Profiles

Megan Quentin-Baxter

UTAS Home Professor Megan Quentin-Baxter

Megan Quentin-Baxter

Adjunct Professor

Room A134 , Building A

+61 3 6324 3253 (phone)

Megan.Quentin-Baxter@utas.edu.au

As Associate Dean Learning and Teaching Megan is responsible, on behalf of the Dean, for overseeing the provision of education in the Faculty of Education (from January 2017). She retains her Professor of Technology Enhanced Learning and Teaching title from when she joined the Faculty of Health and the Tasmanian Institute for Learning and Teaching in 2014. For a more detailed career history please see the ‘career’ tab.

A Principal Fellow of the Higher Education Academy, Fellow of the Academy of Medical Educators and SCORE Fellow, Megan champions excellent learning and teaching pedagogy and modernising curricula. She is an advocate for a ‘whole of course’ approach to scaffolding student learning and supporting teaching teams. She advocates for technology enhancements that provide additional opportunities including novel ways of accessing education. They also enable innovation in teaching methods through new tools, learning support systems and environments. Technology is subject to rapid change and can discriminate in favour of 'digital natives'.

Associate Dean Learning and Teaching

Megan has a busy role with responsibility for quality and supporting staff in optimising the delivery of their courses and units.

'We have to balance the priorities of educational innovation and great pedagogy with consistent quality enhancement and assurance,' she said. 'Fostering social interaction alongside challenges like simulation and keeping a professional diary help students record and scaffold their learning experiences, especially connecting what they learn in theory with practice.'

Student support, socialisation, benchmarking, accreditation and appropriate feedback are all important considerations. The issue of digital literacy is also a factor for consideration with teachers and students as many units are available online.

'Technology is an enabling tool that should improve efficiency and be instinctive to use. When used well in teaching it should be invisible.'

The ultimate goal of Megan's role is an improved student journey that produces graduates who go on to make a contribution to society.

'Our graduates are the leaders of tomorrow. They will go on to shape policy and make a difference to the state, the nation and hopefully the world,' said Megan

Megan is Associate Dean Learning and Teaching and Professor of Technology Enhanced Learning and Teaching (TELT) in the Faculty of Education at the University of Tasmania. She previously held a conjoint appointment between Faculty of Health and the Tasmanian Institute of Learning and Teaching (TILT). Prior to that she was Professor of Health Professions Education and Director of Engagement in the School of Medical Sciences Education Development at Newcastle University in the UK where she taught on programs in the Faculty of Medical Sciences and served on many university committees and national project/service advisory boards for the Jisc and UK Higher Education Funding Councils. Megan also directed the Higher Education Academy (HEA) subject centre for Medicine, Dentistry and Veterinary Medicine, tasked with supporting UK higher education to deliver an excellent student experience (2000-2012).

Megan leads the University of Tasmania recognition scheme (reporting to Natalie Brown and David Sadler) to award Fellowship of the Higher Education Academy to staff demonstrating excellence in learning and teaching and is a member of the HEA Australasia Strategic Advisory Board.

Teaching

Teaching expertise

Megan is interested in all areas of education and teaching standards including modern teaching methods and creating enablers and promoting risk-managed approaches to openly sharing learning and research materials. She has a strong interest in informatics and ethics in digital environments and acted as a consultant to the Jisc, General Medical Council and the Leadership Foundation HE in the UK.

She is particularly interested in how students learn and the establishment of authentic learning experiences, and responding to changes in the last two decades have dramatically increased the ability of learners to self-learn by accessing knowledge, forums and free courses online. Course leaders have responsibility for guiding and supporting students (facilitating learning), rather than communicating knowledge.

View more on Professor Megan Quentin-Baxter in WARP

Expertise

Prof Quentin-Baxter promotes and support pedagogic research where she has acted as supervisor and examiner of masters and doctoral research students. Topics range across any of the below as they pertain to education:

  • Admissions (recruitment vs. selection, use of psychometric tests, long term evaluation of admissions policies), career destinations and development
  • Assessment (especially high-stakes and psychometrics in assessment)
  • Communities of practice
  • Continuing professional development
  • Digital literacy
  • Institutional business processes, risk management, efficiency
  • Leadership development
  • Learning technologies
  • Open education and open educational resources
  • Role of ethics in educational research and eLearning
  • Social media, communication and mobile learning
  • Student support (for all students of all abilities)
  • Reward and recognition of staff
  • Teaching quality and standards

Fields of Research

  • Higher education (390303)
  • Teacher education and professional development of educators (390307)
  • Medicine, nursing and health curriculum and pedagogy (390110)
  • Educational technology and computing (390405)
  • Secondary education (390306)
  • Curriculum and pedagogy theory and development (390102)
  • Health services and systems (420399)
  • Education assessment and evaluation (390402)

Research Objectives

  • Teaching and instruction technologies (160304)
  • Assessment, development and evaluation of curriculum (160301)
  • Expanding knowledge in education (280109)
  • Teacher and instructor development (160303)
  • Health education and promotion (200203)
  • Learner and learning (160199)
  • Pedagogy (160302)

Publications

Total publications

16

Journal Article

(7 outputs)
YearCitationAltmetrics
2018Brett PD, Fitzallen N, Kilpatrick S, Morrison C, Reynolds B, et al., 'Learning the Words: supervising teachers and the language of impact in an initial teacher education programme', Australian Journal of Teacher Education, 43, (8) Article 7. ISSN 0313-5373 (2018) [Refereed Article]

DOI: 10.14221/ajte.2018v43n8.7 [eCite] [Details]

Citations: Scopus - 2Web of Science - 2

Co-authors: Brett PD; Fitzallen N; Kilpatrick S; Morrison C; Reynolds B; Kertesz J; Mainsbridge C

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2018Morrison CM, Masters J, Quentin-Baxter M, 'Implementation of Portfolios within Australian Initial Teacher Education: Who's Leading the Charge?', The Australian Journal of Teacher Education, 43, (7) Article 6. ISSN 0313-5373 (2018) [Refereed Article]

DOI: 10.14221/ajte.2018v43n7.6 [eCite] [Details]

Co-authors: Morrison CM; Masters J

Tweet

2015Mather C, Quentin-Baxter M, 'A Journal Club Review - Tips for promoting professional identity development', Medical Education (Conversations in Medical Education online blog) pp. 1-3. ISSN 1365-2923 (2015) [Non Refereed Article]

[eCite] [Details]

Co-authors: Mather C

2010Brown G, Quentin-Baxter M, Belshaw Z, 'WikiVet: building a community of practice to support a self-sustaining wiki for veterinary education', International Journal of Web Based Communities, 6, (2) ISSN 1477-8394 (2010) [Refereed Article]

DOI: 10.1504/IJWBC.2010.032234 [eCite] [Details]

Citations: Scopus - 8

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2005Quentin-Baxter M, Spencer JA, Rhind SM, 'Working in parallel, learning in parallel?', Veterinary Record: Journal of The British Veterinary Association, 157, (22) pp. 692-695. ISSN 0042-4900 (2005) [Refereed Article]

DOI: 10.1136/vr.157.22.692 [eCite] [Details]

Citations: Scopus - 3Web of Science - 5

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1999Quentin-Baxter M, 'Quantitative Evidence For Differences Between Learners Making Use Of Passive Hypermedia Learning Environments', A C M Computing Surveys: The Survey and Tutorial Journal of The Acm: (Association for Computing Machinery), 31, (4es) pp. 1-6. ISSN 0360-0300 (1999) [Refereed Article]

DOI: 10.1145/345966.346022 [eCite] [Details]

Citations: Scopus - 4

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1992Quentin-Baxter M, Dewhurst d, 'An interactive computer-based alternative to performing a rat dissection in the classroom', Journal of Biological Education, 26, (1) pp. 27-33. ISSN 0021-9266 (1992) [Refereed Article]

DOI: 10.1080/00219266.1992.9655239 [eCite] [Details]

Citations: Scopus - 9Web of Science - 9

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Conference Publication

(7 outputs)
YearCitationAltmetrics
2017Masters JE, Morrison CM, Quentin-Baxter M, 'The journey from pre-service teacher to practicing teacher: A national snapshot of portfolios of evidence in Australian initial teacher education', 2017 ePortfolio Forum: Owning, supporting and sharing the journey - Book of Short Papers, 20-21 September 2017, Melbourne, Australia, pp. 53-58. (2017) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Masters JE; Morrison CM

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2014Nash RE, Bill AF, Kelder J-A, Walls JT, Rundle NC, et al., 'Community of Practice finding common inner space through Quality Pursuit', Teaching Matters 2014 - 'Spaces and Places', 2 December 2014, Tasmania (2014) [Keynote Presentation]

[eCite] [Details]

Co-authors: Nash RE; Bill AF; Kelder J-A; Walls JT; Rundle NC; Ellis L; Ennever ER; Williams A-MM; De Silva EC; Symes MF

2010Quentin-Baxter M, Hardy S, 'Open Educational Resources (OER) World wide access to learning and teaching resources', MedBiquitous Annual Conference, 26-28 April, 2010, London (2010) [Plenary Presentation]

[eCite] [Details]

2010Williams J, Hardy S, Quentin-Baxter M, 'Citation for Proposing a 'Consent Commons' in open education - balancing the desire for openness with the rights of people to refuse or withdraw from participation', Repositorio Institucional: Universitat Oberta de Catalunya (UOC), 2-4 November, 2010, Barcelona, Spain (2010) [Refereed Conference Paper]

[eCite] [Details]

2008Quentin-Baxter M, Kelly J, Probert S, MacMahon C, Ferrell G, 'A model for evidencing the benefits of technologyenhanced learning in higher education in the UK', Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008, 30 Nov - 3 Dec, 2008, Melbourne, Australia (2008) [Refereed Conference Paper]

[eCite] [Details]

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2001Quentin-Baxter M, McDonald T, 'Managing networked learning environments for health via XML databases and Zope', Tenth International World Wide Web Conference, 1-5 May, 2001, Hong Kong (2001) [Conference Extract]

[eCite] [Details]

1998Quentin-Baxter M, 'Hypermedia learning environments limit access to information', Computer Networks and ISDN Systems, 14-18 April, 1998, Brisbane, Australia, pp. 587-590. ISSN 1389-1286 (1998) [Refereed Conference Paper]

[eCite] [Details]

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Contract Report, Consultant's Report

(1 outputs)
YearCitationAltmetrics
2007Ferrell G, Kelly J, MacMahon C, Probert S, Quentin-Baxter M, et al., 'CAMEL Tangible Benefits of E-Learning Project Final Report', JISC Learning and Teaching Committee (JLT), United Kingdom, Final Report (2007) [Consultants Report]

[eCite] [Details]

Other Public Output

(1 outputs)
YearCitationAltmetrics
2018Morrison C, Buckworth J, Hay I, Masters J, Page L, et al., 'NADPE report: professional experience in initial teacher education', Federal Department of Education and Training, Australia, Australia (2018) [Government or Industry Research]

[eCite] [Details]

Co-authors: Morrison C; Masters J; Page L; Saunders C

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Grants & Funding

Funding Summary

Number of grants

49

Total funding

$15,807,184

Projects

High quality educational research into the use of e-portfolios (portfolios) to promote curriculum integration and lead evidence of attaining professional standards (2018)$13,144
Description
Significant changes in the Australian higher education sector, including deregulated enrolments andsubsequent unregulated growth in professional qualifying programs (e.g. Social Work, Education andAssociate Degrees), have created major challenges for universities and their industry partners. Of particularconcern is the need for, and increasing difficulty in securing, sufficient numbers of high quality professionaleducation placements and work-integrated learning opportunities (Allen & Wright, 2014).This proposed research project asks What are the advantages of using portfolios in work-integrated andprofessional qualifying university programs, for students, the University and the placement agencies, aimingto explore how student portfolios contribute to the redesign of one of the most resource-intensive aspects ofplacements (Beckers, Dolmans, & van Merrinboer, 2016): the evidence-based assessment of studentachievement of professional practice standards (e.g. https://www.aasw.asn.au/careers-study/asweas-2017-launch and https://www.aitsl.edu.au/teach/standards).UTAS new portfolio software for MyLO, and web-based documentation management system, provide anopportunity for the partners to integrate curricula with authentic field/placement study and work-integratedlearning (Degrees of Difference, 2016; Venville, Cleak & Bould, 2017).Portfolios offer a highly flexible formative and/or summative pedagogic approach (Gmiz-Snchez, Gallego-Arrufat, & Crisol-Moya, 2016), and are accessible to work-based supervisors, enabling co-design, delivery,moderated assessment of student achievement (and evaluation) of the curriculum (Mahar & Strobert, 2010;Schuwirth & van der Vleuten, 2011).The project capitalises on complementary expertise from the Discipline of Social Work (Social Sciences) andthe School of Education, with the University College, and responds to well-documented social welfare andeducational needs in the State (West, 2013).This new partnership will use a literature scoping review, surveys of students and peers/colleague supervisorsand case study approach (see timelines below) to thoroughly document the current baseline, compared withthe use of portfolios to augment learning in practice, to provide the foundation for the development of an ARCLinkage grant application.
Funding
University of Tasmania ($13,144)
Scheme
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
Quentin-Baxter M; Vreugdenhil AJ; Masters JE; Stanford SN; Downing JJ; Carr AR; McDonald T
Year
2018
Underpinning refinement of animal research through e-learning/web-based training resources (2014 - 2015)$109,471
Funding
National Centre for the Replacement, Refinement & Reduction of Animals in Research ($109,471)
Scheme
Grant
Administered By
Newcastle University
Research Team
Flecknell P; Quentin-Baxter M; Thomas A; Gledhill J
Period
2014 - 2015
Co-curate North-East (2013 - 2014)$537,357
Funding
Arts & Humanities Research Council ($537,357)
Scheme
Grant
Administered By
Newcastle University
Research Team
Cross E; Quentin-Baxter M; Wheeldon I; Leat D; Newnham A; Corsane G; Watson P
Period
2013 - 2014
Special Project in eLearning (2013)$93,502
Funding
Newcastle University ($93,502)
Scheme
Grant
Administered By
Newcastle University
Research Team
Hardy S; Quentin-Baxter M
Year
2013
Student Employment (2013)$1,503
Funding
Newcastle University ($1,503)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Cotterill S
Year
2013
Open Access (2013)$400,689
Funding
Research Councils UK ($400,689)
Scheme
Grant
Administered By
Newcastle University
Research Team
O'Loughlin N; Quentin-Baxter M
Year
2013
Changing the Learning Landscape (2013)$4,340
Funding
Leadership Foundation for Higher Education ($4,340)
Scheme
Consultancy
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Year
2013
ePortfolio roll out (2013)$30,852
Funding
Newcastle University ($30,852)
Scheme
Grant
Administered By
Newcastle University
Research Team
Hardy S; Quentin-Baxter M
Year
2013
Ethics Approval (2013)$11,677
Funding
Higher Education Academy ($11,677)
Scheme
Consultancy
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Year
2013
Changing the Learning Landscape (2013)$6,506
Funding
Leadership Foundation HE ($6,506)
Scheme
Consultancy
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Year
2013
iridium extension (2013)$60,937
Funding
Jisc MRD ($60,937)
Scheme
Grant
Administered By
Newcastle University
Research Team
Wheeler J; Quentin-Baxter M; Wood L; Hardy S; Ottaway V
Year
2013
Best evidence workshops (2) (2013)$3,337
Funding
Higher Education Academy ($3,337)
Scheme
Grant
Administered By
Newcastle University
Research Team
Hammick M; Illing J; Quentin-Baxter M
Year
2013
Student Employment (2012)$495
Funding
Newcastle University ($495)
Scheme
Grant
Administered By
Newcastle University
Research Team
Ottaway V; Quentin-Baxter M
Year
2012
International dissemination of OER (2012)$11,549
Funding
Higher Education Academy ($11,549)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Hardy S
Year
2012
Veterinary Discipline Lead (2012)$75,895
Funding
Higher Education Academy ($75,895)
Scheme
Grant
Administered By
Newcastle University
Research Team
Brown G; Quentin-Baxter M
Year
2012
Staff development workshops in digital rights (2012)$15,375
Funding
Newcastle University ($15,375)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Hardy S
Year
2012
OER for PSRB/SAs (2012)$52,930
Funding
JISC ($52,930)
Scheme
Grant
Administered By
Newcastle University
Research Team
Pender N; Quentin-Baxter M; Hilton S; Petty-Saphon K; Draycott C
Year
2012
RIDLR & SupOERglue (2012)$82,457
Funding
JISC ($82,457)
Scheme
Grant
Administered By
Newcastle University
Research Team
Hardy S; Cotterill S; Outterside J; Peterson J; Quentin-Baxter M
Year
2012
Case Study (2012)$3,295
Funding
SCORE, Open University ($3,295)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Kom N
Year
2012
Case study: Assuring effective personal choice in a world of open data (2012)$8,130
Funding
Framework for Responsible Research in ICT (FRRIICT), EPSRC ($8,130)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Williams J; Hardy S; Vemon B
Year
2012
Publish OER (2011)$252,800
Funding
JISC ($252,800)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Hardy S; Cotterill S; Estelle L; Bide M; Wise A; Edwards R; Short N
Year
2011
SCORE Fellowship (2011)$28,714
Funding
SCORE, Open University ($28,714)
Scheme
Fellowship
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Year
2011
HEA Support (2011)$86,375
Funding
Higher Education Academy ($86,375)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Ottaway V
Year
2011
Iridium (2011)$332,021
Funding
JISC ($332,021)
Scheme
Grant
Administered By
Newcastle University
Research Team
Wheeler J; Quentin-Baxter M; McGough S; O'Loughlin N
Year
2011
Transferability (2011)$165,222
Funding
Higher Education Academy ($165,222)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Ottaway V
Year
2011
PORSCHE (2010)$205,905
Funding
JISC ($205,905)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Osborne R; Hardy S
Year
2010
ACTOR (2010)$32,980
Funding
JISC ($32,980)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Stewart J; Cooper N; McKendree J; Atkinson L; Greenwood S
Year
2010
OOER (2009 - 2010)$412,914
Funding
JISC ($412,914)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Period
2009 - 2010
Subject Centre (2009 - 2010)$1,816,594
Funding
Higher Education Academy ($1,816,594)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Period
2009 - 2010
Reward and Recognition (2007 - 2010)$7,438
Funding
HEFCE ($7,438)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Period
2007 - 2010
Tangible benefits of eLearning (2007)$99,254
Funding
JISC ($99,254)
Scheme
Grant
Administered By
Newcastle University
Research Team
Ferrell G; Quentin-Baxter M; Riachi R; Probert S; McMahon C
Year
2007
VETNET LLN (2007)$6,146,219
Funding
HEFCE ($6,146,219)
Scheme
Grant
Administered By
Newcastle University
Research Team
Probyn P
Year
2007
DEL 2 pert 2 (2007)$32,350
Funding
JISC ($32,350)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Brown G
Year
2007
FAM NHS-HE (2007)$40,440
Funding
JISC ($40,440)
Scheme
Grant
Administered By
Newcastle University
Research Team
McDonald T; Quentin-Baxter M; Ingram C; Wheeler J
Year
2007
DEL2 (2007)$48,530
Funding
JISC ($48,530)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Year
2007
Accessibility in ePortfolios (2007)$4,045
Funding
JISC ($4,045)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Year
2007
CETL support (2006 - 2007)$17,150
Funding
Higher Education Academy ($17,150)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Period
2006 - 2007
eLearner experiences (2006 - 2007)$4,045
Funding
JISC ($4,045)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Period
2006 - 2007
FDTL evaluation (2006)$11,650
Funding
HEFCE ($11,650)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Year
2006
Vice Chancellors Teaching Award (2006)$14,078
Funding
Newcastle University ($14,078)
Scheme
Award
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Year
2006
Subject Centre (2005 - 2008)$3,236,757
Funding
Higher Education Academy ($3,236,757)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Jordan R
Period
2005 - 2008
UK CDR (2005 - 2006)$321,154
Funding
JISC ($321,154)
Scheme
Grant
Administered By
Newcastle University
Research Team
Byrne G; Owen A; Quentin-Baxter M
Period
2005 - 2006
Widening participation (2005)$12,142
Funding
LSDA ($12,142)
Scheme
Grant
Administered By
Newcastle University
Research Team
Purcell N; Quentin-Baxter M
Year
2005
EPICS (2005 - 2006)$517,941
Funding
JISC ($517,941)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Hardy S; Wheeler J; McDonald T
Period
2005 - 2006
DEL programme (2004 - 2005)$64,745
Funding
JISC ($64,745)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Hardy S; Hollands P
Period
2004 - 2005
IAMSECT (2004 - 2005)$242,845
Funding
JISC ($242,845)
Scheme
Grant
Administered By
Newcastle University
Research Team
Wheeler J; Quentin-Baxter M; McDonald T; Racey C
Period
2004 - 2005
Employability (2003)$8,095
Funding
Higher Education Academy ($8,095)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M
Year
2003
TLTP transferability (2003)$40,445
Funding
HEFCE ($40,445)
Scheme
Grant
Administered By
Newcastle University
Research Team
McDonald T; Quentin-Baxter M
Year
2003
Interoperability (2002)$80,895
Funding
HEFCE ($80,895)
Scheme
Grant
Administered By
Newcastle University
Research Team
Quentin-Baxter M; Manning P
Year
2002

Research Supervision

Current

1

Current

DegreeTitleCommenced
PhDThe Older Persons Experience of Nurse-Led Healthcare Information Sharing: A video reflexive ethnography2014