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College Health 2. 0 Utilizing Social Media and Interactive Technology to Enhance Delivery of 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 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 Mc. Cracken, MSW Colorado State University, Fort Collins, Colorado

Lindsey Bickers Bock, MPH Health Education Specialist, Student Health Center Duke University Private University 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 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 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 Mc. Cracken, MSW Director of Communications, Outreach and Prevention Programs, University Counseling Center Pam Mc. Cracken, 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

Web 2. 0 What do we mean when we say Web 2. 0 What do we mean when we say "Social Media" and "Interactive Technology"?

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

Justification n The number of young adults using social media and Web 2. 0 Justification n 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. . . n n Equitable Accessible Justification Using new media and interactive technology is. . . n n Equitable Accessible Accommodating Resource-friendly

Sources of Health Information ACHA-NCHA, 2007 Sources of Health Information ACHA-NCHA, 2007

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

Web 1. 0 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 • Web 2. 0 – connecting with students Communication vs. notification • Website interactivity • Consumers = producers • Bi-directional information flow “Buck. MD” • Blog with question and answer capability • Input from students and parents • Use of video/audio

Web 2. 0 - online scheduling Web 2. 0 - online scheduling

Web 2. 0 – outreach & collaboration Web 2. 0 – outreach & collaboration

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

Blogs Blogs

Blogs Blogs

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

Blogs Particularly useful in that: o o Students can ask questions they would not Blogs Particularly useful in that: o o 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) o Maintaining accuracy o What role will students play in maintaining the blog? o o

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

Interactive web-based programs Interactive web-based programs

Interactive web-based programs Interactive web-based programs

Interactive web-based programs Getting Started • Consider both in-house and external options for platform Interactive web-based programs Getting Started • Consider both in-house and external options for platform provision: o o o 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 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, Linked. In, Twitter and Flickr Social networking Online communities, such as Facebook, Linked. In, Twitter and Flickr

Most Popular Social Networks Most Popular Social Networks

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

Social networking How do you get started? • Do your research. o Figure out Social networking How do you get started? • Do your research. o Figure out what your students are using. o 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.

Creating an online presence using social networking sites Identify where and how you want 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 Understanding Facebook

Advertising events on Facebook Advertising events on Facebook

Who's using Facebook? Who's using Facebook?

Understanding Twitter Understanding Twitter

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

Podcasting A 'cast' is audio or video content available on the web that can Podcasting A 'cast' is audio or video content available on the web that can be automatically delivered to your computer or MP 3 player.

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

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

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

i. Tunes U Getting started • Identify your university's existing institutional point person • i. Tunes 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

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

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

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

Videogame technology for healthcare applications Incentivizes healthy behavior n Challenge and achievement Videogame technology for healthcare applications Incentivizes healthy behavior n Challenge and achievement

Videogame technology for healthcare applications Special populations n Men! Videogame technology for healthcare applications Special populations n Men!

Gaming for College Health Gaming for College Health

Gaming for College Health Gaming for College Health

Exergaming Exergaming

Simulation and Training Simulation and Training

Potential Barriers: Accessibility Section 508 of the Rehabilitation Act o All state and federal Potential Barriers: Accessibility Section 508 of the Rehabilitation Act o All state and federal entities must provide equal access to electronic and information techonologies W 3 C Web Content Accessibility Guidelines o o text alternatives for non-text content functionality available from a keyboard content design flash thresholds Consult Disability Services or ADA coordinator

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

Potential Barriers - Legal Issues Regulating the content of a public forum o Viewpoint Potential Barriers - Legal Issues Regulating the content of a public forum o Viewpoint discrimination Vital to have: o Appropriate disclaimers o Anonymity with Identity verification (Shibboleth) o Active acknowledgement Potential liabilities o o o 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 o Daily involvement o Staff training o ‘Buy-in' Potential Barriers: Production Issues Time commitment o Daily involvement o Staff training o ‘Buy-in' from administration, faculty and staff Finding the Right "voice" o Authenticity comes from peers o Use members of your target audience – Students! o Appropriate tone is vital o Great opportunity to contribute to academic mission Consents and Releases o People, locations, minors, etc.

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

Potential barriers: Measuring Success Potential barriers: Measuring Success

Reaching a diverse audience • Increasing accessibility • Connecting with varied student identities • 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. n Handheld applications n Other social Staying current We haven't covered every existing technology. n Handheld applications n Other social networking sites n Etc. , etc. There will always be new things coming out and changing.

Ways to stay up to date • Become friends with your IT staff! • 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? Questions? Comments?

Contact information Lindsey Bickers Bock Michelle Burtnyk Simon Fraser University Duke University 778 -782 Contact information Lindsey Bickers Bock Michelle Burtnyk Simon Fraser University Duke University 778 -782 -5470 919 -668 -0997 lindsey. bickers. [email protected] edu [email protected] ca John Vaughn Pam Mc. Cracken The Ohio State University 614 -292 -5729 vaughn. [email protected] edu Colorado State University 970 -491 -0262 [email protected] colostate. edu Don't hesitate to be in touch!

Additional Resources Websites http: //www. hightechcollegehealth. blogspot. com/ http: //www. shs. osu. edu/ http: 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/ ITunes. U 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 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. w 3. org/WAI/WCAG 20/quickref/

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