Transcript Document

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
Web 2.0
What do we mean when we say
"Social Media" and
"Interactive Technology"?
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.
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
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/
Blogs
Blogs
Blogs
Getting Started ...
• Check with your University to see if there
are any regulations about blog hosting:
o
o
o
o
•
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:
o
o
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
Interactive web-based programs
Interactive web-based programs
Getting Started
• Consider both in-house and external options for platform
provision:
o
o
o
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 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
o Wall posts, photo tags, etc.
•
Major vehicle for campus communication
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 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:
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?
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 be
automatically delivered
to your computer or
MP3 player.
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 equipment
• Video camera, laptop and software
•Determine where
• Website
• ITunes U
it will be posted
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
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
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
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?
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
Videogame technology for
healthcare applications
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!
Gaming for College Health
Gaming for College Health
Exergaming
Simulation and Training
Potential Barriers: Accessibility
Section 508 of the Rehabilitation Act
o
All state and federal entities must provide equal
access to electronic and information techonologies
W3C Web Content Accessibility Guidelines
o
o
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

“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”
Potential Barriers - Legal Issues
Regulating the content of a public forum
o
Viewpoint discrimination
Vital to have:
o
Appropriate disclaimers
o Active
o
acknowledgement
Anonymity with Identity verification (Shibboleth)
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
o
o
Daily involvement
Staff training
‘Buy-in' from administration, faculty and staff
Finding the Right "voice"
o
Authenticity comes from peers
o Appropriate
o
tone is vital
Use members of your target audience – Students!
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 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
Michelle Burtnyk
Simon Fraser University
Duke University
778-782-5470
919-668-0997
[email protected] [email protected]
John Vaughn
Pam McCracken
The Ohio State University
614-292-5729
[email protected]
Colorado State University
970-491-0262
[email protected]
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
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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

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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.