Medical Communication

Archive for the ‘Facebook’ Category

>The Best New Social LMS : TOPYX

Posted by drneelesh on January 9, 2011

>

Social LMS is the new buzz-word in eLearning. Everyones wants an elearning platform which allows social features like connecting, forming interest groups and building communities.
Such features are not well defined in the earlier breed of LMS like Blackboard or Moodle.What it needs is an affordable, fully-hosted social learning management system (social LMS) eLearning software as a service (SaaS) solution with integrated, innovative social learning resources that meet the needs of today’s learners.
TOPYX is a revolutionary eLearning 2.0 platform that ingeniously integrates learning content, assignment tracking facilities and social learning. Using the most advanced technology, TOPYX brings the best interactive software together into a single platform—giving educators, trainers and learners the ultimate resource for all their knowledge-sharing needs.
TOPYX is already used by many corporates, including Johnson and Johnson. It is 100% web based and works within the browser, so no need to download anything! It is fully integrated with community building features and single user sig-on. Also, Social networking plug-in compatibility (Twitter, Facebook, LinkedIn, etc) gives it the edge over many other similar LMSs.
It is provided as a service, so you don’t need to dirty your hands with complicated coding. Just pay and start using! Its customizable, so easy to add branding! It lets you embed multimedia in a variety of formats. It has already been voted as eLearning – Best of 2010 winner.It is used by a number of corporate houses from different verticals and has proved itself adaptable for all kinds of niche needs.
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Posted in elearning, Facebook, Google, Moodle | Leave a Comment »

>Exchange Data Between Smartphones with Free Bump App.

Posted by drneelesh on January 6, 2011

>device1
Smartphones have almost become ubiquitous amongst the physicians and other healthcare providers. They all work within a small niche and often need to pass data/information between themselves. Now a free application called Bump lets individuals using smartphones ( whether iPhones or Android phones) easily share contacts and links to Facebook too!

Setting up Bump :
1) Make sure that the person you want to connect with is in your address book, and that you both have the latest version of Bump installed on your devices.
2) Fill out your email address and/or phone number, and have your friends do the same. This information will help Bump identify who you want to connect with. 
3) Select ‘Yes’ when Bump asks permission to have access to your address book.
4) If you are friends on Facebook, you and your friends can sign into your accounts within Bump which will also help in the matching process.
Once this is done Bump will generate a list of people that you will be able to instantly connect with simply by clicking the green check mark next to their names, and voilà! You’re connected and able to send all kinds of stuff back and forth for free.

newtest5

You can download the app here from the iTunes store.

Also see a whole list of other apps using the Bump API to bump-share songs, wine lists, play games and pay bills.

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Posted in Android, Facebook, IPhone, Smartphone | Leave a Comment »

Facebook for Learning

Posted by drneelesh on April 28, 2010


Click here to view the Articulate version


DOWNLOAD


LEARNING SESSION
This week’s learning session explored Facebook and how we can use it to facilitate learning. As expected, thanks to the juicy topic ‘Facebook’, we had a full house (e-learning lab, I mean!). Only 25 were allowed to register, but we ended up with 32 participants, which just illustrates that Facebook is an interesting topic.

LET’S DO IT!

Based on our recent poll the majority of both Academic staff (66.7) and students (67.8) that participated think that IMU should use Facebook for e-learning.


But, where to start?

To get your Facebook social learning space moving, why not for starters create a ‘Facebook Group’ (especially if you want to have a closed group)?


STEP-BY-STEP
Here are two screencast tutorials exploring how to create a Facebook Group and how we could use it to facilitate learning:


Part 1 – Creating a ‘Facebook Group’


Part 2 – Exploring Facebook Group Features


But…


Why not combine Moodle (E-learning Portal) and Facebook to facilitate online learning environments that sizzles 🙂
Read more…



By- ZaidLearn

Posted in Facebook, Moodle | Leave a Comment »

Using Social media for Public health campaigns

Posted by drneelesh on February 5, 2010

Using Social Media in the health care industry is not the Goal. Its a  tool, helping you leverage social media for another Primary goal. A few ideas like switching off comments on Youtube and Facebook allows one to avoid a lot of hassles involved in using social media in the healthcare industry.
Explains Carl Desmond, creative director and partner at Awaken Interactive, an agency that helped design Gilead’s B Here campaign , against Hepatitis B  infections.“With YouTube, we turned off the comments and with Facebook we disabled the comment functionality,” said Desmond. “Any conversation or relationship that develops outside of that—say between friends on Facebook—don’t appear in the B Here channels, and aren’t an issue.” The campaign is aimed at the technologically skilled and particularly vulnerable group of Asian Americans.

http://www.willyoubhere.com/

With perhaps one exception—Johnson & Johnson’s Children with Diabetes patient community—no marketing pharmaceuticals are permitting unfettered social media and product discussions on their websites, but lots of campaigns are using social media outlets to reach consumers and patients in an organized way. That isn’t to say channels like Twitter or Facebook are right for every campaign, but it was right for Gilead, according to a hepatitis product manager at Gilead. “We didn’t do it just for the sake of doing it, because it’s the new thing, or it’s cool or because it’s the next wave of tactics,” the Gilead product manager says. “We used social media because it made sense, and it was aligned with our objectives.” In order to sell the campaign internally, the marketing team ensured that social media components were well integrated with other campaign elements. “It wasn’t like, ‘Hey, we’re launching a social media campaign.’ It was, ‘We’re launching a disease awareness educational campaign that includes X, Y and Z and our website, live educational events and media outreach,” according to the product manager.

You can read the full report here.

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Posted in Facebook, Mass media, Twitter | Leave a Comment »

Best of the week – Elearning

Posted by drneelesh on September 17, 2009


    * 10 Things I’ve Learned About Teaching Online * Does Twitter damage your memory? * Mayo Clinic Talks About Twitter * An Internet Tool for Creation of Cancer Survivorship Care Plans for Survivors and Health Care Providers: Design, Implementation, Use and User Satisfaction * Find Your Colleagues and Future Mentors on Twitter: Search for Doctors by Specialty * How to use Twitter for teaching: Professors share their real-life experience * Health News of the Day * The Secret Recipe to Delivering World Class Lectures * 100 reasons to mindmap * 5 places to learn how to touch type – for free * 3D Virtual Worlds for Health and Healthcare * Cog-Learn: An e-Learning Pattern Language for Web-based Learning Design * Learn From Rogue Tweeters: * Autism 2.0: Call for Submissions * The Cochrane Library and Web 2.0 * Beware the cloud

    Posted: 09 Sep 2009 08:35 AM PDT
    Michelle Everson has been teaching online for five years. Here, she shares the top 10 best practices she has learned about online teaching.
    Posted: 07 Sep 2009 01:51 PM PDT
    At this year’s British Science FestivalTracy Alloway, a psychologist from Stirling University, said the following:

    Some examples of what can hurt or harm working memory include things like Twitter. When you’re receiving an endless stream of information when you’re a ‘tweeter’, it’s also very succinct, so there’s no need to process or manipulate that information, it’s not a dialogue unlike something like Facebook where you might be updating your status and so on.

    Fortunately, Mark Henderson at Times Online puts things in the right place:

    Most people I know who use Twitter see it as an interactive tool for conversing with wide groups, and for drawing like-minded people’s attention to information that might interest them. It’s interactive, full of links, and information-rich. It’s a misconception that the 140-character limit makes depth impossible. In fact, to me, Twitter seems to build social networks just as effectively as Facebook, which Alloway thinks might improve working memory.

    Mark is right, and I have a few examples that can explain why I think so:

    Posted: 04 Sep 2009 10:18 AM PDT
    No matter how many useful web tools we have in medicine and healthcare as long as nobody teaches healthcare professionals how to use these. Mayo Clinic now informed doctors and medical librarians about how to get closer to social media through Twitter.

    I also try to provide students and professionals with practical examples about medicine and health 2.0 during my credit course that runs at the University of Debrecen. The third semester will launch in 3 weeks.
    Posted: 03 Sep 2009 09:00 PM PDT
    Background: Survivorship care plans have been recommended by the Institute of Medicine for all cancer survivors. We implemented an Internet-based tool for creation of individualized survivorship care plans. To our knowledge, this is the first tool of this type to be designed and made publicly accessible. Objective: To investigate patterns of use and satisfaction with an Internet-based tool for creation of survivorship care plans. Methods: OncoLife, an Internet-based program for creation of survivorship care plans, was designed by a team of dedicated oncology nurses and physicians at the University of Pennsylvania. The program was designed to provide individualized, comprehensive health care recommendations to users responding to queries regarding demographics, diagnosis, and cancer treatments. After being piloted to test populations, OncoLife was made publicly accessible via Oncolink, a cancer information website based at the University of Pennsylvania which averages 3.9 million page views and over 385,000 unique visits per month. Data entered by anonymous public users was maintained and analyzed. Results: From May 2007 to November 2008, 3343 individuals utilized this tool. Most (63%) identified themselves as survivors, but also health care providers (25%) and friends/family of survivors (12%). Median age at diagnosis was 48 years (18 – 100+), and median current age 51 (19 – 100+). Most users were Caucasian (87%), female (71%), and college-educated (82%). Breast cancer was the most common diagnosis (46%), followed by hematologic (12%), gastrointestinal (11%), gynecologic (9%), and genitourinary (8%). Of all users, 84% had undergone surgery, 80% chemotherapy, and 60% radiotherapy. Half of users (53%) reported receiving follow-up care from only an oncologist, 13% only a primary care provider (PCP), and 32% both; 12% reported having received survivorship information previously. Over 90% of users, both survivors and health care providers, reported satisfaction levels of “good” to “excellent” using this tool. Conclusions: Based on our experience with implementation of what is, to our knowledge, the first Web-based program for creation of survivorship care plans, survivors and health care providers appear both willing to use this type of tool and satisfied with the information provided. Most users have never before received survivorship information. Future iterations will focus on expanding accessibility and improving understanding of the needs of cancer survivors in the era of the Internet.
    Posted: 03 Sep 2009 04:02 AM PDT
    Twitter Searches You Didn’t Think Were Possible: Search By Profession http://is.gd/20GoN

    Search By Profession on Twitter by using TweepSearch – example: http://bit.ly/129ATE

    Find Out Who Follows Whom on Twitter http://whofollowswhom.com – For example, who do all cardiologists on Twitter follow?

    “Is Twitter necessary for physicians and other medical professionals?”, asks KevinMD http://bit.ly/181vHF – It’s not necessary but it may be useful.

    Related:
    Lists of Medical Bloggers and Twitters Categorized by Specialty
    Image source: OpenClipArt.org, public domain.

    Posted at Clinical Cases and Images. Stay updated and subscribe, or follow me on Twitter.



    Posted: 31 Aug 2009 04:58 AM PDT
    From JS Online: Milwaukee-Journal Sentinel:

    Professors experiment with Twitter as teaching tool http://bit.ly/HP4RZ

    Facebook may be the social medium of choice for students, but Twitter has found adherents among professors. Twitter is helping them build community in their classes in a way that appeals to the Facebook generation.

    Some students are assigned to live tweeting: publishing the speaker’s thoughts on Twitter during the presentation.

    Twitter helps students develop key skills: listening, information-gathering, multitasking and succinct writing.

    Twitter allows professors to post links to what they’re reading – students “follow” them.

    Professors “listen” to conversations students have with each other on Twitter to gauge what questions they have.

    Posted at Clinical Cases and Images. Stay updated and subscribe, or follow me on Twitter.



    Posted: 30 Aug 2009 04:47 AM PDT
    Health News of the Day is a daily summary made from the selected links I post on Twitter. It is in a bullet points format with links to the original sources which include 350 RSS feeds that produce about 2,500 items per day.

    Medical news tweets are not research articles – they are 140-character messages – please always go to the original source, links, etc. The inclusion of a Twitter update (tweet) is not an endorsement or agreement of any kind. Tweets and links do not represent endorsement, approval or support. Image source: OpenClipArt.org, public domain.

    Follow me on Twitter:

    Posted at Clinical Cases and Images. Stay updated and subscribe, or follow me on Twitter.



    Posted: 29 Aug 2009 10:52 PM PDT

    “The only thing that interferes with my learning is my education.”
    – Albert Einstein
    Firstly, you might get annoyed with the term ‘World Class’ and I would perhaps, too. But at least it got you to this sentence, so it is working. Think of ‘World Class’ in this context as delivering exceptional or inspiring lectures, talks or presentations (how you may word it!).

    Secondly, you might argue that we should get rid of lecturing all together to revive University learning to be relevant to the world beyond again, as this is being questioned all over the world.

    With that I totally disagree! If you argue that lectures do not facilitate effective learning, I can to a certain degree listen. But, that is if the criteria for lectures is only to disseminate knowledge. But if you ask me, I would argue that lectures is much more than simply vomiting out facts, concepts and ideas.

    Besides that vomiting stuff, it is also about tickling and inspiring the students’ to discover a learning interest and domain. It is about discovering the joy for learning. It is about creating a connection and bond. It is about an exploration with the students, and telling them a story that means something. It is about presence and being a role model, letting them experience a way of how ideas and knowledge can be articulated, and so on.

    In short, the lecture is the place where we should be inspired and triggered into a learning journey that is full of joy and obstacles. If we can inspire and nurture that learning passion into the students’ mind, the rest is reasonably easy today, as they can basically access all the knowledge and tools (in many cases) they want with a few searches and clicks. Increasingly most of the amazing learning resources are becoming free (democratizing the access to knowledge), which you might discover even more so, after reading the rest of this article.

    But the sad fact based on years of learning experience, and listening to all the noise around the world, education is increasingly becoming just a business, and students increasingly all over the world are experiencing crappy lecturers, lectures and education in general.

    Let’s just tackle the lecture for now. If we get the lecture right, students will be inspired to learn on their own

    NEW SCHOOL
    Five simple learning steps/phases, which can of course overlap anyway you like

    1. Explore
    2. Learn
    3. Innovate
    4. Feedback
    5. Reflect (back to Explore)
    This learning cycle can happen within minutes using your mental reflection and visualization, or perhaps days, weeks, months in the real world, depending upon how you apply. Actually, these steps are just indicators and do not need to be followed step-by-step. Just use them how you feel like it, or what works best for you. I am still learning, so these steps or phases might change even by the time I really finish this article. Alright, let’s move on!

    1. EXPLORE

    Besides all the other methods, content and junk, here is your new learning curriculum (No, ABC just have fun exploring and learning):
    • TED Talks
      Inspired talks by many of the world’s greatest thinkers and doers.
    • Academic Earth
      Video lectures from many of the world’s top scholars.
    • YouTube EDU

      YouTube has aggregated all of the videos from its college and university partners – including luminaries like Stanford, Harvard, and Dartmouth – in one place. Here you will find thousands of video lectures to explore and reflect.
    • FORA.tv

      FORA.tv delivers discourse, discussions and debates on many the world’s most interesting political, social and cultural issues, and enables viewers to join the conversation.
    • WGBH (Free Public Lectures) Free live and on-demand lectures given by some of the world’s foremost scholars, authors, artists, scientists, policy makers and community leaders.
    • The Nobel Prize
      It brings you fascinating insights into the minds of current and past Nobel Laureates.
    • Extend List… (Please refer to the Digital Media and YouTube Channels sections)

    Oh man! Where to start?
    Alright, since I have been exploring such lectures for a few years now, I will share with you some of my favorites to get you started. Below is basically a cocktail of educators (variety!), inspiring all sorts of knowledge in their own way. Please click on their names below for more of their videos or resources. For your convenience (to access real juice!) I have selected one lecture (or short talk/presentation) from each of the amazing educators below, which is worth exploring and reflecting. Hopefully, you can pick up a few tricks on the way that will over time transform you into…WOW! Here we go (Not ranking, just numbering):

    Fav. 25

    1. Sir Ken Robinson (Creativity Expert)

      Creativity expert Sir Ken Robinson challenges the way we’re educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.

      Lecture: Schools Kill Creativity

    2. Michael Wesch (Assistant Professor of Cultural Anthropology, Kansas State University)
      Is most famous for his amazing work in the emerging field of digital ethnography, where he studies the effect of new media on human interaction.
      Lecture: An Anthropological Introduction to YouTube

    3. Walter Lewin (Professor, MIT)
      Is currently a professor of Physics at MIT. He earned his Ph.D. in Nuclear Physics in 1965 at the Delft University of Technology in the Netherlands…more
      Lecture: Measurements of Space and Time
    4. Hans Rosling (Global Health Expert; Data)
      As a doctor and researcher, Hans Rosling identified a new paralytic disease induced by hunger in rural Africa. Now the global health professor is looking at the bigger picture, increasing our understanding of social and economic development with the remarkable trend-revealing software he created.
      Lecture: The Best Stats You’ve Ever Seen

    5. Randy Pausch (Doctor, Carnegie Mellon University)

      He learned that he had pancreatic cancer, a terminal illness, in September of 2006. He gave an upbeat lecture entitled “The Last Lecture: Really Achieving Your Childhood Dreams” on September 18, 2007 at Carnegie Mellon, which became a popular YouTube video and led to other media appearances. He then co-authored a book called The Last Lecture on the same theme, which became a New York Times best-seller. Pausch died of complications from pancreatic cancer on July 25, 2008 …more
      Lecture: The Last Lecture: Really Achieving Your Childhood Dreams
    6. Jill Bolte Taylor (Neuroanatomist)
      Brain researcher Jill Bolte Taylor studied her own stroke as it happened — and has become a powerful voice for brain recovery.
      Lecture: Stroke of Insight
    7. Sugata Mitra (Education researcher)

      His “Hole in the Wall” experiments have shown that, in the absence of supervision or formal teaching, children can teach themselves and each other, if they’re motivated by curiosity and peer interest.
      Lecture: How Kids Teach Themselves

    8. Murray Gell-Mann (Physicist)
      Brings visibility to a crucial aspect of our existence that we can’t actually see: elemental particles. He won the Nobel Prize in Physics for introducing quarks, one of two fundamental ingredients for all matter in the universe.
      Lecture: Beauty and Truth in Physics

    9. Vilayanur Ramachandran (Brain Expert)
      Neurologist V.S. Ramachandran looks deep into the brain’s most basic mechanisms. By working with those who have very specific mental disabilities caused by brain injury or stroke, he can map functions of the mind to physical structures of the brain.
      Lecture: Your Mind

    10. Dan Pink (Career Analyst)

      Bidding adieu to his last “real job” as Al Gore’s speechwriter, Dan Pink went freelance to spark a right-brain revolution in the career marketplace.

      Lecture: The Surprising Science of Motivation

    11. Tony Robbins (Life Coach; Expert in Leadership Psychology)

      Makes it his business to know why we do the things we do. The pioneering life coach has spoken to millions of people through his best-selling books and three-day seminars.

      Lecture: Why We Do What We Do

    12. Elaine Morgan (Aquatic Ape Theorist)

      Is an octogenarian scientist, armed with an arsenal of television writing credits and feminist instincts, on a mission to prove humans evolved in water.

      Lecture: We Evolved From Aquatic Apes

    13. Seth Godin (Marketer and Author)

      Is an entrepreneur and blogger who thinks about the marketing of ideas in the digital age. His newest interest: the tribes we lead.

      Lecture: The Tribes We Lead

    14. Jeff Han (Human-Computer Interface Designer)

      After years of research on touch-driven computer displays, Jeff Han has created a simple, multi-touch, multi-user screen interface that just might herald the end of the point-and-click era.
      Lecture: Breakthrough Touchscreen
    15. Marian Diamond (Professor, University of California Berkeley)
      Expertise: General Human Anatomy.
      Lecture: The Human Brain and Muscular System

    16. Clayborne Carson (Doctor, Stanford)
      Expertise: African American History
      Lecture: Barack Obama’s American Dream

    17. Paul Bloom (Professor, Yale)
      Expertise: Psychology
      Lecture: Introduction to Psychology

    18. Guy Kawasaki (Managing Director, Garage Technology Ventures)
      Lecture:
      The Power of ‘No Bull Shiitake’

    19. Mehran Sahami (Associate Professor, Stanford)
      Expertise: Computer Science and Programming Methodology
      Lecture: The History of Computing

    20. Courtenay Raia (Lecturer, UCLA)
      Expertise: Science, Magic, and Religion
      Lecture: Newton and the Enlightenment

    21. Benjamin Polak (Professor of Economics and Management, Yale)
      Expertise: Game Theory
      Lecture: Introduction to Game Theory

    22. Eric Lander (Professor of Biology, MIT)
      Expertise: Biology
      Lecture: Genetics 1

    23. Benjamin Karney (Associate Professor of Social Psychology, UCLA)
      Expertise: Communication and Conflict in Couples and Families
      Lecture: Methods of Studying Families and Couples

    24. William Durham (Bing Professor of Anthropological Studies, Stanford University)
      Expertise: Anthropology and Darwinism
      Lecture: Darwin’s Legacy

    25. Katharine Ku (Director of the Office of Technology Licensing, Stanford University)
      Expertise: Chemical Engineering and Intellectual Property
      Lecture: How Much is the Technology Worth?

    2. LEARN

    Interestingly, after reading tons of articles about becoming great educators, I have noticed again and again that all the great ones, have in their own student days experienced great teaching themselves. In short, for us to become great educators (or to know what that really means!), we need to experience great educators and lectures ourselves.

    However, now that we have free online access to hundreds if not thousands of amazing lectures (a few shared above), I believe we all have the opportunity to experience them at least virtually. It is not exactly the same, but we have access to more. I can live with that! And by doing so, we can try (let’s ignore our struggling ego here!) to benchmark ourselves with these giants.

    The trick here, is not to look first for their weaknesses, but to be open and immerse ourselves with all the positive little things they do to inspire us. After digesting all the juice and picking up a few tricks here and there, we should also explore possible weaknesses in their presentations, which we should perhaps try to avoid in ours. But, please remember not to get too preoccupied initially with looking for weakness in their lectures (so that we can make our ego feel good!), and then miss out on all those little things that really matter. It is difficult, but let’s try!


    3. INNOVATE

    No one has ever become a great footballer by simply watching and reflecting videos of great footballers. The same goes for lecturing, so besides watching and reflecting, you need to explore, experiment, and continuously practice new things with your students to find the right algorithm(s) that makes them tick into action and learning joy.

    I am not going to tell you what to try, instead just enjoy exploring great lectures, note down mentally or physically all the little positive things they do. And most importantly always have the guts to try them out in your learning sessions. Some might go horrible wrong, and some might go the opposite way, or some might have no impact at all, but that is a risk you have to take to really improve.

    Though, if you really try, trust me, students will eventually appreciate all your efforts. Especially, the Y and Z generation I believe will love it. In Y and Z shell, they love people that have guts, try the unexpected, and engage them to learn.

    4. FEEDBACK

    Innovating your lectures is not enough! You also need to continuously try to seek feedback from every single corner you can imagine, whether it is fellow-educators, students or strangers on the web (that have perhaps watched one of the lectures you shared on the web).

    There is no harm is telling the students that we stink (perhaps in a gentler manner), and would surely love some feedback posted in the course online forum (if you have one). Or perhaps ask them at the end of the class to write on a piece of paper the things they learned, or like about the lecture, or things they didn’t understand, or areas that could be improved. If you make them feel safe about being honest, it is amazing how much constructive feedback you can receive by simply asking the people that really matter in the learning process.

    Don’t take yourself too seriously, and have fun being criticized, including receiving those little negative feedback nuggets that really hurt your crumbling little ego. These negative feedback nuggets are actually the seeds to improve fastest.

    5. REFLECT

    Finally, seeking feedback is not enough to improve the way we lecture. We also need to reflect upon the feedback acquired, and then again explore better ways of doing it, and then learn (practice) and innovate continuously until we practically die, or leave lecturing all together.

    How can I:

    • Engage students more?
    • Facilitate more AHA-moments?
    • Create more interest in the subject?
    • Be clearer and more concise (writing this article!)?
    • Prepare better illustrations and PowerPoint slides?
    • Make the lecture more relevant to the student?
    • Etc.


    ——————————————————————————–

    Posted: 29 Aug 2009 02:34 AM PDT

    I am often asked about mindmapping by people who have never tried it.  Why would they want to do it, etc?  I’ve just found come across this great article from Mind Map Inspiration, called 100 reasons to mind map, so this is a useful place to look for ideas about how it can be used.
    And, if you are looking for some mind mapping tools to get started, then Bubbl.us, a free collaborative online mind mapping tool is currently the highest ranking mind mapping tool on our op 100 Tools for Learning list.
    But you will find a further 30+ mind mapping and brainstorming tools here
    Posted: 14 Aug 2009 01:36 AM PDT

    Want to learn how to touch type?  Here are 5 free sites that I’ve collected over time.

    1. Goodtyping.com – Online typing course
    2. Peter’s Online Typing CourseA set of free online typing lessons and typing exercises for beginning typists
    3. Power Typing -this online free typing tutor is an educational web site for kids, students and adults alike!
    4. typeonline.co.uk – structured touch typing course for motivated individuals looking to develop their keyboard skills
    5. Typing Web – free online typing tutor & keyboarding tutorial for typists of all ages. All skill levels will benefit from TypingWeb’s free keyboarding lessons.

    UPDATE: I’ve just found another one on my list!

    1. KeybrOnline keyboarding lesson
    Posted: 03 Aug 2009 12:52 PM PDT
    I’m a real fan of the Journal of Virtual Worlds Research and they came up with something really innovative again. The newest issue focuses on how virtual worlds can be used in medicine and healthcare.
    jvwr
    I’ve been working in this field for years and it’s vibrating to see so many interesting projects in the virtual worlds.

    Posted: 31 Jul 2009 05:00 PM PDT
    Designing online learning material is a difficult task for novice teachers who lack experience in their design. Patterns have emerged as means to capture design knowledge in context and offer solutions to designers. Cog-Learn is a pattern language aimed at supporting the design of learning material for e-learning systems. Here, we describe Co-Learn and discuss the patterns’ identification and formalization processes through two case studies in which a set of cognitive strategies was applied with the goal of better organizing the content seen by the student. The purpose is to facilitate the student’s interaction with the material’s interface and, consequently, improve the learning process.
    Posted: 31 Jul 2009 05:00 PM PDT
    Many organizations are struggling with social media, trying to determine exactly how to use it in a formalized way. But while they strategize about how to push messages or disseminate information, they’re being preempted by rogue individuals who, in the true spirit of social media, stake a claim and represent their organization with nothing more than permission.
    Posted: 22 Jul 2009 08:36 AM PDT
    I’ve been creating free medical Web 2.0 Guidance Packages on Webicina.com for patients and for doctors as well. Such a package contains all the quality selected web 2.0 tools from blogs and communities to online slideshows and wikis that focus on one medical condition or medical specialty.
    The next package will be dedicated to Autism, so if you know a good blog, resource, Youtube channel, wiki, community or Twitter user writing focusing on autism, please let me know so I can include your suggestions.
    Thank you!
    That’s what we have so far:

    Webicina.com main page


    Posted: 21 Jul 2009 10:15 PM PDT
    I’ve come across a very interesting slideshow on the Open Medicine Blog. It’s good to see Cochrane Library is open to the new tools of the web.

    This posting includes an audio/video/photo media file: Download Now

    Posted: 21 Jul 2009 02:02 PM PDT
    I’ve found personal benefit to moving more and more of my information into “the cloud”. Web-based tools like Google Docs, Twitter, wordpress, delicious, etc. provide the freedom to access my resources regardless of device. The development of smart phones over the last several years makes this model of data creation/access particularly valuable. With MobileMe and LiveMesh, we get the additional value of being able to store resources – via the cloud – across multiple devices. Good ol’ redundancy. All is not well, however. Jonathan Zittrain states:

    But the most difficult challenge — both to grasp and to solve — of the cloud is its effect on our freedom to innovate. The crucial legacy of the personal computer is that anyone can write code for it and give or sell that code to you — and the vendors of the PC and its operating system have no more to say about it than your phone company does about which answering machine you decide to buy…This freedom is at risk in the cloud, where the vendor of a platform has much more control over whether and how to let others write new software.

    An API is at best a pacifier to sedate the majority, but it is a far cry from open source. To paraphrase Mark Pilgrim: open enough works for running programs now, but it is a long term sacrifice of freedom.

    Posted in Facebook, Twitter | Leave a Comment »

    Public Health Communication À la Obama

    Posted by drneelesh on September 3, 2009

    US Senator Barack Obama campaigning in New Ham...





    Recently read this post by R. Craig Lefebvre, who is the Adjunct Professor of Prevention and Community Health at The George Washington University School of Public Health and Health Services. In it, he points out the lessons we can learn from Obama”s campaign and use in Health communication


    Lessons for public health campaigns include the following:

    • Consider new media–social networking sites, uploaded videos, mobile text messages and blogs—as part of a comprehensive media mix.
    • Encourage horizontal (i.e., peer to peer and social network) communications of campaign messages as social influence and modeling are important drivers of behavior. Embrace user-generated messages and content, especially in the case where top-down campaign messages are straight-forward and translatable by the public.
    • Use new media to encourage small acts of engagement. Small acts of engagement lay the groundwork for relationship building and larger tasks in the future. are important for relationship building and can lead to larger acts of engagement in the future.
    • Use social media to facilitate in-person grassroots activities, not to substitute for them.

    I have following his blog on Social marketing and I always get to appreciate a fresh and different view on all issues he discusses. Anyone interested in Social marketing/Health marketing should definitely follow him.You can find more of his interesting ideas here.

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    Posted in Facebook, health | Leave a Comment »

    Public Health Communication À la Obama

    Posted by drneelesh on September 3, 2009

    US Senator Barack Obama campaigning in New Ham...





    Recently read this post by R. Craig Lefebvre, who is the Adjunct Professor of Prevention and Community Health at The George Washington University School of Public Health and Health Services. In it, he points out the lessons we can learn from Obama”s campaign and use in Health communication


    Lessons for public health campaigns include the following:

    • Consider new media–social networking sites, uploaded videos, mobile text messages and blogs—as part of a comprehensive media mix.
    • Encourage horizontal (i.e., peer to peer and social network) communications of campaign messages as social influence and modeling are important drivers of behavior. Embrace user-generated messages and content, especially in the case where top-down campaign messages are straight-forward and translatable by the public.
    • Use new media to encourage small acts of engagement. Small acts of engagement lay the groundwork for relationship building and larger tasks in the future. are important for relationship building and can lead to larger acts of engagement in the future.
    • Use social media to facilitate in-person grassroots activities, not to substitute for them.

    I have following his blog on Social marketing and I always get to appreciate a fresh and different view on all issues he discusses. Anyone interested in Social marketing/Health marketing should definitely follow him.You can find more of his interesting ideas here.

    Related articles-

    Posted in Facebook, health | Leave a Comment »