Mais conteúdo relacionado Semelhante a Final Health Learning Platform - Strategy Presentation (Summer 2012) (20) Final Health Learning Platform - Strategy Presentation (Summer 2012)1. Digital Learning Platform
Strategy for Healthcare
John C. Henderson
Boston University
George Wyner
Institute for Global Work Abram Guerra
Ajeet Gupta
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2. Contents
1. Opportunity and Vision 4. Technical Strategy
Definition of Learning Objects Key Use Cases
2. Overview of Capabilities, Key Architectural Concerns
Platforms and Stacks Data Model
3. Strategic Perspective for 5. Outline of Proposal
Health Learning Platform
6. Draft Wireframes
Summary of Strategic Design
Health Learning Platform
7. Bibliography
Ecosystem
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3. The Opportunity
• Impact the ability and motivation of patients
to effectively self-manage their healthcare
– Low self-management creates poorer health
outcomes and higher costs to the healthcare
system
– Accountable Care/Capitation model create
incentive to invest in healthcare solutions that
lead to more effective self-management by
patients in the long term
• Vision: More engaging patient learning
experiences will lead to more engaged patients
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4. HOW: Learning Objects
• Digital Learning Objects are:
– Rich Media Experiences
– Purpose Built, Tied to Normative Standards
– Part of a Larger System/Platform
• Metadata, Analytics and Partner Ecosystem
• Combinatorial Innovation
• Vision: More engaging patient learning
experiences will lead to more engaged patients
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6. Capabilities
A business capability:
• Links activities of the firm to customer/market value
– Value Driven
– Measurable
– Action oriented
• Is achieved by combining
– People
– Process
– Technology
– Governance (Organization)
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7. Capability Platforms
A platform is a set of capabilities used by
multiple parties in a manner that:
A. Creates value through options that provide
flexibility.
B. Creates valuable network effects by
leveraging business partners.
C. Capture value through explicit architectural
control points.
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8. Capability Stacks
Product
Interface
Social Networks
Market Service
Interface
Collaboration
Interface
Work Flow/App
Interface
Data/Analytics
Interface
Infrastructure Value
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10. Summary: DLO Platform Strategy
• Four layers, each defined by a dominant
value proposition, unique capabilities, and a
standard interface
• Each layer represents a marketplace where
products, services, and platforms compete
• Each layer aligns with a different portion of
the market served (i.e. the health sector)
• Each layer will have dominant metrics that
will define the success of the strategy
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11. Digital Learning Healthcare
Platform Market
Digital Learning Provider
DLO Object Services
Intelligent Connectivity Products/
Access Services
Infrastructure
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12. Digital Learning Healthcare
Platform Market
Personalized Patient
PDLO DLO Context
Digital Learning Provider
DLO Object Services
Intelligent Connectivity Products/
Access Services
Infrastructure
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13. Digital Learning Healthcare
Platform Market
PDL Healthcare
PDLE Experience Outcome
Personalized Patient
PDLO DLO Context
Digital Learning Provider
DLO Object Services
Intelligent Connectivity Products/
Access Services
Infrastructure
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14. Digital Learning Healthcare
Capabilities
Platform Market
PDL Healthcare
PDLE Experience Outcome
Personalized Patient
PDLO DLO Context
Digital Learning Provider
DLO Object Services
Real Time Access Intelligent Connectivity Products/
Across Platforms Access Services
Infrastructure
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15. Digital Learning Healthcare
Capabilities
Platform Market
PDL Healthcare
PDLE Experience Outcome
Personalized Patient
PDLO DLO Context
Develop, Deliver Digital Learning Provider
Quality Content DLO Object Services
Real Time Access Intelligent Connectivity Products/
Across Platforms Access Services
Infrastructure
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16. Digital Learning Healthcare
Capabilities
Platform Market
PDL Healthcare
PDLE Experience Outcome
Personalization, Personalized Patient
Digital Rights Mgmt. PDLO DLO Context
Develop, Deliver Digital Learning Provider
Quality Content DLO Object Services
Real Time Access Intelligent Connectivity Products/
Across Platforms Access Services
Infrastructure
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17. Digital Learning Healthcare
Capabilities
Platform Market
Tracking of Engaged PDL Healthcare
Learning over Time PDLE Experience Outcome
Personalization, Personalized Patient
Digital Rights Mgmt. PDLO DLO Context
Develop, Deliver Digital Learning Provider
Quality Content DLO Object Services
Real Time Access Intelligent Connectivity Products/
Across Platforms Access Services
Infrastructure
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18. Key Strategic Concepts (Capabilities,
Platforms, and Stacks)
Digital Health Learning Platform Strategy
Discussion
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24. Device Given to Patient
OPEN WIREFRAME"
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32. Tracking of PDLE Produced by Analytics
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34. Supporting Digital Learning Healthcare
Metadata Structure Platform Market
Tracking, Integration Healthcare
PDLE Outcome
Subjective Metadata Patient
Paradata (CAM)
(Reviews, Social Tags, etc…)
PDLO Context
Provider
DLO Services
Objective Metadata
(Modality, Creation, etc…)
Intelligent Product/
Service
Infrastructure
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35. Top Concern: Access & Security
Protection of Patient Data Required by Law
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36. Analytics and Tracking
• In-House
(Reporting Tool)
• Licensed
(Analytics Tool
hosted locally)
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37. Options for Metadata Standards
SCORM
Sharable Content Object
IMS Global
IMS Global Learning Consortium
Reference Model
Dublin Core LOM
IEEE/LTSC Learning Object
Dublin Core
Metadata Initiative Metadata Standards
LRMI
Learning Resource
Rich Snippets
Microformats, Microdata, RDFa
Metadata Initiative
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38. Metadata Standard Selections
Metadata Category Relevant Standard
Learning object metadata LOM
Tracking metadata Tin Can API (tincanapi.com)
Rating metadata hReview (microformats.org)
Media metadata Schema.org
Tag metadata CommonTag, MUTO
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49. Phase 1: Planning
1. Three year project to develop and test
(clinical trial) a patient learning platform
2. Refine overview presentation based on
feedback and present to key sponsors
3. Gain commitment and working agreement
among partners (BU, WGBH/PBS, BU
Medical School)
Request for Planning Grant (Exp. October 2012)
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50. Phase 2: Develop Content, Prototype
1. Work with partners to target content domain
and identify proposed DLO’s and develop a
plan for developing DLOs
2. Refine and test key use cases with doctors
and other stakeholders
3. Develop and refine a technical
requirements document for a demonstration
pilot
Grant to develop and test demonstration pilot (Exp. June 2013)
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51. Phase 3: Develop and Deploy
1. Develop a demonstration pilot
2. Pre-test in clinical environment
3. Design and recruit for clinical trial
Grant to conduct clinical Trial (Exp. April 2014)
4. Execute clinical trial (through 2014)
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53. Login screen. This screen is common to all roles including: the patient, doctor, medical
assistant and medical biller.
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54. This screen lists all all available DLE templates. In each template there are embedded
DLOs.
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55. Physician selects DLE template for patient. Can customize the DLE before
prescribing it for patient as a PDLE.
Back
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56. When PDLE is ready for use, the Physician enters patient name. System will make the
PDLE available to Medical Assistant to provide to patient.
Back
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57. Physician can search for DLOs using various filtering criteria.
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58. Physician has the option to add tags and comments to DLOs.
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61. Patient sees a list of all PDLEs prescribed by the doctor.
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62. Patient experiences the DLOs by clicking on the tiles on the left-hand side
navigation.
Back
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63. Patient receives feedback on completing the PDLE. A record of this engagement is
recorded for billing and patient is sent an email with a link for revisiting the learning
experience at home.
Back
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64. Patient has the option to view additional DLOs using various search criteria.
Back
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66. Medical biller can submit records of patient PDLE engagement for billing.
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67. Librarian can view list of new DLOs in need of validation.
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68. Librarian can view DLO, update metadata, and validate the DLO or notify author of
issues to be addressed.
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70. Bibliography
Al-Khalifa, H., & Davis, H. (2007). FAsTA: A Folksonomy-Based Automatic Metadata Generator. Creating New Learning
Experiences on a Global Scale, 4753, 414-419.
Demidova, E., Karger, P., Olmedilla, D., Ternier, S., Duval, E., Dicerto, M., et al. (2007). Services for Knowledge Resource
Sharing & Management in an Open Source Infrastructure for Lifelong Competence Development. Advanced Learning
Technologies, 2007. ICALT 2007. Seventh IEEE International Conference on, 1, 691-693.
Drachsler, H., Stern, H., Lindstaedt, S., Beham, G., Manouselis, N., Duval, E., et al. (2010). Issues and considerations
regarding sharable data sets for recommender systems in technology enhanced learning. Procedia Computer Science, 1(2),
2849-2858.
Duval, E., Warkentyne, K., Haenni, F., Macowicz, M., Ebel, N., Forte, M., et al. (2001). The Ariadne knowledge pool system.
Commun. ACM, 44(5), 72-78.
Duval, E., & Verbert, K. (2008). On the Role of Technical Standards for Learning Technologies. IEEE Transactions on Learning
Technologies, 1(4), 229-234.
Ochoa, X., & Duval, E. (2009). Quantitative Analysis of Learning Object Repositories. IEEE Transactions on Learning
Technologies, 2(3), 226-238.
Romero, C., Ventura, S., Delgado, J., & Bra, P. D. (2007). Personalized Links Recommendation Based on Data Mining in
Adaptive Educational Hypermedia Systems. Creating New Learning Experiences on a Global Scale, 4753, 292-306.
Verbert, K., & Duval, E. (2008). ALOCOM: a generic content model for learning objects. International Journal on Digital
Libraries, 9(1), 41-63.
Duval, E., Hodgins, W., Sutton, S., & Weibel, S. (2002, April). Metadata principles and practicalities. D-Lib Magazine, 8, 4.
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71. Bibliography
Gagne, R., Briggs, L. & Wager, W. (1992). Principles of instructional design (4th Ed.). Fort Worth, TX: HBJ College.
Wiley, David A. ""Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy .""
Learning Technology 2830.435 (2000): 1-35. Print.
Wolpers, Martin, Jehad Najjar, Katrien Verbert, and Erik Duval. "Tracking actual usage: the attention metadata approach."
Journal of Educational Technology and Society 10.3 (2007): 106. Print.
Ochoa, Xavier, and Erik Duval. "Use of contextualized attention metadata for ranking and recommending learning objects."
Proceedings of the 1st international workshop on Contextualized attention metadata: collecting, managing and exploiting of
rich usage information. New York: ACM, 2006. 9-16. Print.
Harden, R.M.. "Learning outcomes and instructional objectives: is there a difference?." Medical Teacher 24.2 (2002): 151-155.
Print.
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