4 Cr2 1330 Hansen


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  • 4 Cr2 1330 Hansen

    1. 1. Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments Medicine 2.0: Social Networking and Web 2.0 Applications in Medicine and Health September 4 - 5, 2008 Margaret M. Hansen EdD, MSN, RN Associate Professor School of Nursing, University of San Francisco [email_address] www.m2hnursing.com
    2. 3. Overview <ul><li>What is a 3-D Virtual World (VW)? </li></ul><ul><li>Web 2.0/ 3.0 applications </li></ul><ul><li>The types of VWs </li></ul><ul><li>Pedagogical Potential </li></ul><ul><li>Healthcare Professional Education Examples </li></ul><ul><li>Theories as tenets to support VWs </li></ul><ul><li>Strengths and Challenges </li></ul><ul><li>Improving the future of healthcare education? </li></ul><ul><li>Conclusion/Discussion </li></ul>
    3. 4. Questions to ponder <ul><li>Are Web 3-D applications ‘effective tools’ in the education of healthcare professionals? </li></ul><ul><li>How do we harness the ‘power’ associated with Web 3-D applications that exist today and those in the future? </li></ul><ul><li>What is the ‘relevance’ associated with the use of these technologies in healthcare and education? </li></ul>
    4. 5. Semantic Web <ul><li>Web 2.0/3.0: A second/third form of the Web’s architecture and applications that enable social publishing </li></ul><ul><ul><li>Blogs, wikis, podcasts, YouTube, Facebook, Twitter, TeeBeeDee </li></ul></ul><ul><ul><li>Murray (2008) elaborates the many examples of Web 2.0 applications </li></ul></ul><ul><li>Massively Multiplayer Virtual World (MMVW) </li></ul><ul><ul><li>One example of Web 2.0/3.0 dynamic computer-based application </li></ul></ul>
    5. 6. VWs <ul><li>Currently, the most popular is Second Life (SL) created by Linden labs </li></ul><ul><ul><li>Streaming audio/video/TV/YouTube </li></ul></ul><ul><ul><li>3-D virtual libraries, virtual tourist attractions, social interactive venues, health information island, </li></ul></ul><ul><ul><li>Lectures, conferences, global preparedness class </li></ul></ul><ul><ul><li>Approximately 6.5 million virtual residents from over 100 countries </li></ul></ul><ul><ul><li>CDC and NIH conduct meetings in SL to discuss the educational potential of SL </li></ul></ul>
    6. 8. VWs as Gaming Events <ul><li>Massively Multiplayer Online Game (MMOG) platform (Kusumoto et. al,07) </li></ul><ul><ul><li>Training site for a “mass casualty” event </li></ul></ul><ul><ul><li>Goal oriented with multiple players in a collaborative gaming environment </li></ul></ul><ul><li>Authors of the Horizon Report argue VWs are not games and state “pure” VWs </li></ul><ul><ul><li>Such as SL, There, Active Worlds </li></ul></ul><ul><ul><li>User creates a 3-D world vs. playing an online game </li></ul></ul>
    7. 9. Pedagogical Potential <ul><li>An explosion of VWs being used as e-learning spaces </li></ul><ul><li>Research in this area is in its infancy </li></ul><ul><li>Nonetheless, there are reported advantages to having students engage </li></ul><ul><ul><li>Actively interact with learning materials </li></ul></ul><ul><ul><li>Role play skills </li></ul></ul><ul><ul><ul><li>Perhaps a reduction in anxiety performing? </li></ul></ul></ul><ul><ul><ul><li>Increased competency in skills? </li></ul></ul></ul><ul><ul><li>Become aware of the benefits associated with collaboration? </li></ul></ul>
    8. 10. Healthcare Professional Education <ul><li>Advanced Learning and Immersive Virtual Environment (ALIVE) </li></ul><ul><ul><li>A team dedicated to providing educators an opportunity to develop learning content that is brought to life in 3-D VWs </li></ul></ul><ul><ul><li>ALIVE DX editor is a simple to use game creator for educators to create 3-D VWs via the Web or CD-ROM </li></ul></ul><ul><ul><li>Inexpensive to use d/t no licensing fees </li></ul></ul>
    9. 12. Healthcare Professional Education <ul><li>Turning to immersive and interactive 3-D VWs for medical and nursing education </li></ul><ul><ul><li>Coventry University, Imperial College (London) </li></ul></ul><ul><ul><li>Ann Myers Medical Center in SL </li></ul></ul><ul><ul><ul><li>Mesko (08) presents top 10 virtual medical sites in SL </li></ul></ul></ul><ul><ul><li>Sexual Health Sim in SL </li></ul></ul><ul><ul><ul><li>Boulos (08) is a leader in 3-D Virtual education </li></ul></ul></ul><ul><ul><li>Nursing education </li></ul></ul><ul><ul><ul><li>Miller (08) uses “Centralia” island in SL to teach nursing students </li></ul></ul></ul><ul><ul><li>PULSE!! </li></ul></ul><ul><ul><ul><li>A place to learn clinical skills; students (82%) look favorably on this program </li></ul></ul></ul>
    10. 13. Sexual Health Sim in Second Life  <ul><li>http://www. vimeo .com/1170396 </li></ul><ul><li>Maged N Kamel Boulos, Toth-Cohen, S. The University of Plymouth Sexual Health SIM experience in Second Life®: evaluation and reflections after one year. Health Information and Libraries Journal. 2008; 25(x): in press </li></ul>
    11. 16. Social Technologies Tend to Converge & Blend <ul><li>Nursing ACLS training in Second Life </li></ul>
    12. 17. Examples <ul><li>Nursing Education in Second Life </li></ul><ul><li>Second Health: Emergency Care </li></ul><ul><li>Virtual Hospital of Play2Train in Second Life on Obelix 1 </li></ul>
    13. 18. Theoretical Frames <ul><li>Roger’s Diffusion of Innovations </li></ul><ul><ul><li>Five attributes of an innovation that effects adoption </li></ul></ul><ul><ul><ul><li>Relative advantage of the innovation over an idea that it superseded </li></ul></ul></ul><ul><ul><ul><li>How compatible is the innovation to the needs of the adopter? </li></ul></ul></ul><ul><ul><ul><li>How difficult is the innovation to understand and use </li></ul></ul></ul><ul><ul><ul><li>May the innovation be tested in a timely manner? </li></ul></ul></ul><ul><ul><ul><li>Are the outcomes associated with the innovation visible to others </li></ul></ul></ul><ul><ul><li>Clear explanation is necessary for academics, students, and employers despite the rush to adopt </li></ul></ul>
    14. 19. Theoretical Frames <ul><li>Roger’s Diffusion of Innovations </li></ul><ul><ul><li>Three types of decisions associated with adoption </li></ul></ul><ul><ul><ul><li>System is optional; may be adopted or rejected by individual </li></ul></ul></ul><ul><ul><ul><li>The collective group makes a decision to adopt or reject the technology </li></ul></ul></ul><ul><ul><ul><li>Authoritarian makes the decision for the group to adopt or reject- the others will follow… </li></ul></ul></ul><ul><ul><li>Google’s “Lively” makes it much easier to create avatars and personal rooms to embed other social networking tools. </li></ul></ul>
    15. 20. Theoretical Frames <ul><li>Siemens’ Connectivism Learning </li></ul><ul><li>“ Knowledge is distributed across networks of connections…learning consists of the ability to construct and traverse those networks” (S. Downes) </li></ul><ul><li>The use of VWs dovetails with the thesis of VWs being supportive of communication, community, and sharing </li></ul><ul><li>Hobbs, Brown, and Gordon (2008) state the benefits associated with the developing communities of practice within VW environs in order to transfer skills that enhance collaboration in the work force </li></ul>
    16. 21. Strengths <ul><li>An individual may design and construct unique environments and then share them with others for the benefit of ‘all’ learning worldwide </li></ul><ul><li>Students may ‘actively’ construct while following learning objectives </li></ul><ul><ul><li>A group of engineering students may be given the challenge to develop a course for adolescents with diabetes, etc. </li></ul></ul><ul><ul><li>Anytime, Anywhere benefit for distance learning </li></ul></ul><ul><ul><li>Net Generation may (?) relate to the social technology and find them easy to navigate </li></ul></ul>
    17. 22. Challenges <ul><li>Critics may be present as with any new technological tool </li></ul><ul><li>The actual effectiveness is questionable until further research is conducted </li></ul><ul><li>Time, Time, Time…to develop the 3-D VWs </li></ul><ul><li>Is it efficient to share text, images, videos via an avatar vs. a standard format on a computer desktop? </li></ul><ul><li>Ownership of original work on the Web </li></ul><ul><li>Certification of authorship </li></ul>
    18. 23. Research <ul><li>The effects of VWs on learning outcomes is lacking </li></ul><ul><li>Bainbridge (2007) states to conduct it now because current transformation of the VW is time sensitive </li></ul><ul><li>Byrne (2008) found positive results in high-school students’ interactivity was significant in a small study (N=38) </li></ul>
    19. 24. Vision for the Future <ul><li>What already exists on the Web? </li></ul><ul><li>Why recreate the educational material if it exists and has a reputable authorship? </li></ul><ul><li>VWs may serve as adjunct or pre- or post-educational tool </li></ul><ul><li>Look to the new 3-D development sites that are popping up right now! </li></ul>
    20. 26. Discussion <ul><li>There appears to be a ‘push’ in higher education to incorporate learning tools that promote active/inteactive learning vs. the Socratic method </li></ul><ul><li>Explore, create, imagine, collaborate, role play, interact, socialize, learn, experiment in an online environment </li></ul>
    21. 27. Conclusion <ul><li>Exciting to learn in this manner? Enjoyable? </li></ul><ul><li>Motivate the educator to develop 3-D VWs? </li></ul><ul><li>Age group? </li></ul><ul><ul><li>Controversial </li></ul></ul><ul><ul><li>Majority of the resident learners in SL are in their 30’s (Boulos, 2008, personal communication) </li></ul></ul><ul><li>Maintain students’ interest? </li></ul><ul><li>Creative expression, expand social skills, promote active participation, enhance student engagement, motivate self-directed learning </li></ul>
    22. 28. Conclusion <ul><li>Thank you for attending today’s presentation </li></ul><ul><li>References are located in the paper published in JMIR 2008, vol. 10, iss. 3 </li></ul><ul><li>The research for the paper and presentation was made possible by the U of Technology Sydney, School of Nursing, where I spent my sabbatical this year </li></ul>