Module 4 Web 2.0 Tool Review: Collaboration

This is my Web 2.0 Review for using Tools of Collaboration.

For this module, a presentation was made on the following topic:
"Future Trends for Distance Education in Medical Settings"

The following approach was taken when making this presentation:

1. A total of 3 people (including myself) contributed to this presentation.

2. All of the planning for this presentation occurred in a distance setting. No direct contact was made between any of the authors.

3. The slides made for the presentation were developed in PowerPoint. They were then uploaded for review, commenting, and editing in Google Docs.

4. The slides were then uploaded into Voicethread.

5. Comments were then added to the Voicethread presentation.

6. The link for the Voicethread presentation was then placed within this blog.



The Voicethread presentation can be viewed by clicking the title at the top of the page or clicking the play button within the Voicethread screen.

Module 3 Web 2.0 Tool Review: Creately

This is my review of the Web 2.0 Tool called Creately. Of note, this is my first time creating a podcast and screencast.

First an audio podcast has been developed to discuss questions 1-6 and 9-11.

As you will see, it is very complex process to upload audio directly to Blogger (as compared with a video or screencast). The audio file used was made very easily without any additional software and was saved as a WMA file. However, Blogger does not support direct uploading of WMA files. The software from Box.net was used to upload the WMA file and then upload into Blogger.


You can listen to the podcast using either of the following methods. Method #1 is simple but doesn't open the file in a separate window.

Method #1:
A. Click on the title of this posting.
B. Click download
C. Click open

Method #2:
A. Right click the box and select get link
B. Click open
C. Click download
D. Click open







Next, a screencast was made on Screenr to demonstrate how to make a document on Creately. Please click on the screen to make the video play in full screen view.




Finally, here is an example of a document I made on Creately. Please click on the diagram to make the diagram appear on the entire screen.

Module 2 Web Tool Review: Voki

1. Name of tool: Voki




2. URL of tool: http://www.voki.com/





3. Primary category of tool: Creativity tool

4. Description of tool:

Voki is a Web 2.0 tool which enables the user to create a customized avatar character that is capable of speaking (while appearing to talk) if desired, in the user’s own voice. The Voki user has numerous customizing options for the visual appearance of the avatar including character style, facial features, and type of clothing. The voice of the avatar can be either recorded by phone, microphone, uploaded, or incorporated by using text to speech. The voice of the avatar can be selected to originate from many different languages and can be either male or female. There are many other options that the Voki user can use to personalize their avatar including the addition of backgrounds (including downloading your own background) and modifying several facial features (e.g. making the eyes a particular color or enlarging the nose).

Two examples of created avatars appear below:

The Voki character can then be downloaded to social networking sites, most smartphones, and blogs. The Voki can also be imbedded into a wiki or sent out as an email. The use of Voki is free for personal use only; a commercial version called SitePal is available for commercial use. The Voki website has many options for imbedding the avatar as well as selecting a size (e.g. Blogger as a large 300x400 size or perhaps MySpace as a smaller 200x267 size).The Voki website also has a “playground” to rate Voki’s made by other users and also to have your Voki rated. The Voki website also has a main blog which is categorized into two main subject areas: Questions and Answers as well as Feedback and Feature Requests.

5. Prerequisite Skills: Minimal. Basic computer knowledge is required including fundamental use of the internet.

6. Prerequisite Resources: Internet access is required. A verifiable email account is also required.

7. Use of tool:

i. Register for free account.
ii. Login in to Voki.

iii. Select “Create a New Voki”

iv. Customize your avatar by selecting a herd, clothing, voice, backgrounds, and a voice. You can also “tweak” many facial features.

v. Customize your character by selecting one of the many herds, clothing choices, and blings for the avatar.

vi. Here’s an example of an avatar I created:

vii. Next, add a voice:

viii. Next, add a background:

ix. Finally, select the “Publish” button. Your avatar will now be created.

x. Select the appropriate player size and code to imbed your avatar. You can also send the avatar by email to a maximum of 5 addresses simultaneously.

8. Example: Press the play button to listen to the avatar.



9. Scenario:

I would like to describe several ways for utilizing Voki as an educational tool with the incoming class of Fellows in Pediatric Anesthesiology. I am envisioning that Voki could be utilized for adding additional educational value to a web based clinical problem solving activity. Voki could be utilized to create speaking avatars to assist with the delivery of clinical case information, encourage team communication, increase learner motivation, and perhaps improve obtaining health information from a parent. The initial requirements would be to create a Voki account, create the avatars on the Voki site, and then imbed the avatars into the independent web based clinical problem solving activity.

I would like to first develop an example for an appropriate educational scenario such as the issues associated with children that are having a surgical procedure and also have significant congenital heart disease. As background information, children are at increased risk for overall complications associated with having surgical procedures if significant congenital heart disease is present when compared with children without significant congenital heart disease. This situation can easily become a difficult decision regarding to proceed or cancel an elective surgical procedure. Another important clinical decision is the identification followed by the interpretation of the appropriate preoperative clinical information regarding the status of the child’s congenital heart disease. This issue would make a great topic for a case based problem solving activity since the Fellows in Pediatric Anesthesiology will be expected upon graduation to be experts with these issues.

The clinical problem solving activity could perhaps begin with an avatar designed to resemble the operating room secretary. This avatar would notify the Fellow of the type of surgical procedure scheduled for tomorrow. This information would include that the child has a type of congenital heart disease.

The next avatar would perhaps be designed to resemble a Pediatric Anesthesiology Faculty member. This avatar would ask the Fellows what additional information would they request and how would they obtain this clinical information.

The next avatar would be created to be the patient’s mother. The Fellows would be asked what clinical information regarding the patient’s congenital heart disease should be obtained from the mother. For example, the Fellows may be asked if the amount of exertion the patient is capable of performing is important information to determine (this is important preoperative information). The avatar resembling the patient’s mother could then provide the answer.

Another avatar could be designed to resemble the patient’s pediatric cardiologist. This avatar could provide to the Fellows the current clinical information available regarding the patient’s congenital heart disease.

The avatar of the Pediatric Anesthesiology Faculty member could then ask the Fellow to describe the anesthetic implications for this patient and describe the specific plan for administering anesthesia for the intended surgical procedure.

The multiple avatars would be utilized to deliver different aspects of clinical information. The avatars would hopefully provide increased learner motivation by creating appropriate clinical relevance and enhanced interest. Clinical history taking could be demonstrated by the Fellows requesting information from the parent. Team communication could also be demonstrated by the multiple avatars creating the complex interactions among the several involved healthcare providers in this clinical problem solving activity.

10. Advantages of tool:

• Ease of use even for the inexperienced user
• Free for personal use
• Numerous customizing choices for physical appearance of the avatar
• Several choices for incorporating audio including using your own voice or text to speech typing
• Many choices for nationality of the voice is available
• Ability to imbed into many sites including wikis and blogs
• Forum section available to address questions and problems

11. Disadvantages of tool:

• Personal use only
• Verifiable email account required
• May be limited in creating an avatar with the same appearance as the user despite the numerous choices
• Limited amount of time allowed for uploaded audio
• Voice quality from the available options can be inadequate

Module 1 Web Tool Review: Twitter

1. Name of tool: Twitter

2. URL of tool: twitter.com

3. Primary category of tool: Communication

4. Description of tool:
Twitter™ is a very popular tool with a growing number of subscribers. It has been estimated that there are over 100 million users of Twitter™ worldwide.

Twitter™ is a blogging tool used to communicate and follow groups of interest to you. More specifically, Twitter™ would be best subclassified as a microblogging tool. This microblog limits the size of all messages to a maximum of 140 text-based characters per message. Weblinks can be incorporated into the messages. Each message can be referred to as a “tweet”. The act of sending messages on Twitter™ can be referred to as “tweeting”. After a simple and free registration process, users can begin sending and receiving messages on their computers and smartphones. The user can search for potential “people” to “follow”. Groups to follow may actually refer to an individual person, business, or organization. For example, I may select to follow the University of Houston (see below); I would then be considered to be a “follower”.




I would then receive regular updates of “tweets” from the University of Houston. I can then choose to reply to any or all of the “tweets”. I would then insert my comment (limited to 140 characters) into the “What’s happening?” box. My comment will then be sent back to the group I was following and all the people who have elected to follow the group.

Twitter™ has many potential uses. Twitter™ has been reported to also be used for educational purposes, political campaigning, public surveys, and direct consumer sales.

5. Prerequisite Skills: Minimal. Basic computer knowledge is required including fundamental use of the internet.

6. Prerequisite Resources: Internet access is required; this tool can also be accessed by most smartphones. A verifiable email account is also required.

7. Use of tool:
• Create Twitter™ account (see above)
• Login to Twitter™ using email and password

• The Home page will be displayed. Tweets from all the groups that you follow will be displayed. You can choose to select any of the tweets to read and to also add your comments. You would then insert your comments within the box and click on the “Tweet” button (see below for University of Houston example).

• By selecting the “Find People” tab at the top of the page, you can search for people, businesses, and organizations to then select to be a follower.
• Selecting the “Follow” box located at the upper left portion of the page will make you a follower of this group. You will then see an updated listing of their postings on your “Home” page.

8. Example: This is an example from one group that I follow: The American Society of Anesthesiologists.



• Here is a sample of a posting from them on my Home page:









• If I click the web link, this will take me to their website for additional information.
• If I select the “Reply” option, the following box will appear in which I can add my comments. Clicking on the “Tweet” button will then send my comments back to the ASALifeline and to all of their followers.

• Here is my response (Tweet):





9. Scenario:

I would like to describe several ways for utilizing Twitter™ as an educational tool with the incoming class of Fellows in Pediatric Anesthesiology. I am envisioning that Twitter™ could be utilized for sending messages, asking for opinions, discussing clinical scenarios, surveying the group, and perhaps inserting links to additional sites of relevance. The initial requirements would be for all the Fellows to create a Twitter™ account, for myself to create a group, and for the Fellows to select to “follow” my group. Twitter™ could also be utilized by the Fellows from their smartphones.


I would like to first develop an example for an appropriate educational scenario such as the issues associated with children that are having a surgical procedure and also have had a recent upper respiratory infection. As background information, children are at increased risk for respiratory complications if a recent upper respiratory infection is present. It can commonly become a difficult controversial decision regarding to proceed or cancel an elective surgical procedure for a child with a recent upper respiratory infection. This issue would make a great topic for discussion in addition to the fact that this is one of the most common reasons for surgical case cancellation in children.

Sending messages on Twitter™ for this educational scenario may include items such as announcing the details of a small group lecture on this topic. The limit of 140 characters would be sufficient to list the lecture topic, date, time, and room location. Other messages could be sent such as announcing reading assignments on this topic and the upcoming case conference session. Messages regarding other related educational opportunities on this topic could also be shared with the Fellows.

Opinions could be obtained with the assistance from Twitter™. For example, all the Fellows could be asked what they think are the highest risk factors for children with upper respiratory infections that are also having surgical procedures. In addition, the Fellows could also be encouraged to briefly discuss the comments made by other Fellows. If I had poor initial response, I could facilitate the discussion by adding my own opinion to the group. For example, I may state that I think that having asthma is the most important risk factor. What do others think?

Surveying the group could also be utilized with Twitter for this clinical scenario. For example, I could develop a brief clinical scenario and ask the group to comment if they would proceed with the surgical procedure, cancel the surgical procedure, or require additional information. I could further expand this discussion by surveying the group regarding clinical management choices. For example, I may ask the group to select which anesthesia medication they would administer. These results could then be collected and shared with the entire group. These results may then trigger additional comments and controversies.

10. Advantages of tool:

Free

Very popular (likely to have many groups that interest you)

Mobile applications available e.g. smartphones

Many uses including marketing, social, and business

Simple to use and navigate

Can follow anonymously

Automatically receive updated postings

11. Disadvantages of tool:

• Limited content of less than 140 text based characters
• Anyone can select to follow you if default settings selected
• Unclear identity of followers since they select the screenname
• Potential for overwhelming amount of messages