning and teaching outlook changed with the information explosion of the 21st century. There’s too much information to learn.Information grew vast and travelled fast thanks to the affordances of Internet and communications technology. Existing pedagogies of learning and teaching couldn’t keep up with the influx of information. My context of teaching and learning needs changing if I am to be relevant in this knowledge economy.
( Authors Notes: Learning the Connectivist Way is a three part series describing my journey to self directed learning and connectivism.)
First, My Story
I grew up in Tacurong City, part of Sultan Kudarat in southeastern Mindanao. Private educational institutions provide the best available education around this area but tuition and school fees are quite expensive. Many students study elsewhere because quality of learning is thought to be better in urban educational hubs. My family could neither afford private school fees nor the cost of living in urban centers. I took control of my own learning because of this personal and social context .
Changing Learning Context
I’m taught the behaviorist way since childhood. Formal school is no different, where teaching is mainly aimed at acquiring desirable behaviours or skills among students. Due to the social and technological occurrences that unfolded at the end of 20th century, cognitivism and constructivism dominated my higher education learning paradigms. Naturally, I seek learning and probably teach in the same way. This learning and teaching outlook changed with the information explosion of the 21st century. There’s too much information to learn. Information grew vast and travelled fast thanks to the affordances of Internet and communications technology. Existing pedagogies of learning and teaching couldn’t keep up with the influx of information. In medicine and orthopedics for example, some of what I learned entering med school was already obsolete by the time I finished residency training. My context of teaching and learning needs changing if I am to be relevant in this knowledge economy.
Studying Multiple Disciplines at the Same Time
I took radio electronics technician course with NMYC (forerunner of TESDA) while concurrently taking secondary education in formal school. I had extra computer classes, was a working student and a scholar while pursuing a college degree. I’m also earning teaching units while in med school. I also took organic agriculture and accounting courses while practicing medicine and orthopedics. At the heart of this learning straddle across seemingly unrelated disciplines is my belief that learning is, lifelong and interrelated. The ability to interact and traverse these interrelated disciplines gives you an edge over domain specific skills in a rapidly changing knowledge economy.
Why a Synchronous Face to Face Learning Instruction Isn’t Always A Sustainable Path for me
The behaviorist and cognitivist way teaching and learning is particularly engrained in the medical field. Essential medical knowledge and skills are learned and assessed this way. There’s little or no room for deviations in a standard surgical skill sets for example. Much of the aim of teaching and learning in this field is about acquiring a standard notion of a “skilled surgeon” with desirable qualities culled from experiences of mentors in their respective era.
Information explosion and developments in Internet and communications changed all this. New information rendered some of our long held medical knowledge obsolete. Technological advances increased surgical accuracy, multiplied our “working hands” and freed the surgeons from many routine surgical work. I realised there’s so much more learning to do by the time I finish orthopedic training. I’m also about to go back to my hometown to practice orthopedics.
Realising the need to keep abreast with the developments in medicine and orthopedics, I plan to continue learning aggressively while practicing orthopedics in my hometown. To keep abreast with developments in my field, I affiliated with the nearest teaching hospital, some 3 hours drive away from my place. When financially able, I attend conferences, conventions and workshops to upgrade knowledge and skills. Going back to formal training was always an option, but this is both costly and time consuming for me. I could also take on formal face to face short courses, attend face to face conferences, workshops and training but this is also costly and will take me away from my practice and earning. I figured formal face-to-face learning is costly and alone, couldn’t keep up with the rapid developments in my field. Thus, I had to direct my learning to include formal, face-to-face sessions as well as informal ones, from various sources, on and offline.
Next- Part II – Explains what Connectivism is, its salient features and why I gravitate towards it.
I’d love to read your thoughts on these, feel free to comment below.
I've been writing about continuous improvement, habits and productivity since 2007.
