Kevin Q. Harvey, MA UIC School of Public Health Center for the Advancement of Distance Education

1. Kevin Q. Harvey, MAUIC School of Public HealthCenter for the Advancement of Distance Education kqharvey@uic.edu 312-413-0102 http://www.uic.edu/sph/cade

2. About CADE • CADE has 50+ employees that do: • Games, Simulations, and Virtual Worlds • Mobile Applications • Public Health Preparedness Training • Research Data Management • Multimedia and Web-casting • Web Development • Online Database Development

3. What I will talk about • Two models of (m-) learning • Lessons from e-learning • E-Learning 2.0 and 3.0 • Virtual Worlds and Mobile Integration • Healthy Living Checkup – Mobile Survey • Mobile PanFlu Prep – Crafted vs. Dynamic • Emergency Evacuation using LBS

4. Affordance • Actionable properties between the world and an actor (person or animal). • They do not have to be visible, known, or desirable. • Some affordances are yet to be discovered. Some are dangerous. Donald Norman (www.jnd.org)

5. Two models of learning 1. Transmission view • Imparting, sending, giving information

6. Two models of learning 2. Constructivist view (Carey, Dewey) • Situated cognition (Streibel, 1991) • Problem Based Learning (Duffy, 1995) • Social Interactionism (Blumer, 1969) “Learning by doing”

7. Lessons from e-Learning • Deployment ≠ adoption • “Thwarted Innovation – What Happened to eLearning and Why” -(Zemsky and Massy, 2004)

8. Three principles from “Thwarted Innovation” • If we build it they will come - this is simply not true • The kids will take to e-learning like ducks to water - not quite • E-learning will force a change in the way we teach - not by a long shot

9. E-Learning 2.0 “With such a marvelous invention, why are we still trying to recreate the boredom of classrooms as an online experience?” – Gary Woodill, Brandon Hall Research

10. Virtual Worlds (Web 3.0?) A simulation in which the environment appears three-dimensional and offers an experience with some level of realistic fidelity. Simulations are powerful, immersive, experiential learning environments.

11. Virtual Worlds A virtual world like Second Life allows rapid prototyping with 3D software.

12. Virtual Worlds • Narratives help to structure knowledge and aid in the process of meaning making. • In Second Life, the user is actor, director, camera-person and viewer – all at once. • Immersive, Collaborative, Creative • User Created Content

13. Virtual Worlds

14. Mass Dispensing Exercise

15. Mass Fatality Scenario (PanFlu)

16. Drive-through Vaccination

17. Airport Security

18. Isolation and Quarantine

19. Anti-Violence Training

20. Tanker Safety

21. Mass Dislocation Scenario When people are removed from their homes or work for an extended period of time (hurricanes, pandemic flu, earthquakes) Provides support to employees and families post dislocation

22. Virtual Worlds Post Disaster Dislocation Scenario • BP facility destroyed; employee homes may be gone • Employees displaced and isolated from each other; may end up 100’s of miles from work • Displacement time is uncertain • The workplace and, most likely, home are gone

23. Scenario Assumptions • The company has used their virtual facility for ongoing training • Staff are skilled in moving around in the virtual space • Staff have mobile assessment applications resident on their phones and have practiced their use

24. Connecting Mobile to Virtual • Needs assessment data can then be transmitted to a virtual and real Situation Room so employee needs can be identified in real-time • Video

25. Five to Thrive • Chicago Department of Public Health Phone Survey http://www.surv2.com

26. Five to Thrive • Promotes healthy habits • Drink water • Eat fruits and veggies • Exercise body, mind, and spirit • Be sexually responsible • Avoid addictive substances

27. Five to Thrive • J2ME Download or • Internet based

28. Five to Thrive • Menu Driven • Easy navigation

29. Five to Thrive • Is it a good idea to put a web survey on a phone? Using a male or female condom can prevent disease when there is sexual contact between partners who don’t know each other’s sexually transmitted disease (VD) or HIV status, or when one or more partners has a sexually transmitted disease or HIV. Knowing a partner’s STD or HIV status requires knowing their sexual behavior history or the results of medical tests. You cannot tell by general health or other personal traits of your partner. Have you read this far yet? Well, this is a bit long, but it’s valid.

30. Five to Thrive • The new project will simplify the phone survey.

31. Five to Thrive

32. Five to Thrive

33. Five to Thrive

34. Five to Thrive

35. Five to Thrive

36. Five to Thrive

37. Five to Thrive

38. Five to Thrive

39. Katrina

40. Katrina

41. Katrina

42. Katrina

43. Crafted vs Dynamic vs Targeted • Crafted • Downloadable (J2ME) app. • Author control • Rich graphical treatment • Dynamic • Browser interpretation of markup language • Speed may be an issue • Easiest to change on the fly • Targeted • Role or Job Designation • Language • Region • Disabilities or Medical Conditions

44. Crafted and Dynamic

45. Crafted vs Dynamic

46. Personalization (targeted)

47. Emergency Notification (targeted) • PanFlu Prep (crafted) • Emergency Response System Go to CadeMobile Website

48. LMS – Competency Based

49. Putting It All Together • Cast a wide technological net with integrated applications • Train staff and volunteers and partners • Create a community of learners • Do regular practice and assessment in all possible roles • Real world events can be fed into virtual world training scenarios • Train with the technology that will be used in and post event • Tie it all together in a learning management framework

50. Links • http://www.uic.edu/sph/cade • http://www.advancedrealities.com • http://www.publichealthgames.com • http://www.virtualpublichealth.com • kqharvey@uic.edu