College Health 2.0 Utilizing Social Media and Interactive Technology to Enhance Delivery of Health and Wellness Information in College Health American College Health Association May 29, 2009

Presenters Lindsey Bickers Bock, MPH Duke University, Durham, North Carolina John Vaughn, MD The Ohio State University, Columbus, Ohio Michelle Burtnyk, MPH (Candidate) Simon Fraser University, Burnaby, British Columbia Pam McCracken, MSW Colorado State University, Fort Collins, Colorado

Lindsey Bickers Bock, MPH

Duke University, Durham, North Carolina

John Vaughn, MD

The Ohio State University, Columbus, Ohio

Michelle Burtnyk, MPH (Candidate)

Simon Fraser University, Burnaby, British Columbia

Pam McCracken, MSW

Colorado State University, Fort Collins, Colorado

Lindsey Bickers Bock, MPH Health Education Specialist, Student Health Center Duke University Private University in Durham, NC 6,340 undergraduate students 7,117 graduate and professional students

Health Education Specialist, Student Health Center

Duke University

Private University in Durham, NC

6,340 undergraduate students

7,117 graduate and professional students

John A. Vaughn, MD Senior Manager, E-Health Initiatives, Student Health Services The Ohio State University Public university in Columbus, Ohio 39,209 undergraduate students 10,097 graduate and professional students

Senior Manager, E-Health Initiatives,

Student Health Services

The Ohio State University

Public university in Columbus, Ohio

39,209 undergraduate students

10,097 graduate and professional students

Michelle Burtnyk, MPH (Candidate) Health Promotion Specialist and Marketing & Communications Coordinator, Health and Counselling Services Simon Fraser University Public university in Burnaby, Canada Tri-campus university 21,796 undergraduate students 5,044 graduate and professional students

Health Promotion Specialist and

Marketing & Communications Coordinator, Health and Counselling Services

Simon Fraser University

Public university in Burnaby, Canada

Tri-campus university

21,796 undergraduate students

5,044 graduate and professional students

Pam McCracken, MSW Director of Communications, Outreach and Prevention Programs, University Counseling Center Colorado State University Public university in Fort Collins, Colorado 21,783 undergraduates 5,490 graduates and professional students

Director of Communications,

Outreach and Prevention Programs, University Counseling Center

Colorado State University

Public university in Fort Collins, Colorado

21,783 undergraduates

5,490 graduates and professional students

What do we mean when we say "Social Media" and "Interactive Technology"? Web 2.0

Overview Justification Types of social media/interactive technologies Blogs, interactive web-based programs, social networking sites, webcasts, ITunesU, video gaming Potential applications Guidelines to consider Benefits & Barriers Question & answer section

Justification

Types of social media/interactive technologies

Blogs, interactive web-based programs, social networking sites, webcasts, ITunesU, video gaming

Potential applications

Guidelines to consider

Benefits & Barriers

Question & answer section

Justification The number of young adults using social media and Web 2.0 applications is increasing at a rapid rate: 32% of online adults have “ever read someone else’s blog”, while 66% of teenagers surveyed (aged 12-17) have posted comments to a friend's blog 76% of young adult internet users (aged 18-29) reported having viewed online videos 37% of adults (over 18) have a profile on a social networking site (for teens aged 12-17: 55%) Nearly one in five (19%) online adults ages 18 and 24 have ever used Twitter -Pew Internet & American Life Poll 2008

The number of young adults using social media and Web 2.0 applications is increasing at a rapid rate:

32% of online adults have “ever read someone else’s blog”, while 66% of teenagers surveyed (aged 12-17) have posted comments to a friend's blog

76% of young adult internet users (aged 18-29) reported having viewed online videos

37% of adults (over 18) have a profile on a social networking site (for teens aged 12-17: 55%)

Nearly one in five (19%) online adults ages 18 and 24 have ever used Twitter

Justification Using new media and interactive technology is... Equitable Accessible Accommodating Resource-friendly

Using new media and interactive technology is...

Equitable

Accessible

Accommodating

Resource-friendly

Sources of Health Information ACHA-NCHA, 2007

Believability of Health Information ACHA-NCHA, 2007

Websites A collection of web pages, images, videos and other digital files hosted on a web server and accessed through the Internet.

A collection of web pages, images, videos and other digital files hosted on a web server and accessed through the Internet.

Static Unidirectional information flow Text-based Notification vs. communication Web 1.0

Static

Unidirectional information flow

Text-based

Notification vs. communication

Web 2.0 – connecting with students Communication vs. notification Website interactivity Consumers = producers Bi-directional information flow “ BuckMD” Blog with question and answer capability Input from students and parents Use of video/audio

Communication vs. notification

Website interactivity

Consumers = producers

Bi-directional information flow

“ BuckMD”

Blog with question and answer capability

Input from students and parents

Use of video/audio

Web 2.0 - online scheduling

Web 2.0 – outreach & collaboration

Blogs Websites that allow individuals to post ongoing events or narratives http://hightechcollegehealth.blogspot.com/

Websites that allow individuals to post ongoing events or narratives

Blogs

Blogs

Blogs Getting Started ... Check with your University to see if there are any regulations about blog hosting: University Template? Where/Who will it host it? Paid vs. Free technologies Is there an approval process? Legal guidelines Decide on the structure of the blog Anonymous? One moderator or many? Is an ‘expert’ moderator required?

Getting Started ...

Check with your University to see if there are any regulations about blog hosting:

University Template?

Where/Who will it host it?

Paid vs. Free technologies

Is there an approval process?

Legal guidelines

Decide on the structure of the blog

Anonymous?

One moderator or many?

Is an ‘expert’ moderator required?

Blogs Particularly useful in that: Students can ask questions they would not feel comfortable asking in person Students can be streamlined to appropriate resources Staff can assess what student needs really are Students are able to do targeted searches Special considerations: What is the purpose of the blog? Time/resources to create and maintain (ongoing commitment) Maintaining accuracy What role will students play in maintaining the blog?

Particularly useful in that:

Students can ask questions they would not feel comfortable asking in person

Students can be streamlined to appropriate resources

Staff can assess what student needs really are

Students are able to do targeted searches

Special considerations:

What is the purpose of the blog?

Time/resources to create and

maintain (ongoing commitment)

Maintaining accuracy

What role will students play in

maintaining the blog?

Interactive web-based programs Health-promoting programs that are housed online

Health-promoting programs that are housed online

Interactive web-based programs

Interactive web-based programs

Interactive web-based programs Getting Started Consider both in-house and external options for platform provision: Are there staff/resources within your University/College that can develop? Explore both on and off campus options If external, ask for references Inquire about level of support provided and associated costs Is the contract yearly? renewal costs? What are you able to alter about the site? What is their privacy policy? Where is personal information stored? Confer with your legal department Is this initiative in response to an identified student need?

Getting Started

Consider both in-house and external options for platform provision:

Are there staff/resources within your University/College that can develop? Explore both on and off campus options

If external, ask for references

Inquire about level of support provided and associated costs

Is the contract yearly? renewal costs?

What are you able to alter about the site?

What is their privacy policy? Where is personal information stored? Confer with your legal department

Is this initiative in response to an identified student need?

Interactive web-based programs Interactive Web-based programs can create a sense of community and allow for students to be engaged in this community regardless of whether they're on campus or not. Special considerations: What staff resources are required to monitor/maintain over time? How will the effectiveness of the initiative be measured over time? Who 'owns' the program?

Interactive Web-based programs can create a sense of community and allow for students to be engaged in this community regardless of whether they're on campus or not.

Special considerations:

What staff resources are required to monitor/maintain over time?

How will the effectiveness of the initiative be measured over time?

Who 'owns' the program?

Social networking Online communities, such as Facebook, LinkedIn,Twitter and Flickr

Online communities, such as Facebook, LinkedIn,Twitter and Flickr

Most Popular Social Networks

Social Networking Key Considerations Students are both consumers and producers of online content Online identities are partially defined by others Wall posts, photo tags, etc. Major vehicle for campus communication

Key Considerations

Students are both consumers and producers of online content

Online identities are partially defined by others

Wall posts, photo tags, etc.

Major vehicle for campus communication

Social networking How do you get started? Do your research. Figure out what your students are using. Learn what you're comfortable with. Determine if your university has any guidelines about how individual staff/faculty and/or university programs/offices should be using these sites.

How do you get started?

Do your research.

Figure out what your students are using.

Learn what you're comfortable with.

Determine if your university has any guidelines about how individual staff/faculty and/or university programs/offices should be using these sites.

Identify where and how you want your staff and/or your office to have a presence. Define how often you want to be updating your profile/page and who will be responsible for doing so. Creating an online presence using social networking sites

Identify where and how you want your staff and/or your office to have a presence.

Define how often you want to be updating your profile/page and who will be responsible for doing so.

Understanding Facebook

Advertising events on Facebook

Who's using Facebook?

Understanding Twitter

Social networking Applications this modality is particularly useful for: Viral health messaging Targeted health messaging Publicizing events Connecting with students who are already affiliated with your office/organization

Applications this modality is particularly useful for:

Viral health messaging

Targeted health messaging

Publicizing events

Connecting with students who are already affiliated with your office/organization

Social networking Special considerations How do individual profiles represent our personal and professional lives? Do our students want us there? Do we monitor our students' postings? If so, how? Guidelines to consider Consider liability related to wall postings. Consider only having students "friend" you, rather than you requesting them as friends. Define expectations for student employees and peer educators in terms of what they post online.

Special considerations

How do individual profiles represent our personal and professional lives?

Do our students want us there?

Do we monitor our students' postings? If so, how?

Guidelines to consider

Consider liability related to wall postings.

Consider only having students "friend" you, rather than you requesting them as friends.

Define expectations for student employees and peer educators in terms of what they post online.

Podcasting A 'cast' is audio or video content available on the web that can be automatically delivered to your computer or MP3 player.

Podcasting “ All you need is a microphone, a computer and something to share with the rest of the world!!” Why podcast? Inexpensive Easily accessible by students Easy to create and use Promotes your services and resources while providing health information

Why podcast?

Inexpensive

Easily accessible by students

Easy to create and use

Promotes your services and resources while providing health information

Podcasting Getting Started: Determine your content Develop a topical outline Consider equipment Video camera, laptop and software Determine where it will be posted Website ITunes U Editing takes the most time!

Getting Started:

Determine your content

Develop a topical outline

Consider equipment

Video camera, laptop and software

Determine where it will be posted

Website

ITunes U

Editing takes the most time!

Podcasting Special considerations: Streaming vs. downloading Editing. It is essential you find someone who knows how to do this. Students are great Consider offering this to workshop providers or faculty for use in clas Music and Images: copyright concerns Partnerships with external organizations: consider contract, reach IT capabilities

Special considerations:

Streaming vs. downloading

Editing. It is essential you find someone who knows how to do this. Students are great

Consider offering this to workshop providers or faculty for use in clas

Music and Images: copyright concerns

Partnerships with external organizations:

consider contract, reach

IT capabilities

iTunes U A collection of free educational media. Currently holds over 100,000 educational and audio video files for students.

iTunes U Getting started Identify your university's existing institutional point person Understand your university's organizational structure Determine if you want to post individual recordings and/or an ongoing series Figure out your labeling structure (album, artist, tags) Determine how you can get stats on views and downloads

Getting started

Identify your university's existing institutional point person

Understand your university's organizational structure

Determine if you want to post individual recordings and/or an ongoing series

Figure out your labeling structure (album, artist, tags)

Determine how you can get stats on views and downloads

iTunes U Applications this modality is particularly useful for: Stress management applications, such as guided meditations Introductions to your services Conversations with different providers Special considerations: Are you okay with this content being accessible to the general public?

Applications this modality is particularly useful for:

Stress management applications, such as guided meditations

Introductions to your services

Conversations with different providers

Special considerations:

Are you okay with this content being accessible to the general public?

iTunes U Students can subscribe to different feeds, depending on their interests Consider opportunities to collaborate with other departments that might be using iTunesU Consider developing content for a specific class you're teaching Introductory health classes Peer education

Students can subscribe to different feeds, depending on their interests

Consider opportunities to collaborate with other departments that might be using iTunesU

Consider developing content for a specific class you're teaching

Introductory health classes

Peer education

Enhances health information delivery Social Cognitive Theory Videogame technology for healthcare applications

Enhances health

information delivery

Social Cognitive Theory

Incentivizes healthy behavior Challenge and achievement Videogame technology for healthcare applications

Incentivizes healthy behavior

Challenge and achievement

Special populations Men! Videogame technology for healthcare applications

Special populations

Men!

Gaming for College Health

Gaming for College Health

Exergaming

Simulation and Training

Potential Barriers: Accessibility Section 508 of the Rehabilitation Act All state and federal entities must provide equal access to electronic and information techonologies W3C Web Content Accessibility Guidelines text alternatives for non-text content functionality available from a keyboard content design flash thresholds Consult Disability Services or ADA coordinator

Section 508 of the Rehabilitation Act

All state and federal entities must provide equal access to electronic and information techonologies

W3C Web Content Accessibility Guidelines

text alternatives for non-text content

functionality available from a keyboard

content design

flash thresholds

Consult Disability Services or ADA coordinator

Potential Barriers: Accessibility “ If I were an imaginary doctor, I’d look like this ------------------------>” “ If I were an imaginary doctor, I’d look like Dr. McDreamy from Grey’s Anatomy”

“ If I were an imaginary doctor, I’d look like this ------------------------>”

“ If I were an imaginary doctor, I’d look like Dr. McDreamy from Grey’s Anatomy”

Regulating the content of a public forum Viewpoint discrimination Vital to have: Appropriate disclaimers Active acknowledgement Anonymity with Identity verification (Shibboleth) Potential liabilities Students acting on innacurate/incomplete posts Failing to act on information posted by students Intellectual property rights associated with content Potential Barriers - Legal Issues

Regulating the content of a public forum

Viewpoint discrimination

Vital to have:

Appropriate disclaimers

Active acknowledgement

Anonymity with Identity verification (Shibboleth)

Potential liabilities

Students acting on innacurate/incomplete posts

Failing to act on information posted by students

Intellectual property rights associated with content

Potential Barriers: Production Issues Time commitment Daily involvement Staff training ‘ Buy-in' from administration, faculty and staff Finding the Right "voice" Authenticity comes from peers Appropriate tone is vital Use members of your target audience – Students! Great opportunity to contribute to academic mission Consents and Releases People, locations, minors, etc.

Time commitment

Daily involvement

Staff training

‘ Buy-in' from administration, faculty and staff

Finding the Right "voice"

Authenticity comes from peers

Appropriate tone is vital

Use members of your target audience – Students!

Great opportunity to contribute to academic mission

Consents and Releases

People, locations, minors, etc.

Potential barriers: Marketing and communication issues Linking to external websites Logo and design standards Staff education Swine flu!

Linking to external websites

Logo and design standards

Staff education

Swine flu!

Potential barriers: Measuring Success

Reaching a diverse audience Increasing accessibility Connecting with varied student identities Targeting information Engagement of participating students

Increasing accessibility

Connecting with varied student identities

Targeting information

Engagement of participating students

Staying current We haven't covered every existing technology. Handheld applications Other social networking sites Etc., etc. There will always be new things coming out and changing.

We haven't covered every existing technology.

Handheld applications

Other social networking sites

Etc., etc.

There will always be new things coming out and changing.

Ways to stay up to date Become friends with your IT staff! Network with others Employ student staff that can keep you connected Participate in professional development opportunities Explore with a cautious and curious mind. http://hightechcollegehealth.blogspot.com

Become friends with your IT staff!

Network with others

Employ student staff that can keep you connected

Participate in professional development opportunities

Explore with a cautious and curious mind.

http://hightechcollegehealth.blogspot.com

Questions? Comments?

Contact information Lindsey Bickers Bock Duke University 919-668-0997 [email_address] John Vaughn The Ohio State University 614-292-5729 [email_address] Michelle Burtnyk Simon Fraser University 778-782-5470 [email_address] Pam McCracken Colorado State University 970-491-0262 [email_address] Don't hesitate to be in touch!

Lindsey Bickers Bock

Duke University

919-668-0997

[email_address]

John Vaughn

The Ohio State University

614-292-5729

[email_address]

Michelle Burtnyk

Simon Fraser University

778-782-5470

[email_address]

Pam McCracken

Colorado State University

970-491-0262

[email_address]

Additional Resources Websites http://www.hightechcollegehealth.blogspot.com/ http://www.shs.osu.edu/ http://www.inspireusafoundation.org/ http://students.sfu.ca/wellness/ http://healthydevil.studentaffairs.duke.edu/ http://www.goaskalice.columbia.edu/ Blogs http://wordpress.org/ https://www.blogger.com/start http://blogs.sfu.ca/services/thedish/ http://blogs.sfu.ca/services/candidconversations/ ITunesU http://www.apple.com/education/guidedtours/itunesu.html http://itunes.duke.edu/ (check out Health and Medicine/Student Health) Podcasting http://www.counseling.colostate.edu/index.cfm http://www.myyogaonline.com/ Geoghegan M & Klass D. (2005). Podcast Solutions: The Complete Guide to Podcasting. Friends of Designer to Designer .

Websites

http://www.hightechcollegehealth.blogspot.com/

http://www.shs.osu.edu/

http://www.inspireusafoundation.org/

http://students.sfu.ca/wellness/

http://healthydevil.studentaffairs.duke.edu/ http://www.goaskalice.columbia.edu/

Blogs

http://wordpress.org/

https://www.blogger.com/start

http://blogs.sfu.ca/services/thedish/

http://blogs.sfu.ca/services/candidconversations/

ITunesU

http://www.apple.com/education/guidedtours/itunesu.html http://itunes.duke.edu/ (check out Health and Medicine/Student Health)

Podcasting

http://www.counseling.colostate.edu/index.cfm

http://www.myyogaonline.com/

Geoghegan M & Klass D. (2005). Podcast Solutions: The Complete Guide to Podcasting. Friends of Designer to Designer .

Additional Resources Social Networking http://www.facebook.com http://www.usatoday.com/tech/columnist/kimkomando/2009-04-30-facebook-privacy_N.htm http://www.twitter.com http://www.webdesignerdepot.com/2009/03/the-ultimate-guide-for-everything-twitter/ Interactive Online Programming http://www.healthycommunity.ca/sfu/ Videogame technology for healthcare applications http://www.gamesforhealth.org/ http://www.healthgamesresearch.org/ https://atwiki.doit.wisc.edu/confluence/display/MALSIM Potential Barriers - Accessibility http://www.access-board.gov/508.htm http://www.w3.org/WAI/WCAG20/quickref/

Social Networking

http://www.facebook.com

http://www.usatoday.com/tech/columnist/kimkomando/2009-04-30-facebook-privacy_N.htm

http://www.twitter.com

http://www.webdesignerdepot.com/2009/03/the-ultimate-guide-for-everything-twitter/

Interactive Online Programming

http://www.healthycommunity.ca/sfu/

Videogame technology for healthcare applications

http://www.gamesforhealth.org/

http://www.healthgamesresearch.org/

https://atwiki.doit.wisc.edu/confluence/display/MALSIM

Potential Barriers - Accessibility

http://www.access-board.gov/508.htm

http://www.w3.org/WAI/WCAG20/quickref/

References American College Health Association (2007). Ang, P., & Liamputtong, P. (2008). Out of the Circle: International Students and the Use of University Counselling Services. Australian Journal of Adult Learning , 48(1), 109-130. Badge, J.L., Dawson, E., & Cann, E (2008). Assessing the Accessibility of Online Learning. Education and Teaching International , 45(2), 103-113. Burke, S. (2008). YouTube: An Innovative Learning Resource for College Health Pew Internet & American Life Project Poll, Apr, 2008 Pew Internet & American Life Project Parent and Teen Survey on Gaming and Civic Engagement, Nov, 2007 Escoffery, C., Miner, K., & Daniel, A. (2005). Internet use for Health Information among college students. Journal of American College Health, 53(4), 183-193. Russell, J. & Thomson, G. (2008). International Student Use of University Health and Counselling Services. The International Journal of Higher Education and Educational Planning . 56(1), 59-75.

American College Health Association (2007).

Ang, P., & Liamputtong, P. (2008). Out of the Circle: International Students and the Use of University Counselling Services. Australian Journal of Adult Learning , 48(1), 109-130.

Badge, J.L., Dawson, E., & Cann, E (2008). Assessing the Accessibility of Online Learning. Education and Teaching International , 45(2), 103-113.

Burke, S. (2008). YouTube: An Innovative Learning Resource for College Health

Pew Internet & American Life Project Poll, Apr, 2008

Pew Internet & American Life Project Parent and Teen Survey on Gaming and Civic Engagement, Nov, 2007

Escoffery, C., Miner, K., & Daniel, A. (2005). Internet use for Health Information among college students. Journal of American College Health, 53(4), 183-193.

Russell, J. & Thomson, G. (2008). International Student Use of University Health and Counselling Services. The International Journal of Higher Education and Educational Planning . 56(1), 59-75.