• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
College Health 2.0: Utilizing Social Media and Interactive Technology to Enhance Delivery of Health and Wellness Information in College Health

College Health 2.0: Utilizing Social Media and Interactive Technology to Enhance Delivery of Health and Wellness Information in College Health



This is the presentation made at the 2009 ACHA Annual Meeting in San Francisco by Lindsey Bickers Bock, MPH (Duke), John Vaughn, MD (Ohio State) and Michelle Burtnyk, MPH (Simon Fraser).

This is the presentation made at the 2009 ACHA Annual Meeting in San Francisco by Lindsey Bickers Bock, MPH (Duke), John Vaughn, MD (Ohio State) and Michelle Burtnyk, MPH (Simon Fraser).



Total Views
Views on SlideShare
Embed Views



3 Embeds 30

http://hightechcollegehealth.blogspot.com 18
http://www.slideshare.net 8
http://www.hightechcollegehealth.blogspot.com 4



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

College Health 2.0: Utilizing Social Media and Interactive Technology to Enhance Delivery of Health and Wellness Information in College Health College Health 2.0: Utilizing Social Media and Interactive Technology to Enhance Delivery of Health and Wellness Information in College Health Presentation Transcript

  • 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
      • 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
  • 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
  • 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
  • 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
    • 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  
  • Justification
    • 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.
      • Static
      • Unidirectional information flow
      • Text-based
      • Notification vs. communication
    Web 1.0  
  • 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
  • Web 2.0 - online scheduling
  • Web 2.0 – outreach & collaboration
  • Blogs
    • 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?
  • 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?
  • Interactive web-based programs
    • 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?
  • 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?
  • Social networking
    • 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
  • 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.
      • 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
  • 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
  • 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.
  • 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
  • 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!
  • 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
  • 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
  • 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?
  • 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
    • Enhances health
    • information delivery
    • Social Cognitive Theory
    Videogame technology for healthcare applications
    • Incentivizes healthy behavior
    • Challenge and achievement
    Videogame technology for healthcare applications
    • Special populations
    • Men!
    Videogame technology for healthcare applications
  • 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
  • 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”
      • 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
  • 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.
  • Potential barriers: Marketing and communication issues
      • 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
  • 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.
  • 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
  • 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!
  • 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 .
  • 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/
  • 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.