Scott Bradbury's slides from the (SU3) ACEHP 2012 breakout session: Emerging Technologies and the CME Professional: Getting the Most from ACEHP in 2012. Co-presenter with Brian McGowan.
Printed materials are an accessible and cost-effective technology for distance education. They allow students to access course content anywhere and at their own pace. While the upfront costs of developing printed materials are low, electronic fulfillment has lowered the per-unit cost and increased flexibility. Printed materials enable one-way interaction between students and content and are easy to use with no additional equipment required. However, they have limitations and do not engage all learning styles. Organizational support is needed to produce printed materials in alternative formats and incorporate this technology successfully.
This document discusses the ACTIONS model for selecting educational media technologies. The ACTIONS model evaluates technologies based on 7 criteria: Accessibility, Costs, Teaching and Learning fit, Interactivity and ease of use, Organizational Issues, Novelty, and Speed. Each of the 7 criteria contain several questions to consider when assessing which technology best fits an educational needs and context.
This document summarizes a Full Sail University course on learning management systems and online education. It discusses how technological tools are changing education by allowing various forms of online interaction between teachers and students. It also explores how future developments like the semantic web and Web 3.0 could lead to more personalized and collaborative learning environments that leverage collective intelligence. The document concludes by reflecting on how the course has informed the student's upcoming thesis project.
1. The WALES project aimed to implement and evaluate the use of mobile technologies and social software to deliver personalized learning to work-based learners in HE e-learning programs supported by FE institutions.
2. The project used MobiGlam mobile technology and social networking tools like wikis, social bookmarking, and RSS feeds to connect learners and tutors across multiple partner institutions.
3. The project planned to implement and evaluate the mobile learning system with three to four student cohorts over 2008-2009 to enhance distance and blended learning if shown to be successful.
1. The document investigates the possibilities of using podcasting/media casting to enhance education at the British Columbia Institute of Technology (BCIT). It analyzes relevant theoretical models and discusses the results of surveys given to faculty and students.
2. The surveys found that faculty are willing to use podcasting if they have sufficient time and support. Students feel it could add value for topics with a lot of information, as long as it does not replace instructor-student interaction.
3. Topics that could benefit include those with technical jargon, processes, or examples that are difficult for students outside of class. The document recommends prioritizing support and recognition for faculty to encourage innovative use of educational media.
Challanges distribution electronic channelsYogesh Naik
The document discusses some of the challenges of distributing services through electronic channels. It notes that as the internet became popular, unregulated content like pornography started appearing. It can also be difficult to customize electronic classes to engage audiences and stimulate interaction in the way small group discussions or call-in questions allow. Customers may be reluctant to use technologies that are not user-friendly or require ongoing education. Finally, the document outlines the key steps in a value delivery system as choosing the value, providing the value, and communicating the value.
The document proposes a solution called "Connect!" to address limitations in current adaptive e-learning systems. Connect! integrates with adaptive e-learning platforms to provide additional user profiling and tools to enable social interaction and collaboration outside of the learning system. This addresses issues like the lack of collaboration support and one-size-fits-all nature of existing adaptive e-learning. Connect! profiles users, forms user groups, and allows connecting to communication tools to facilitate continuous social interaction while learning.
Issues and challenges with assessment in stand alone moodleHelen Farley
Institutions are increasingly relying on digital technologies that require internet access to support learning and teaching, particularly from a distance. As these technologies are adopted, certain groups become excluded from participation, specifically those cohorts without access to reliable internet. The ‘From Access to Success’ project will develop and deploy a sustainable and innovative learning management system (LMS) called Stand-Alone Moodle (SAM) that is internet-independent. In the first instance, SAM is being deployed in correctional centres where incarcerated students are not able to access the internet. This session will explore the issues and challenges surrounding assessment associated with this project.
Printed materials are an accessible and cost-effective technology for distance education. They allow students to access course content anywhere and at their own pace. While the upfront costs of developing printed materials are low, electronic fulfillment has lowered the per-unit cost and increased flexibility. Printed materials enable one-way interaction between students and content and are easy to use with no additional equipment required. However, they have limitations and do not engage all learning styles. Organizational support is needed to produce printed materials in alternative formats and incorporate this technology successfully.
This document discusses the ACTIONS model for selecting educational media technologies. The ACTIONS model evaluates technologies based on 7 criteria: Accessibility, Costs, Teaching and Learning fit, Interactivity and ease of use, Organizational Issues, Novelty, and Speed. Each of the 7 criteria contain several questions to consider when assessing which technology best fits an educational needs and context.
This document summarizes a Full Sail University course on learning management systems and online education. It discusses how technological tools are changing education by allowing various forms of online interaction between teachers and students. It also explores how future developments like the semantic web and Web 3.0 could lead to more personalized and collaborative learning environments that leverage collective intelligence. The document concludes by reflecting on how the course has informed the student's upcoming thesis project.
1. The WALES project aimed to implement and evaluate the use of mobile technologies and social software to deliver personalized learning to work-based learners in HE e-learning programs supported by FE institutions.
2. The project used MobiGlam mobile technology and social networking tools like wikis, social bookmarking, and RSS feeds to connect learners and tutors across multiple partner institutions.
3. The project planned to implement and evaluate the mobile learning system with three to four student cohorts over 2008-2009 to enhance distance and blended learning if shown to be successful.
1. The document investigates the possibilities of using podcasting/media casting to enhance education at the British Columbia Institute of Technology (BCIT). It analyzes relevant theoretical models and discusses the results of surveys given to faculty and students.
2. The surveys found that faculty are willing to use podcasting if they have sufficient time and support. Students feel it could add value for topics with a lot of information, as long as it does not replace instructor-student interaction.
3. Topics that could benefit include those with technical jargon, processes, or examples that are difficult for students outside of class. The document recommends prioritizing support and recognition for faculty to encourage innovative use of educational media.
Challanges distribution electronic channelsYogesh Naik
The document discusses some of the challenges of distributing services through electronic channels. It notes that as the internet became popular, unregulated content like pornography started appearing. It can also be difficult to customize electronic classes to engage audiences and stimulate interaction in the way small group discussions or call-in questions allow. Customers may be reluctant to use technologies that are not user-friendly or require ongoing education. Finally, the document outlines the key steps in a value delivery system as choosing the value, providing the value, and communicating the value.
The document proposes a solution called "Connect!" to address limitations in current adaptive e-learning systems. Connect! integrates with adaptive e-learning platforms to provide additional user profiling and tools to enable social interaction and collaboration outside of the learning system. This addresses issues like the lack of collaboration support and one-size-fits-all nature of existing adaptive e-learning. Connect! profiles users, forms user groups, and allows connecting to communication tools to facilitate continuous social interaction while learning.
Issues and challenges with assessment in stand alone moodleHelen Farley
Institutions are increasingly relying on digital technologies that require internet access to support learning and teaching, particularly from a distance. As these technologies are adopted, certain groups become excluded from participation, specifically those cohorts without access to reliable internet. The ‘From Access to Success’ project will develop and deploy a sustainable and innovative learning management system (LMS) called Stand-Alone Moodle (SAM) that is internet-independent. In the first instance, SAM is being deployed in correctional centres where incarcerated students are not able to access the internet. This session will explore the issues and challenges surrounding assessment associated with this project.
Wendy Johnson presented on the ACTIONS model, a framework developed by Tony Bates for selecting e-learning technologies. The ACTIONS model considers 7 factors for choosing the proper technology: Accessibility, Costs, Teaching & Learning needs, Interactivity & User-friendliness, Organizational Issues, Novelty, and Speed. By evaluating technologies based on these seven criteria, the ACTIONS model aims to provide institutions with guidance for selecting e-technologies that can successfully support their educational goals now and in the future.
Study 1 aimed to investigate how the photo sharing platform Flickr could improve pre-service teachers' visual literacy skills. Instruments used included online tracking, a visual literacy test, and interviews. Study 2 evaluated students' perceptions of using the e-learning platform WebCT and found that most students were using such a platform for the first time, reported no technical issues, and found WebCT useful for their courses.
This document summarizes research into doctoral candidates' use of online social networks for thesis work. A survey of 38 doctoral students found that while they were interested in participating in a social network, there was a gap between interest and actual usage. Implementing required activities and supporting discussions helped increase engagement over time. The research concluded that social networks can create new feedback loops for students and make online mentoring more engaging and time efficient for both students and professors, but require encouragement and skills training for students to fully utilize.
Corritore Non-Academic Elements Online LearningCindy Corritore
This is a poster presentation at SLOAN 2009 entitled Non-Academic Elements of Higher Educatin: Can ONline Poster Ethical Development and Networking? given by C.L. Corritore, Creighton University.
2018-07-10 ICALT 2018 in Mumbai Gap between MOOC Designers and Learners on In...Christian M. Stracke
2018-07-10 Paper presentation at ICALT 2018 in Mumbai on Gap between MOOC Designers and Learners on Interaction and GMQS findings by Christian M. Stracke and Esther Tan from OUNL
This action research project aimed to enhance communication in the classroom using an e-learning platform. The researcher conducted a literature review on using Web 2.0 tools and technology effectively in e-learning, which is a growing trend. Specifically, the study explored using the Moodle platform in the classroom. The methodology involved two cycles of student surveys and classroom observations to evaluate the impact of using blogs, chats, forums and other Moodle features on communication. Results of the study and conclusions are summarized.
This study explored the use of a mobile learning (m-learning) framework and applications to extend e-learning to wireless devices. Researchers implemented a prototype m-learning environment in 3 university courses over 2 semesters with 63 students total. Students accessed course materials and discussions on both computers and mobile devices. Surveys found students valued the convenience but disliked slow connections and small screens. While technology posed barriers, m-learning showed potential if these issues were addressed.
The document discusses eLearning resources for faculty and students at WCC RN Boot Camp. It notes that eLearning has seen rapid growth in recent years and provides several benefits including increasing access to students, making more efficient use of space, and meeting workforce demands. Specifically, WCC has seen a 44% increase in eLearning students in the last year. The document then outlines some of the online resources and support available to students, such as 24/7 tech support and online tutoring. It also lists several eLearning tools available to faculty, such as lecture capture software and classroom response systems.
PT-ID: Part-time Instructional Design and a Whole Lot MoreJeff Getchell
A presentation on the development and implementation of the PT-ID part-time instructional design team used at Del Mar College in Corpus Christi, Texas. Presented by Jeffrey Getchell at the 2009 Distance Teaching and Learning conference held in Madison, Wisconsin August 6th.
The document summarizes a 3-year technology plan for a school district. The plan aims to upgrade infrastructure, expand staff development, and better integrate technology. It outlines goals such as providing all classrooms and campuses with internet access, implementing wireless connectivity, and maintaining a student information management system. However, the plan lacks emphasis on using technology to support higher-order thinking skills or non-traditional learning approaches. It also does not sufficiently address effective staff training or the use of emerging technologies.
This document outlines the schedule and assignments for a course on integrating information and communication technology (ICT) into early childhood education (ECE). It includes topics like evaluating educational software, planning ICT use, and emerging technologies. Assignments involve evaluating and demonstrating educational software, creating an e-portfolio, and tests on cyber ethics and ICT. Discussion questions address using ICT in ECE, connecting learning through social media, and selecting developmentally appropriate software.
The A Level Media Studies course aims to help students understand the huge impact of media on daily lives and provide practical skills in using new technologies that are important for many careers. It offers experience with software like iMovie and Photoshop, examines contemporary media issues, and involves practical productions and written analysis. Assessment includes examinations of media representations, industries, and theories, as well as coursework involving practical productions. The course has good resources and experienced teachers, and students generally enjoy it and achieve good results.
This study examined how the online tool IQ Team could support collaboration, social skills development, and lifelong learning for online students. Quantitative data from surveys of 259 university students in 2002 and 275 web-based users in 2004 found that online students scored highly in social skills. Qualitative data from interviews and discussions with 35 users found that IQ Team helped them improve group work and collaborative learning skills. The study used a mixed methods action research approach involving questionnaires, diaries, and surveys to evaluate how IQ Team could advance collaboration online and lifelong learning, including looking at correlations between individualistic, competitive, and collaborative behaviors.
This document discusses technology integration models for K-12 education. It introduces the SAMR model for classifying technology use as substitution, augmentation, modification, or redefinition. It also outlines three tiers of technology integration in the classroom from teacher productivity tools to student-centered 21st century learning. The document provides examples of how apps can be applied to the SAMR model and proposes sample goals for technology integration planning, including identifying needs, creating exemplars, and assisting teachers to move to more student-centered models.
The document summarizes the findings of a survey of 401 communication department chairs on their curriculum practices regarding convergence education. Key findings include:
1) Departments are focusing on integrating convergence topics into existing curriculum rather than creating new courses, with common courses being web design, multimedia newsgathering, and digital reporting.
2) Popular topics taught across multiple classes include digital storytelling and convergent journalism.
3) Hands-on courses tend to be taught by full-time faculty while theory courses are split between full-time and part-time.
4) The document concludes by questioning if convergence courses could be offered to more students, including first-years, and opportunities for interdepartmental collaboration
Charting a course for empowered learning through the use of technology (4)steve muzzy
The document discusses using student-owned mobile devices in schools and presents data from a survey of students, teachers, parents and administrators on their views about technology use in education. It finds that most students have mobile devices and want to use them for schoolwork, but currently face obstacles like not being able to access the school network. Both students and teachers see benefits like increased engagement, but teachers and administrators have concerns about distractions and network security. The document proposes a pilot program to experiment with allowing student devices on the school network.
A TOUR OF THE STUDENT’S E-LEARNING PUDDLEacijjournal
E-learning has become essential for university students and the IT industry. While universities focus on predefined coursework, this does not fully prepare students for the fast-changing needs of industry. Only 25% of graduates are directly employable, showing a gap between university learning and workplace skills. Companies provide online courses through platforms like Coursera and Simplilearn to help students gain industry-relevant skills and ease their transition from universities to jobs. Universities could better bridge this gap by focusing more on real-world problems in their e-learning systems.
Overcoming the Barriers to the Adoption of e-AssessmentKenji Lamb
The document discusses eAssessment as part of quality enhancement and overcoming barriers to introducing eAssessment. It provides an overview of the current use of eAssessment and issues, as well as the context of building a supportive relationship between assessment and learning. A survey was conducted of 157 respondents from colleges to identify the main issues around eAssessment implementation and quality gains from its use. Key issues identified included colleges' IT capacity, staff IT skills, learner IT skills, and confidence in eAssessment tests and systems. Quality gains included faster grading turnaround, assessment on demand, and learner engagement. Next steps proposed addressing the prioritized issues through guidance development and sharing of best practices.
Reform medical education, transform healthcareNursing Crusade
- India needs to reform its medical, nursing, and paramedical education to improve healthcare access and outcomes.
- India faces severe shortages of doctors, nurses, and other healthcare professionals. Training and workforce planning has been inadequate.
- Modest reforms could dramatically transform India's healthcare system within three years, including equalizing undergraduate and postgraduate medical education seats and empowering state medical universities to train more specialists.
- In particular, expanding training of nurses, paramedics, and postgraduate medical diplomas could help reduce India's high maternal and infant mortality rates.
The pushmi-pullyu: Integrating apps with mainstream NHS ITRob Dyke
The document discusses the pushmi-pullyu challenge of integrating apps with mainstream NHS IT systems. It introduces HANDIHealth, a non-profit community interest company aiming to support app developers, health professionals, and patients. HANDIHealth believes apps can transform healthcare delivery and aims to create an environment where apps can interoperate and be orchestrated with NHS IT. The organization helps with various app-related issues and works with groups like NHS CB to develop app review processes and interoperability resources.
Wendy Johnson presented on the ACTIONS model, a framework developed by Tony Bates for selecting e-learning technologies. The ACTIONS model considers 7 factors for choosing the proper technology: Accessibility, Costs, Teaching & Learning needs, Interactivity & User-friendliness, Organizational Issues, Novelty, and Speed. By evaluating technologies based on these seven criteria, the ACTIONS model aims to provide institutions with guidance for selecting e-technologies that can successfully support their educational goals now and in the future.
Study 1 aimed to investigate how the photo sharing platform Flickr could improve pre-service teachers' visual literacy skills. Instruments used included online tracking, a visual literacy test, and interviews. Study 2 evaluated students' perceptions of using the e-learning platform WebCT and found that most students were using such a platform for the first time, reported no technical issues, and found WebCT useful for their courses.
This document summarizes research into doctoral candidates' use of online social networks for thesis work. A survey of 38 doctoral students found that while they were interested in participating in a social network, there was a gap between interest and actual usage. Implementing required activities and supporting discussions helped increase engagement over time. The research concluded that social networks can create new feedback loops for students and make online mentoring more engaging and time efficient for both students and professors, but require encouragement and skills training for students to fully utilize.
Corritore Non-Academic Elements Online LearningCindy Corritore
This is a poster presentation at SLOAN 2009 entitled Non-Academic Elements of Higher Educatin: Can ONline Poster Ethical Development and Networking? given by C.L. Corritore, Creighton University.
2018-07-10 ICALT 2018 in Mumbai Gap between MOOC Designers and Learners on In...Christian M. Stracke
2018-07-10 Paper presentation at ICALT 2018 in Mumbai on Gap between MOOC Designers and Learners on Interaction and GMQS findings by Christian M. Stracke and Esther Tan from OUNL
This action research project aimed to enhance communication in the classroom using an e-learning platform. The researcher conducted a literature review on using Web 2.0 tools and technology effectively in e-learning, which is a growing trend. Specifically, the study explored using the Moodle platform in the classroom. The methodology involved two cycles of student surveys and classroom observations to evaluate the impact of using blogs, chats, forums and other Moodle features on communication. Results of the study and conclusions are summarized.
This study explored the use of a mobile learning (m-learning) framework and applications to extend e-learning to wireless devices. Researchers implemented a prototype m-learning environment in 3 university courses over 2 semesters with 63 students total. Students accessed course materials and discussions on both computers and mobile devices. Surveys found students valued the convenience but disliked slow connections and small screens. While technology posed barriers, m-learning showed potential if these issues were addressed.
The document discusses eLearning resources for faculty and students at WCC RN Boot Camp. It notes that eLearning has seen rapid growth in recent years and provides several benefits including increasing access to students, making more efficient use of space, and meeting workforce demands. Specifically, WCC has seen a 44% increase in eLearning students in the last year. The document then outlines some of the online resources and support available to students, such as 24/7 tech support and online tutoring. It also lists several eLearning tools available to faculty, such as lecture capture software and classroom response systems.
PT-ID: Part-time Instructional Design and a Whole Lot MoreJeff Getchell
A presentation on the development and implementation of the PT-ID part-time instructional design team used at Del Mar College in Corpus Christi, Texas. Presented by Jeffrey Getchell at the 2009 Distance Teaching and Learning conference held in Madison, Wisconsin August 6th.
The document summarizes a 3-year technology plan for a school district. The plan aims to upgrade infrastructure, expand staff development, and better integrate technology. It outlines goals such as providing all classrooms and campuses with internet access, implementing wireless connectivity, and maintaining a student information management system. However, the plan lacks emphasis on using technology to support higher-order thinking skills or non-traditional learning approaches. It also does not sufficiently address effective staff training or the use of emerging technologies.
This document outlines the schedule and assignments for a course on integrating information and communication technology (ICT) into early childhood education (ECE). It includes topics like evaluating educational software, planning ICT use, and emerging technologies. Assignments involve evaluating and demonstrating educational software, creating an e-portfolio, and tests on cyber ethics and ICT. Discussion questions address using ICT in ECE, connecting learning through social media, and selecting developmentally appropriate software.
The A Level Media Studies course aims to help students understand the huge impact of media on daily lives and provide practical skills in using new technologies that are important for many careers. It offers experience with software like iMovie and Photoshop, examines contemporary media issues, and involves practical productions and written analysis. Assessment includes examinations of media representations, industries, and theories, as well as coursework involving practical productions. The course has good resources and experienced teachers, and students generally enjoy it and achieve good results.
This study examined how the online tool IQ Team could support collaboration, social skills development, and lifelong learning for online students. Quantitative data from surveys of 259 university students in 2002 and 275 web-based users in 2004 found that online students scored highly in social skills. Qualitative data from interviews and discussions with 35 users found that IQ Team helped them improve group work and collaborative learning skills. The study used a mixed methods action research approach involving questionnaires, diaries, and surveys to evaluate how IQ Team could advance collaboration online and lifelong learning, including looking at correlations between individualistic, competitive, and collaborative behaviors.
This document discusses technology integration models for K-12 education. It introduces the SAMR model for classifying technology use as substitution, augmentation, modification, or redefinition. It also outlines three tiers of technology integration in the classroom from teacher productivity tools to student-centered 21st century learning. The document provides examples of how apps can be applied to the SAMR model and proposes sample goals for technology integration planning, including identifying needs, creating exemplars, and assisting teachers to move to more student-centered models.
The document summarizes the findings of a survey of 401 communication department chairs on their curriculum practices regarding convergence education. Key findings include:
1) Departments are focusing on integrating convergence topics into existing curriculum rather than creating new courses, with common courses being web design, multimedia newsgathering, and digital reporting.
2) Popular topics taught across multiple classes include digital storytelling and convergent journalism.
3) Hands-on courses tend to be taught by full-time faculty while theory courses are split between full-time and part-time.
4) The document concludes by questioning if convergence courses could be offered to more students, including first-years, and opportunities for interdepartmental collaboration
Charting a course for empowered learning through the use of technology (4)steve muzzy
The document discusses using student-owned mobile devices in schools and presents data from a survey of students, teachers, parents and administrators on their views about technology use in education. It finds that most students have mobile devices and want to use them for schoolwork, but currently face obstacles like not being able to access the school network. Both students and teachers see benefits like increased engagement, but teachers and administrators have concerns about distractions and network security. The document proposes a pilot program to experiment with allowing student devices on the school network.
A TOUR OF THE STUDENT’S E-LEARNING PUDDLEacijjournal
E-learning has become essential for university students and the IT industry. While universities focus on predefined coursework, this does not fully prepare students for the fast-changing needs of industry. Only 25% of graduates are directly employable, showing a gap between university learning and workplace skills. Companies provide online courses through platforms like Coursera and Simplilearn to help students gain industry-relevant skills and ease their transition from universities to jobs. Universities could better bridge this gap by focusing more on real-world problems in their e-learning systems.
Overcoming the Barriers to the Adoption of e-AssessmentKenji Lamb
The document discusses eAssessment as part of quality enhancement and overcoming barriers to introducing eAssessment. It provides an overview of the current use of eAssessment and issues, as well as the context of building a supportive relationship between assessment and learning. A survey was conducted of 157 respondents from colleges to identify the main issues around eAssessment implementation and quality gains from its use. Key issues identified included colleges' IT capacity, staff IT skills, learner IT skills, and confidence in eAssessment tests and systems. Quality gains included faster grading turnaround, assessment on demand, and learner engagement. Next steps proposed addressing the prioritized issues through guidance development and sharing of best practices.
Reform medical education, transform healthcareNursing Crusade
- India needs to reform its medical, nursing, and paramedical education to improve healthcare access and outcomes.
- India faces severe shortages of doctors, nurses, and other healthcare professionals. Training and workforce planning has been inadequate.
- Modest reforms could dramatically transform India's healthcare system within three years, including equalizing undergraduate and postgraduate medical education seats and empowering state medical universities to train more specialists.
- In particular, expanding training of nurses, paramedics, and postgraduate medical diplomas could help reduce India's high maternal and infant mortality rates.
The pushmi-pullyu: Integrating apps with mainstream NHS ITRob Dyke
The document discusses the pushmi-pullyu challenge of integrating apps with mainstream NHS IT systems. It introduces HANDIHealth, a non-profit community interest company aiming to support app developers, health professionals, and patients. HANDIHealth believes apps can transform healthcare delivery and aims to create an environment where apps can interoperate and be orchestrated with NHS IT. The organization helps with various app-related issues and works with groups like NHS CB to develop app review processes and interoperability resources.
Transform Healthcare Delivery with SBR HealthSBRHealth1
SBR Health Inc. (SBR) provides video-based solutions that enable the creation of Virtual Healthcare Delivery Networks (VHDNs). We focus on the problem of how to most effectively integrate video communications into existing information technology infrastructures and clinical workflows.
iHT2 Health IT Summit in Austin 2012 – Deborah C. Peel, MD, Founder and Chair, Patient Privacy Rights, ase Study “Considerations and Opportunities: Will Digital Health Data and Patient Altruism Transform Healthcare Research?”
The document discusses the need for healthcare systems to transform and become more patient-centric and integrated in order to effectively manage the rise of chronic diseases and aging populations. It notes that chronic conditions account for 90% of healthcare expenses and 63% of deaths. All stakeholders need secure access to patient data independently of the organizations that generated it. While IT budgets are locked for maintenance and compliance, cloud adoption is being driven by flexibility and scalability rather than cost reduction. The document recommends that healthcare systems move beyond hospital-centric models to more integrated and sustainable care.
Transform Healthcare, Tap Into A Great Low Cost Resourcedandelt
Transform healthcare by tapping into a great low-cost resource ‒
Focus the patient experience on healing by empowering each person to be an agent of healing.
Five bold moves to transform healthcare marketingKaren Corrigan
This document outlines five bold moves to transform healthcare marketing. It recommends changing the marketing culture to be more strategic, cross-functional, and results-oriented. It also suggests configuring a new marketing organization by restructuring functions, acquiring new competencies like data analytics and digital skills, creating a compelling case for change, and communicating new expectations that marketing will be more strategic and accountable for growth. The overall goal is to position the organization to better compete in a changing market and achieve growth objectives.
This is the slide deck I used for a webinar event hosted by Business Development Institute and The Feedroom (Now KIT Digital), "Web Video & Healthcare: Case Studies & Best Practices" http://tinyurl.com/yzrmjkt
How will the wearables transform the future of healthcare - Internet of Healt...João Bocas
My presentation at Internet of Healthcare Event from Internet Of Business 21st Sep 2016 at Richmond Hill Hotel (London). The speech is about the transformation of healthcare because of the use of wearables at digital health.
One to One Health: A Guided Tour of the Digital Health Information EcosystemOne to One
Seth Levine from One to One Health provides a guided tour of the Digital Health Information EcosystemTM where all consumption of health-related information online takes place and a concept all health marketers need to understand to effectively market their products or services in the Web 3.0 era. More info at http://otoihealth.com/
21st Century Healthcare: the Open Platform that will transform; EHILive 2014...Tony Shannon
Based on a related blog article, this presentation to the EHILive 2014 Skunkworks conference, explores the healthcare crisis and why an open platform is needed to positively disrupt this field.
5 key features and related leaders are explored.
Vertrauenswürdiges „Unternehmens“-Archiv im Spannungsfeld von 1.000 Anforderu...Fujitsu Central Europe
Vortrag von Mathias Ehlers, IT-Architekt, Service-Betrieb-Infrastruktur, Verantwortlicher eArchiv / DZA, im Rahmen des Vertrauensdiensteworkshop für die Träger der Gesetzlichen Unfallversicherung - 01. Juli 2015, Berlin
This is part of the Education Series prepared by StockStream Financial Services. This session looks at developing trading strategies using Pivot Points.
Andreas Reiners has submitted his resume for a job application. He has experience as a registered nurse in both general clinical and mental health settings. He also has experience as a gym instructor and personal trainer. Reiners holds several qualifications including a Bachelor of Nursing degree, certificates in fitness and aged care, and is a sponsored athlete. He is looking for a career where he can help others reach their potential and better himself through continued learning and professional development.
General information and trends in continuing medical education (CME), based on Accreditation Council for Continuing Medical Education (ACCME) 2012 Annual Report data and general market analysis for trends impacting education participation.
See real life examples of how marketers are designing emails to captivate readers and encourage action.
In this webinar, you’ll learn how to:
• Effectively organize content to maximize the reader experience.
• Successfully use imagery to tell better stories.
• Create call to action buttons that drive conversions.
The document discusses how telecommunications companies can transition to become digital service providers through the use of a telco cloud. A telco cloud provides capabilities like on-demand services, automated operations, and programmable infrastructure that allow companies to achieve objectives like network leadership, customer excellence, platform innovation, digital diversification, and business agility. This transition is necessary for telecommunications companies to address challenges like escalating network requirements, increased consumer expectations, and eroding core revenue streams.
Frontline Faculty Development Technology ToolsDavid Peter
What impact do Web 2.0 technologies have on faculty development? From the perspective of the Center for Teaching and Learning, the uses of blogs, wikis, podcasts and social bookmarking has the potential to radically transform the landscape of professional development. Harnessing these technologies may be one challenge. Those involved in teaching and learning and faculty development will leave with real-world examples of these technologies and see their uses in teaching, learning and faculty development.
JISC has supported technology-enhanced assessment for over a decade through their e-Learning Programme, focusing on areas like online testing, formative assessment, quality processes, and curriculum redesign. Their current work examines how to better develop learner skills in self-assessment and use of digital tools for educational purposes. While e-assessment systems and assignment submission tools are commonly used, more advanced techniques have seen limited adoption. JISC's publications and projects aim to illustrate effective practice and build capacity in assessment and feedback through strategic use of technologies.
Best Practices in Online Academic Advising DeliveryLaura Pasquini
The Global Community for Academic Advising (NACADA) has identified the need to educate advisors on how to effectively implement technology into their practice. The NACADA Technology in Advising Commission continues to thrive to support new initiatives and tap into the advising needs for the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller & Thurmond, 2009) introduced participants to a conversation about technology in advising. NACADA continues to support online webinars to share expertise and resources throughout the United States, and across the globe. Other examples of online NACADA development and training initiatives can be found on commission group wikis, regional blogs, slide sharing websites, NACADA Facebook group page and daily on the NACADA Twitter stream.
Overall, a renewed emphasis for collaborative, online engagement in the higher education community is evolving to develop new forms of interaction and assessment. Participants will learn and share examples of online advising delivery being utilized in the advising practice. Session facilitators will share their experience advising with social networks, IM, web conferencing, podcasts, slidecasting, and other online resources. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The Horizon Report 2008). Electronic technologies can create a change in pedagogy for students, staff and faculty connected to the advising process. Advising units need to think about online advising development that includes increased participation, self-paced learning design, and continual assessment and feedback.
The document describes SHARE Knowledge, an initiative that provides free training, projects, and job placement assistance to underprivileged college graduates. It aims to address the struggles of these students in getting employment by developing their programming, soft skills, and professional attitude through industry expert training, real-world projects, and internship opportunities. Results so far include over 150 students completing internships and over 25 obtaining jobs. The organization seeks to expand its programs and engage more student and volunteer participants.
Skype, Facebook & Social Networks: Tools for Interactive Online AdvisingLaura Pasquini
1) The document discusses using emerging technologies like social networks, Skype, and mobile apps to enhance online academic advising.
2) It provides examples of how academic advisors currently use tools like Facebook, blogs, Twitter, and wikis to connect with and advise students online.
3) The document predicts future technologies that may be used for online advising, such as geo-tagging, digital books, mobile apps, virtual worlds, and video conferencing.
This document summarizes MMU's review of its learning technologies to support teaching and learning. It conducted the review in response to expiring contracts, new policies, and external pressures. It engaged stakeholders, considered various technologies and scenarios, and established criteria to appraise options. The outcome was a new integrated learning platform combining Talis Aspire, Apple Podcasts, Moodle, and Equella to better fit students' needs and expectations in a networked society.
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ACEHP 2012 - Intro to CME Tech Breakout Session (SU3)
1. Emerging Technologies and the Professional: Getting the Most from the Alliance for CME in 2012 SU3 Scott Bradbury Alliance Emerging Technologies Committee [email_address] Alliance Emerging Technologies Committee [email_address]
My background is as an instructional designer and a technologist
Many of you may have participated in a survey of the 2011 conference attendees in which we asked about WiFi at the 2012 conference. That survey clearly indicated that WiFi in the meeting space was desired with the caveat that it not be an added to charge to the registration fees. That was a tall order! The ACC tasked the staff to negotiate the best deal possible to see if this was even feasible. Luckily, this year, we were able to negotiate a package that was reasonable enough to do. We have been soliciting support funding to make it available at no charge to attendees. Additionally, we negotiated a lower price for the guest room internet charges as well. Please be aware that just because we have been able to do this for 2012, it may not always be feasible and possible to do in future years as hotel properties differ in what they will offer and negotiate. This is a consideration of which you should be aware as you consider WiFi options for your own conferences.
In all of the plenary and mini plenary rooms we negotiated for the In Kind Support from an ARS provider to have ARS technology. We have commitments from most of our plenary and mini plenary speakers to use it. In many of the break out sessions, there are faculty committed to using technology in their sessions. They may be teaching about the use of a technology in CPD or they may be using a technology to teach. Social media will again be used to engage others at the conference. You will recall it was used impromptu at the 2011 meeting with some even tweeting from the podium!! This year there will be a conference hashtag that we will tell you more about. We will also have presence on Facebook and Linked In.
Last year: 8% of sessions were tech-related. This year (2012): 13% (22) Last year: 19% of posters were tech related This year: 21% (7)
Groups include
Evaluation surveys will be available for all attendees to complete in “real time” via any mobile device, or computer, to which you have access. Assessing changes in your practice – Through the addition of a follow up survey, the Alliance will assess ways in which learners have modified their practice of CE in the Health Professions as a result of participating in the Annual Conference To thank all who participate in the evaluation, $100 educational credits will be awarded to 5 participants, that can be applied in 2012 towards any Alliance educational offering including webinars, journal club, CALLS courses, and registration to any Alliance conference (including next years’ Annual Conference)!
Evaluation surveys will be available for all attendees to complete in “real time” via any mobile device, or computer, to which you have access. Assessing changes in your practice – Through the addition of a follow up survey, the Alliance will assess ways in which learners have modified their practice of CE in the Health Professions as a result of participating in the Annual Conference To thank all who participate in the evaluation, $100 educational credits will be awarded to 5 participants, that can be applied in 2012 towards any Alliance educational offering including webinars, journal club, CALLS courses, and registration to any Alliance conference (including next years’ Annual Conference)!
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