Video Oral Hygiene Instructions Final - Jose Castillo revised


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  • …as preventative method for reducing dental plaque, addressing gingivitis/periodontitis, and preventing caries This is implemented through the use of …The reason this subject area is important is because…
  • The goal of this study is to… w/subgoals…To address these goals…we have the following objectives….Edge: supports micro-learning; spaced repetitionThese objectives are provided by dividing the OHI video into 3 segments….(which will be explained in the next slide)…this addresses the issue of information overload…I introduce a video that repeats information 3 times via 3 different modalities
  • These objectives are provided by dividing the OHI video into 3 segments….(which will be explained in the next slide)…this addresses the issue of information overload…I introduce a video that repeats information 3 times via 3 different modalities
  • In the 2nd segment, there is teacher-modeling
  • translates
  • The intention is…
  • w/the intention:
  • Video Oral Hygiene Instructions Final - Jose Castillo revised

    1. 1. By: Jose CastilloMay 4, 2013Teachers CollegeIntro to Mobile Phone LearningVIDEO ORAL HYGIENEINSTRUCTIONS
    2. 2.  Subject AreaOral hygiene instructions in dentistryVideo-source Rationale:Need for Spanish oral hygiene instruction Goal:Reduce dental plaque, address gumdisease, and prevent tooth decayImprove the efficacy and efficiency of OHIbetween English dentist and Spanish patientEmpower dental patientGENERAL OVERVIEW
    3. 3. Objectives:Introduce relevance ofbrushing, flossing, rinsing, and eating ahealthy diet to Spanish patient.Introduce audio-visual instructions (Lees etal, 2000)Introduce instructions in Spanish(Newport, 1990)Introduce front camera + split-screen features(Edge et al, 2011)LEARNING OBJECTIVES
    4. 4.  Spanish-speaking dental patient Registered patients at Columbia Dental School Age range: 18-65 Hispanic Presenting for comprehensive dental exam + cleaning English-speaking dental provider Dental students at Columbia DentalAUDIENCE
    5. 5. Video divided into 3 segments:(1) verbal/written(2) video technique teacher-modeling(3) self-practice + self/dentist-assessmentIndividuals take OHI questionnairePossibility for patient to take a copyof video homeDESIGN
    6. 6.  Constructivist Learner constructs new ideas from previous and currentknowledge (Naismith et al, 2004) Participant comes with previous dental knowledge &acquires new information (1st & 2nd segments) Learning occurs through participatory simulations(Naismith et al, 2004) 3rd segment of OHI activity: split camera option Left half of screen: front screen camera to self-evaluate theirtechnique Right half of screen: video loop of proper brushing/flossingtechnique (from 2nd segment) Learner takes active role by brushing/flossingLEARNING THEORIES
    7. 7.  BehavioristLearning occurs as a change in learner’s observableactions (Naismith et al, 2004)Activity informs and addresses tooth decay(relevance of brushing/flossing steps, 1st/2nd)Dentist provides positive feedback (3rd segment)Improved technique = reduced tooth decay + reduceddental plaque levels + reduced gum diseaseParticipant changes behavior after observableresults + positive feedback (post-learning activity)LEARNING THEORIES
    8. 8. Modified target audience to Spanish dentalpatientsReduced target audience to resonate withgoals and objectivesFocus on 1 population and see if it succeedsAdded dentist assessment during 3rd segmentOriginally only had self-assessmentTheoretical framework still holds strong afterUser Interface testing.CHANGES SINCE LASTPRESENTATION
    9. 9.  Created the video. Met each participantin a quiet setting. Introduced activity bytalking about therelevance of good oralhygieneAssociation of gumdisease withstroke, heartdisease, diabetes, and premature birth.CASE SCENARIO
    10. 10. Imagine…Returned from work.Finished dinner about 15 minutes ago.Thinking of brushing and flossing your teethbefore doing something relaxing Left relaxing activity open-ended Tried to link brushing/flossing with subsequent relaxing activity.Now, you start to look over this fun activity toimprove your oral hygiene.CASE SCENARIO (CONT)
    11. 11.  Ahmad, Nabeel. IBM Mobile Bluepages Study. IBM Center forAdvanced Learning. Pg 1-26. Ahmad, Nabeel and Peter Orton. Smartphones Make IBMSmarter, But Not As Expected, T +D. pg 46-49. Jan 2010. Edge, Darren et al. MicoMandarin: Mobile Language Learning inContext. CHI, 2011. Lees, Adele. A Comparison Between Written, Verbal, andVideotape Oral Hygiene Instruction for Patients with FixedAppliances. Journal of Orthodontics. 27.Pg 323-327. 2000. Marsick, V.J., & Watkins, K.E. (1990). Informal and incidentallearning. London: Routledge. Naismith, L., Lonsdale, P., Vavoula, G. N., & Sharples, M. (2004).Mobile technologies and learning. Futurelab. Sharples, Mike et al. Towards a Theory of Mobile Learning. 2005.REFERENCES