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A ‘Video Trigger,' but no Silver Bullet: An Actor-Network Analysis of an E-Learning Tool in Health Science Education

A ‘Video Trigger,' but no Silver Bullet: An Actor-Network Analysis of an E-Learning Tool in Health Science Education

Marit Fougner, Laurence Habib
Copyright: © 2010 |Pages: 12
ISBN13: 9781615208890|ISBN10: 1615208895|EISBN13: 9781615208906
DOI: 10.4018/978-1-61520-889-0.ch018
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MLA

Fougner, Marit, and Laurence Habib. "A ‘Video Trigger,' but no Silver Bullet: An Actor-Network Analysis of an E-Learning Tool in Health Science Education." Interprofessional E-Learning and Collaborative Work: Practices and Technologies, edited by Adrian Bromage, et al., IGI Global, 2010, pp. 219-230. https://doi.org/10.4018/978-1-61520-889-0.ch018

APA

Fougner, M. & Habib, L. (2010). A ‘Video Trigger,' but no Silver Bullet: An Actor-Network Analysis of an E-Learning Tool in Health Science Education. In A. Bromage, L. Clouder, J. Thistlethwaite, & F. Gordon (Eds.), Interprofessional E-Learning and Collaborative Work: Practices and Technologies (pp. 219-230). IGI Global. https://doi.org/10.4018/978-1-61520-889-0.ch018

Chicago

Fougner, Marit, and Laurence Habib. "A ‘Video Trigger,' but no Silver Bullet: An Actor-Network Analysis of an E-Learning Tool in Health Science Education." In Interprofessional E-Learning and Collaborative Work: Practices and Technologies, edited by Adrian Bromage, et al., 219-230. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-889-0.ch018

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Abstract

This chapter analyses the design and implementation of a video trigger as a pedagogical tool to facilitate interprofessional understanding in several professional Bachelor courses at a faculty of Health Sciences. It uses actor-network theory as an analytical tool to uncover the main human and non-human actants that are involved in the processes of planning, designing, implementing and using the video trigger. It also attempts to bring to light the various types of interconnections that exist between those actants. The data that forms the basis of the analysis is qualitative, and includes meeting minutes and field notes. The analysis reveals the existence of a dichotomous relationship between technology and pedagogy, which is at the source of major challenges in the design and use of a video trigger as a pedagogical tool.

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