Medical Volunteerism as a Tool for Open Education and Social Inclusion in Uganda
Sunday, 19 Jan 2020, 18:49
Visible to anyone in the world
Statement of the Problem and Rationale of the Project
According to the Uganda National Household Survey 2016/17, among the major concerns of the communities in accessing health services at the public health facilities were; unavailability of medicines/supplies (23%), long waiting time (13%), long-distance (12%), limited range of services (14%) and understaffing (10%). Precisely, the challenges pertaining to the limited number of medical personnel. Yet the available staff is limited in knowledge, skills, and facilities. This does not only affect Uganda but the globe at large. In the current global context, health for all is another matter of urgency because with increased mobility through migrations, formal education, and trade, the risk of spread of diseases. It is on this basis that medical volunteerism is encouraged to cover the medical service gap in communities but also as a means of open education and inclusion through the transfer and exchange of medical knowledge, skills, innovative technologies across the globe.
This research project serves a double purpose of effecting networking as an academic task under H818 The Networked Practitioner and availing information that will be used to recruit medical volunteers to promote community health. The research targets former, current and prospective medical volunteers.
The specific objectives of the research will be:
1. to establish the factors that determine volunteerism,
2. to find out the type of learning that is acquired during volunteerism,
3. to find out the types of learning disseminated during volunteerism, and
4. to identify the people who would be interested in volunteering in Uganda
Volunteerism as a Mode of Open Education and Inclusion
Based on the open education philosophy of removing barriers to education, knowledge generation and transmission, I argue that volunteerism is one of the modes of open education. This is because volunteerism reconciles theory acquired in class with practice gained in the field placement or practicum. It is important to observe that there is a lot of unlimited and indiscriminate types learning that take place in the process. This gives the gist of open education and inclusion through volunteerism as supported by the open education literature below.
- Sfard (1998) argues that the acquisition metaphor and participation metaphor are important in learning. Volunteerism offers a platform for the two metaphors to reinforce each other. In this way, through practical work (volunteerism), learners inclined to one metaphor get an opportunity to appreciate and learn from the other. - Brown et al (1989) support learning experiences through internships, apprenticeship, and learning from Just Plain Forks (JPFs). They refer to these as authentic learning where the learners get the cognitive knowledge and practical experience and can apply the knowledge. Otherwise, there is a risk of acquiring knowledge that can not be applied. Here, volunteerism offers the platform for practical work. - Silvertown et al (2015), in their article on Crowdsourcing the Identification of organisms also reveal that the community can teach a lot to the volunteers. This could be resourceful to those in research and continuing education. In the same way, Cormier (2008) argues that in the rhizomatic model of learning, the community acts as the curriculum and rhizome responds to changing environmental conditions. Learning should never be static; it is a dynamic process teaching people to be productive in a changing society.
Volunteerism can be a good strategy for evaluating pedagogical designs and learning analytics.
Ferguson and Macfadyen, et al (2015) argue that the key component of complex pedagogy includes stakeholders, communities, current practice context, technical components, and business model. The complex pedagogy reveals education is not a mandate of only teachers. As regards, knowledge generation, the teacher, the student, and the practitioners ought to participate. I see volunteerism as an inclusion to open education as it allows a network of practitioners/stakeholders in the academic industry to get feedback, identify and train the needed skills, to evaluate pedagogical designs, and learning processes.
Review of the Progress and Exploring Multi-Media Platforms
I read the course material on the homepage of H818 and the related literature identified in the reference list. I watched the video clips and searched for more information from YouTube. Through this, I realized the need to reactivate my social media accounts, invited friends, liked or followed organizations and groups to expand my networks on Facebook, LinkedIn, blog, Website for St. Joseph, Flicker, Skype, and Twitter. As observed by the OU staff who developed the H818 course, these exercises helped me to develop and plan my own networking practices and to refine my project beyond what I had envisaged in TMA01.
I started interacting with classmates on the Tutor Group Forum. Here I read and benefited from the experiences, links, and instructions given the Tutors and classmates. I revisited the title of my work, learnt more about the research, inclusion and practice networking. I learnt how to use various multi-media technologies and got information on those that can be accessed for free. This part of networking has been very helpful not only in the H818 academic tasks but is resourceful to me as a practitioner, lecturer and scholar. I copied all the links on to my computer for continuous practice, learning and teaching even when my access to H818 website expires. Indeed H818 allows maximum inclusion because as a learner from the developing country, I have already shared the links with my colleagues and students who are also benefiting. The links on multimedia forum plus the consequent emails have helped me conceptualize my poster and project. I benefited a lot from the link posted about a blog about the multimedia presentation by Karen. https://elearningyork.wordpress.com/2016/11/14/creating-resources-visual-digital-presentation/
I explored and tried out many of the technologies because they were new to me. I was thrilled by the Visual digital presentation and felt more inclined to SlideShare, portfolios, infographics, making a digital poster and google fusion tables. I was inclined to these because a) they allow me to maximise presentation with texts, pictures, videos, voices, and personal presentation. b) they are accessible and free c) they are not complicated for developing countries, d) they can be easily disseminated to other media such as Facebook, Twitter and Linkedin, e) they allow inclusion in case for those who are visually challenged or have challenges with audios or voice and f) they can be worked on concurrently with other people. At this stage of exploration, I really benefited from the guidance of tutor and classmates. For instance, while trying out the PowerPoint with animation, the animation icon on my PC remained inactive, and I could not proceed. Here Simon sent me some link with similar questions and answers, and the answer indeed helped me.
Mapping the Project and Making the Poster
Making a Poster in preparation for the conference was part of the TMA02, I started exploring the H818 OpenStudio. Having picked confidence with some technologies, I started illustratively conceptualizing the whole project i.e. at the conference and beyond the conference. Here I used a software called MindMaster. I found it easy to work with to map out my entire project as illustrated in image 2 below.
Image 2.
After mapping, I wanted to use a PowerPoint Presentation with animations to make a Poster. I, however, made 7 slides instead of one! The feedback given from the network from the OpenStudio helped me to condense the key content on one page. Work on one slide of PowerPoint using multi-media as required by the TMA02 became hectic and I resorted to Ms. Word. I was able to insert YouTube video links, audio, pictures, screenshots, and words. Then I formatted to make a beautiful poster. I am highly indebted to Karen for the critical details about what font to use i.e. either Times New Roman or Arial and to be consistent. They ought to be bold, capital and italised to be readable from the screens. I had not thought of this while designing, I was only caring about the attractiveness from my own perspective, not others.
Research Process
The tasks of mapping, making the poster, as well as feedback, got from my classmates gave me the impetus to advance to the actual research process. The research will undergo the normal cycle of problem identification (already done), literature review (still in the process), data collection (started), data analysis and dissemination at the conference. Below are some of the progress of these stages.
Sources of Data
The sources of data are social media (Facebook, Twitter, and LinkedIn), volunteer organization websites and literature about the key concepts of medical volunteerism, open education, and inclusion.
Prior to data collection, I designed an online questionnaire which I shared with the Tutor for pre-testing. The feedback helped to make it understandable.
Through the multi-media platform, I asked about free software for data collection. In the responses, I got several alternatives including; google forms, quiz makers, JotForm, lime survey, and others. I opted for google forms and designed a questionnaire on the link https://forms.gle/xqwNNcLbZNrH2hmR9
I am now collecting data using Twitter, Facebook, and LinkedIn. These have enabled me identity links/organizations for volunteers which I have sent a questionnaire and requested to either participate or share with the study target. This has expanded my network of medical practitioners because I have followed, liked and can now get information about their activities on my pages. Among these organizations are medical schools on the NHS ePortfolio on link https://www.nhseportfolios.org/Anon/PublicInfoPage.aspx?page=WhoUsesEPortfolio The details are presented in Image 3 below.
Image 3:
Source: https://www.nhseportfolios.org/Anon/PublicInfoPage.aspx?page=WhoUsesEPortfolio
According to the 2020 NHS Education for Scotland, the portfolios support a rapidly expanding number of health professionals’ achievement, reflection, and learning. It is on this basis, that I found it right to use their social media to post my questionnaire. Through Twitter, LinkedIn and Facebook, I searched and posted the questionnaire to the organizations below with the hope that they have my study population.
⁃ World Health Organization
⁃ UNAIDS
⁃ UN Volunteers
⁃ Giving way
⁃ Doctors without Boarders
⁃ International medical volunteering
⁃ International medical corps
⁃ Volunteer medical corps
⁃ Medical doctors
⁃ USAID
⁃ Irish Aid
I also posted to the social media group networks, where I am a member. Including
⁃ Howzit Jinja https://www.facebook.com/groups/169025666579875/
⁃ H800 2018 https://www.facebook.com/groups/936756316480922/
⁃ OU MA.ODE incl H800, H809, H810, H817, H818 https://www.facebook.com/groups/363706683817437
Besides the questionnaire, I hope to collect data from websites of the volunteer organizations and make an analysis of their documents/reports. I will also review literature from the identified articles extracted from OU library.
These are listed on the bibliography below. They have been downloaded and saved in a folder on my laptop.
Risks and Mitigation Measures
At this stage of data collection, I foresee respondents being too busy to respond. For this, I have used a triangulation of technologies on Facebook, Twitter, and LinkedIn. I have requested contacts, networks, and organizations to share my questionnaire to the target group. I hope to get some respondents, though for now, it is still worrying.
At the practical level, I foresee a challenge of conflicting values in terms of service delivery especially regarding issues of abortion, homosexuality, and euthanasia which are legalized in the North and are illegal in Uganda. Here I would give an online orientation program through a webinar. Such that whoever engages, come informed to operate within the legal framework of the host country.
Having read some literature, I also foresee a challenge of volunteers not having the experience to treat/handle tropical diseases and conditions. Here I hope to network with Rubaga hospital which often gives orientation lessons to new volunteers and to re-affirm medical ethics.
Blessinger, P. and Bliss, TJ. (2016) Introduction to Open Education: Towards A Human Rights Theory in Blessinger, P and Bliss, TJ Open Education: International Perspectives In Higher Education. Cambridge, Uk: Open Book Publishers. Pp 11-30. Available at Http://Dx.Doi.Org/10.11647/Obp.0103 (Accessed 10th November 2019).
Brown, JS. Collins, A. and Duguid, P. (1989) Situated Cognition and the Culture of Learning In Educational Researcher, Vol. 18, No. 1 (Jan. - Feb., 1989), pp. 32-42 American Educational Research Association Stable URL: http://www.jstor.org/stable/1176008
Cámara De La Fuente, L. and Comas-Quinn, A. (2016) Situated Learning in Open Communities: The Ted Open Translation Project in Blessinger, P TJ Bliss, TJ Open Education: International Perspectives In Higher Education. Cambridge, Uk: Open Book Publishers. Pp 93 -114.Available at Http://Dx.Doi.Org/10.11647/Obp.0103 (Accessed 10th November 2019).
Cormier, D. (2008) "Rhizomatic Education: Community as Curriculum," Innovate: Journal of Online Education: Vol. 4: Iss. 5, Article 2. Available At: Http://Nsuworks.Nova.Edu/Innovate/Vol4/Iss5/2 (Accessed 10th November 2019).
Ferguson, R., & Buckingham, S. (2012) Social Learning Analytics: Five Approaches. In: 2nd International Conference on Learning Analytics & Knowledge, 29 Apr - 02 May 2012, Vancouver, British Columbia, Canada (forthcoming).
Flaherty, A. Alberta (2004) Where a Bar of Soap Can Make a Difference: Family Planning Volunteers in Uganda Express Their Needs. The Journal of Volunteer Administration, 2004, 22(1), pp. 27-33. Wellness, Edmonton, Canada Walter Kipp University of Alberta, Edmonton, Canada
Foundation for International Medical relief for children https://www.fimrc.org/uganda/volunteer (Accessed 6th January 2020).
Galukande, M. & Kituuka, 1 O. et al. (2016) Improving Surgical Access in Rural Africa through a Surgical Camp Model. Surgery Research and Practice Volume 2016, 6 pages. Available at http://downloads.hindawi.com/journals/srp/2016/9021945.pdf (Accessed 6th January 2020).
Kristine J. Ajrouch, Toni C. Noah J. (2014) Volunteerism: Social Network Dynamics and Education In: Journals of Gerontology: Social Sciences Vol. 71, No. 2, 309–319.
Persico, D., Pozzi, F., Anastopoulou, S., Conole, G., Craft, B., Dimitriadis, Y., Hernández-Leo, D., Kali, Y., Mor, Y., Pérez-Sanagustín, M. and Walmsley, H. (2013) ‘Learning design Rashomon I: supporting the design of one lesson through different approaches’, Research in Learning Technology Supplement, vol. 21 [Online]. Available at http://oro.open.ac.uk/38312/1/RashomonI.pdf (Accessed 5 June 2018).
Republic of Uganda (2017/18) The Annual Health Sector Performance Report. Ministry of Health. Kampala. Available at Http://Health.Go.Ug/Sites/Default/Files/Moh%20ahspr%202017_18%20fy.Pdf (Accessed 10th November 2019).
Silvertown, J. Harvey, and M. et al (2015) Crowdsourcing the Identification of organisms: A case-study of iSpot ZooKeys 480: 125–146. [Online]. Available at https://zookeys.pensoft.net/article/4633/list/1/ (Accessed 5 September 2018).
Social Inclusion and Volunteerism: Considerations For Post-2015 Development Agenda January 2014 Unv Issue Brief. Available at https://Sustainabledevelopment.Un.Org/Content/Documents/119520443_Un%20volunteers%20post-2015%20brief%20-%20social%20inclusion%20and%20volunteerism%20web.Pdf (Accessed 10th November 2019).
Stukas, A. A., Snyder, M., & Clary, E. G. (2016). Understanding and encouraging volunteerism and community involvement. The Journal of Social Psychology, 156, 243-255.
Stukas, A., Snyder, M., & Clary, E. G. (2014). Volunteerism and community involvement: Antecedents, experiences, and consequences for the person and the situation. In D. A. Schroeder & W. Graziano (Eds.), The Oxford handbook of prosocial behavior. New York: Oxford University Press.
Medical Volunteerism as a Tool for Open Education and Social Inclusion in Uganda
Statement of the Problem and Rationale of the Project
According to the Uganda National Household Survey 2016/17, among the major concerns of the communities in accessing health services at the public health facilities were; unavailability of medicines/supplies (23%), long waiting time (13%), long-distance (12%), limited range of services (14%) and understaffing (10%). Precisely, the challenges pertaining to the limited number of medical personnel. Yet the available staff is limited in knowledge, skills, and facilities. This does not only affect Uganda but the globe at large. In the current global context, health for all is another matter of urgency because with increased mobility through migrations, formal education, and trade, the risk of spread of diseases. It is on this basis that medical volunteerism is encouraged to cover the medical service gap in communities but also as a means of open education and inclusion through the transfer and exchange of medical knowledge, skills, innovative technologies across the globe.
This research project serves a double purpose of effecting networking as an academic task under H818 The Networked Practitioner and availing information that will be used to recruit medical volunteers to promote community health. The research targets former, current and prospective medical volunteers. The specific objectives of the research will be: 1. to establish the factors that determine volunteerism, 2. to find out the type of learning that is acquired during volunteerism, 3. to find out the types of learning disseminated during volunteerism, and 4. to identify the people who would be interested in volunteering in Uganda
Volunteerism as a Mode of Open Education and Inclusion
Based on the open education philosophy of removing barriers to education, knowledge generation and transmission, I argue that volunteerism is one of the modes of open education. This is because volunteerism reconciles theory acquired in class with practice gained in the field placement or practicum. It is important to observe that there is a lot of unlimited and indiscriminate types learning that take place in the process. This gives the gist of open education and inclusion through volunteerism as supported by the open education literature below.
- Sfard (1998) argues that the acquisition metaphor and participation metaphor are important in learning. Volunteerism offers a platform for the two metaphors to reinforce each other. In this way, through practical work (volunteerism), learners inclined to one metaphor get an opportunity to appreciate and learn from the other.
- Brown et al (1989) support learning experiences through internships, apprenticeship, and learning from Just Plain Forks (JPFs). They refer to these as authentic learning where the learners get the cognitive knowledge and practical experience and can apply the knowledge. Otherwise, there is a risk of acquiring knowledge that can not be applied. Here, volunteerism offers the platform for practical work.
- Silvertown et al (2015), in their article on Crowdsourcing the Identification of organisms also reveal that the community can teach a lot to the volunteers. This could be resourceful to those in research and continuing education.
In the same way, Cormier (2008) argues that in the rhizomatic model of learning, the community acts as the curriculum and rhizome responds to changing environmental conditions. Learning should never be static; it is a dynamic process teaching people to be productive in a changing society. Volunteerism can be a good strategy for evaluating pedagogical designs and learning analytics.
Ferguson and Macfadyen, et al (2015) argue that the key component of complex pedagogy includes stakeholders, communities, current practice context, technical components, and business model. The complex pedagogy reveals education is not a mandate of only teachers. As regards, knowledge generation, the teacher, the student, and the practitioners ought to participate. I see volunteerism as an inclusion to open education as it allows a network of practitioners/stakeholders in the academic industry to get feedback, identify and train the needed skills, to evaluate pedagogical designs, and learning processes.
Review of the Progress and Exploring Multi-Media Platforms
I read the course material on the homepage of H818 and the related literature identified in the reference list. I watched the video clips and searched for more information from YouTube. Through this, I realized the need to reactivate my social media accounts, invited friends, liked or followed organizations and groups to expand my networks on Facebook, LinkedIn, blog, Website for St. Joseph, Flicker, Skype, and Twitter. As observed by the OU staff who developed the H818 course, these exercises helped me to develop and plan my own networking practices and to refine my project beyond what I had envisaged in TMA01. I started interacting with classmates on the Tutor Group Forum. Here I read and benefited from the experiences, links, and instructions given the Tutors and classmates. I revisited the title of my work, learnt more about the research, inclusion and practice networking. I learnt how to use various multi-media technologies and got information on those that can be accessed for free. This part of networking has been very helpful not only in the H818 academic tasks but is resourceful to me as a practitioner, lecturer and scholar. I copied all the links on to my computer for continuous practice, learning and teaching even when my access to H818 website expires. Indeed H818 allows maximum inclusion because as a learner from the developing country, I have already shared the links with my colleagues and students who are also benefiting. The links on multimedia forum plus the consequent emails have helped me conceptualize my poster and project. I benefited a lot from the link posted about a blog about the multimedia presentation by Karen. https://elearningyork.wordpress.com/2016/11/14/creating-resources-visual-digital-presentation/
I explored and tried out many of the technologies because they were new to me. I was thrilled by the Visual digital presentation and felt more inclined to SlideShare, portfolios, infographics, making a digital poster and google fusion tables. I was inclined to these because a) they allow me to maximise presentation with texts, pictures, videos, voices, and personal presentation. b) they are accessible and free c) they are not complicated for developing countries, d) they can be easily disseminated to other media such as Facebook, Twitter and Linkedin, e) they allow inclusion in case for those who are visually challenged or have challenges with audios or voice and f) they can be worked on concurrently with other people. At this stage of exploration, I really benefited from the guidance of tutor and classmates. For instance, while trying out the PowerPoint with animation, the animation icon on my PC remained inactive, and I could not proceed. Here Simon sent me some link with similar questions and answers, and the answer indeed helped me.
Mapping the Project and Making the Poster Making a Poster in preparation for the conference was part of the TMA02, I started exploring the H818 OpenStudio. Having picked confidence with some technologies, I started illustratively conceptualizing the whole project i.e. at the conference and beyond the conference. Here I used a software called MindMaster. I found it easy to work with to map out my entire project as illustrated in image 2 below. Image 2. After mapping, I wanted to use a PowerPoint Presentation with animations to make a Poster. I, however, made 7 slides instead of one! The feedback given from the network from the OpenStudio helped me to condense the key content on one page. Work on one slide of PowerPoint using multi-media as required by the TMA02 became hectic and I resorted to Ms. Word. I was able to insert YouTube video links, audio, pictures, screenshots, and words. Then I formatted to make a beautiful poster. I am highly indebted to Karen for the critical details about what font to use i.e. either Times New Roman or Arial and to be consistent. They ought to be bold, capital and italised to be readable from the screens. I had not thought of this while designing, I was only caring about the attractiveness from my own perspective, not others.
Research Process
The tasks of mapping, making the poster, as well as feedback, got from my classmates gave me the impetus to advance to the actual research process. The research will undergo the normal cycle of problem identification (already done), literature review (still in the process), data collection (started), data analysis and dissemination at the conference. Below are some of the progress of these stages. Sources of Data The sources of data are social media (Facebook, Twitter, and LinkedIn), volunteer organization websites and literature about the key concepts of medical volunteerism, open education, and inclusion. Prior to data collection, I designed an online questionnaire which I shared with the Tutor for pre-testing. The feedback helped to make it understandable.
Through the multi-media platform, I asked about free software for data collection. In the responses, I got several alternatives including; google forms, quiz makers, JotForm, lime survey, and others. I opted for google forms and designed a questionnaire on the link https://forms.gle/xqwNNcLbZNrH2hmR9 I am now collecting data using Twitter, Facebook, and LinkedIn. These have enabled me identity links/organizations for volunteers which I have sent a questionnaire and requested to either participate or share with the study target. This has expanded my network of medical practitioners because I have followed, liked and can now get information about their activities on my pages. Among these organizations are medical schools on the NHS ePortfolio on link https://www.nhseportfolios.org/Anon/PublicInfoPage.aspx?page=WhoUsesEPortfolio The details are presented in Image 3 below. Image 3: Source: https://www.nhseportfolios.org/Anon/PublicInfoPage.aspx?page=WhoUsesEPortfolio
According to the 2020 NHS Education for Scotland, the portfolios support a rapidly expanding number of health professionals’ achievement, reflection, and learning. It is on this basis, that I found it right to use their social media to post my questionnaire. Through Twitter, LinkedIn and Facebook, I searched and posted the questionnaire to the organizations below with the hope that they have my study population. ⁃ World Health Organization ⁃ UNAIDS ⁃ UN Volunteers ⁃ Giving way ⁃ Doctors without Boarders ⁃ International medical volunteering ⁃ International medical corps ⁃ Volunteer medical corps ⁃ Medical doctors ⁃ USAID ⁃ Irish Aid I also posted to the social media group networks, where I am a member. Including ⁃ Howzit Jinja https://www.facebook.com/groups/169025666579875/ ⁃ H800 2018 https://www.facebook.com/groups/936756316480922/ ⁃ OU MA.ODE incl H800, H809, H810, H817, H818 https://www.facebook.com/groups/363706683817437 Besides the questionnaire, I hope to collect data from websites of the volunteer organizations and make an analysis of their documents/reports. I will also review literature from the identified articles extracted from OU library.
These are listed on the bibliography below. They have been downloaded and saved in a folder on my laptop. Risks and Mitigation Measures At this stage of data collection, I foresee respondents being too busy to respond. For this, I have used a triangulation of technologies on Facebook, Twitter, and LinkedIn. I have requested contacts, networks, and organizations to share my questionnaire to the target group. I hope to get some respondents, though for now, it is still worrying. At the practical level, I foresee a challenge of conflicting values in terms of service delivery especially regarding issues of abortion, homosexuality, and euthanasia which are legalized in the North and are illegal in Uganda. Here I would give an online orientation program through a webinar. Such that whoever engages, come informed to operate within the legal framework of the host country. Having read some literature, I also foresee a challenge of volunteers not having the experience to treat/handle tropical diseases and conditions. Here I hope to network with Rubaga hospital which often gives orientation lessons to new volunteers and to re-affirm medical ethics.
Bibliography/Sources of Evidence 2020 NHS Education for Scotland https://www.nhseportfolios.org/Anon/PublicInfoPage.aspx?page=WhoUsesEPortfolio [Assessed on 6th January 2020].
Asgary R, et al. (2012) New trends of short-term humanitarian medical volunteerism: professional and ethical considerations. J Med Ethics 2013; 39:625–631. Available at https://jme-bmj-com.libezproxy.open.ac.uk/content/medethics/39/10/625.full.pdf (Accessed 6th January 2020).
Basaninyenzi, U. (2019) Social Inclusion. Available at Https://Www.Worldbank.Org/En/Topic/Social-Inclusion (Accessed 10th November 2019).
Bates, T. (2015), ‘What do we mean by open in education?’ [Online].https://www.tonybates.ca/2015/02/16/what-do-we-mean-by-open-in-education/ (Accessed 15th May 2019).
Blessinger, P. and Bliss, TJ. (2016) Introduction to Open Education: Towards A Human Rights Theory in Blessinger, P and Bliss, TJ Open Education: International Perspectives In Higher Education. Cambridge, Uk: Open Book Publishers. Pp 11-30. Available at Http://Dx.Doi.Org/10.11647/Obp.0103 (Accessed 10th November 2019).
Brown, JS. Collins, A. and Duguid, P. (1989) Situated Cognition and the Culture of Learning In Educational Researcher, Vol. 18, No. 1 (Jan. - Feb., 1989), pp. 32-42 American Educational Research Association Stable URL: http://www.jstor.org/stable/1176008
Cámara De La Fuente, L. and Comas-Quinn, A. (2016) Situated Learning in Open Communities: The Ted Open Translation Project in Blessinger, P TJ Bliss, TJ Open Education: International Perspectives In Higher Education. Cambridge, Uk: Open Book Publishers. Pp 93 -114.Available at Http://Dx.Doi.Org/10.11647/Obp.0103 (Accessed 10th November 2019).
Chuang, C & Khatri, S et al. (2015) Medical and pharmacy student concerns about participating on international service-learning trips. BMC Medical Education 15:232 Available at https://bmcmededuc.biomedcentral.com/track/pdf/10.1186/s12909-015-0519-7 (Accessed 6th January 2020).
Cormier, D. (2008) "Rhizomatic Education: Community as Curriculum," Innovate: Journal of Online Education: Vol. 4: Iss. 5, Article 2. Available At: Http://Nsuworks.Nova.Edu/Innovate/Vol4/Iss5/2 (Accessed 10th November 2019).
DeCamp, M. (2011) Ethical Review of Global Short-Term Medical Volunteerism. HEC Forum (2011) 23:91–103 Available at https://link-springer-com.libezproxy.open.ac.uk/content/pdf/10.1007/s10730-011-9152-y.pdf (Accessed 6th January 2020).
Ferguson, R., & Buckingham, S. (2012) Social Learning Analytics: Five Approaches. In: 2nd International Conference on Learning Analytics & Knowledge, 29 Apr - 02 May 2012, Vancouver, British Columbia, Canada (forthcoming).
Flaherty, A. Alberta (2004) Where a Bar of Soap Can Make a Difference: Family Planning Volunteers in Uganda Express Their Needs. The Journal of Volunteer Administration, 2004, 22(1), pp. 27-33. Wellness, Edmonton, Canada Walter Kipp University of Alberta, Edmonton, Canada Foundation for International Medical relief for children https://www.fimrc.org/uganda/volunteer (Accessed 6th January 2020).
Galukande, M. & Kituuka, 1 O. et al. (2016) Improving Surgical Access in Rural Africa through a Surgical Camp Model. Surgery Research and Practice Volume 2016, 6 pages. Available at http://downloads.hindawi.com/journals/srp/2016/9021945.pdf (Accessed 6th January 2020).
Gibson, H and Clarke, A (2018) Learning Analytics and Enhancement: A Discussion Paper. The Open University. Goozner, M (2016) Patient safety and the limits of volunteerism. Modern Healthcare; Chicago Vol. 46, Iss. 12, (Mar 21, 2016): 24. https://www.unv.org/sites/default/files/UNV%20Issue%20Brief%20-%20Basic%20Services%20and%20Volunteerism.pdf (Accessed 6th January 2020).
International Federation of Red Cross and Red Crescent Societies (2011)The value of volunteers Imagine how many needs would go unanswered without volunteershttps://www.ifrc.org/Global/Publications/volunteers/IFRC-Value-of-volunteers-report-EN.pdf (Accessed 6th January 2020).
Kristine J. Ajrouch, Toni C. Noah J. (2014) Volunteerism: Social Network Dynamics and Education In: Journals of Gerontology: Social Sciences Vol. 71, No. 2, 309–319.
Liqiang Nie Xuemeng Song Tat-Seng Chua (2016) Learning from Multiple Social Networks: In Synthesis Lectures on Information Concepts, Retrieval, and Services. Available at https://ieeexplore-ieee-org.libezproxy.open.ac.uk/xpl/ebooks/bookPdfWithBanner.jsp?fileName=7464096.pdf&bkn=7464095&pdfType=book (Accessed 6th January 2020).
María Celeste Dávila (2018) The Relationship between Social Networks and Volunteerism among Seniors, Journal of Social Service Research, 44:1, 38-49. Available at https://www-tandfonline-com.libezproxy.open.ac.uk/doi/pdf/10.1080/01488376.2017.1395382?needAccess=true&; (Accessed 6th January 2020).
McCabe & Tamara L. et al (2007) The Importance of Volunteering Functions to University Students. Australian Journal of Volunteering 12(2):pp. 50-58. Available at https://www.researchgate.net/publication/27471019_The_importance_of_volunteering_functions_to_university_students (Accessed 6th January 2020).
Miller, A, Simpson, B, (2011). Understanding the Role Of Volunteerism In Creating Social Inclusion. Available at Http://Swcrc.Ca/Wp-Content/Uploads/2013/09/Understanding-The-Role-Of-Volunteerism-In-Creating-Social-Inclusion-Final-Report-For-Swcrc-September-2011.Pdf (Accessed 6th January 2020).
Paola Zappa, P and Zavarrone, E (2010) Social interaction and volunteer satisfaction: an exploratory study in primary healthcare/ Published online: 19 March 2010. Available at https://link-springer-com.libezproxy.open.ac.uk/content/pdf/10.1007/s12232-010-0095-4.pdf
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