The e-Society 2016 conference aims to address the main issues of concern within the Information Society. This conference covers both the technical as well as the non-technical aspects of the Information Society. Broad areas of interest are eSociety and Digital Divide, eBusiness / eCommerce, eLearning, New Media and E-Society, Digital Services in ESociety, eGovernment /eGovernance, eHealth, Information Systems, and Information Management.
Traditional lectures, especially when given to large audiences, are characterized by a prevalent passivity of students as well as reduced interactions between the lecturer and the audience. For some years, research has been devoted to exploring how new media can be harnessed to support and promote collaborative activities in large learning groups. … investigation of the capabilities of Technology Enhanced Learning (TEL) led to the development of Massive Open Online Courses (MOOCs) capable of providing several ten thousands of learners with access to courses over the web. … The Special Issue aimed to gather research works in the field of massive courses with a special focus on enhancing interaction between lecturers-students or students-student in face-to-face situations or completely online by using different kind of technologies …
Two NEW FDA DRAFT Guidances On the Use of Social Media and Online Promotions of Devices and Drugs
After five years in the making, the FDA is on a roll. Following the publication of the previous draft guidance on the use of social media for “post-marketing submissions for post marketing submissions of interactive promotional media“, the agency has published two new guidances of conduct of medical device and pharma companies in social media.
The first seems easier to understand and implement than the second.
Draft Guidance I: Correcting independent third-party misinformation about prescription drugs and medical devices
Imagine the following: You work as a sales representative in a medical device company. It has come to your attention that a blogger wrote a post that contains inaccurate information about your medical device. On the same day, you learn of a patient that has shared personal experiences with your device on a forum and misinformed other patients about the device’s use. You believe that the way that both these stories are represented may be harmful to the public health. You start typing away at your answer, informing the blogger and forum members of their mistakes. FDA guidance suggests that you should stop first and ask yourself: is it worth your while?
The FDA maintains that you have no obligation to correct any information published by a third party who is not under the firm’s control or influence. This is regardless of whether the firm owns or operates the platform on which the communication appears.
The FDA leaves this to the discretion of the pharma company or medical devices company. If the company chooses to engage in the correction of misinformation, it needs to adhere to certain approaches outlined in the guidance – for instance it cannot only correct negative misinformation written about the medical device while ignoring an overstatement of the benefits of the product.
Download complete draft FDA social media guidance on Correcting Independent Third-Party Misinformation about Prescription Drugs and Medical Devices.
Draft Guidance II: Internet/social media platforms with character space limitations
This FDA draft guidance is more comprehensive than the first and seems more complicated to execute. The guidance describes the FDA’s current thinking about how medical devices and drug manufacturers and marketers should present benefit and risk information of promotional materials in channels that have “character space limitations” (mainly Twitter, and “sponsored links” on search engines such as Google). The guidance does not include platforms such as Facebook and YouTube where there are no space limitations.
The main takeaway: Risk information must appear alongside risk information. Both must be presented in the same message. The FDA clearly states that having risk information on only a Twitter cover photo is insufficient and that main risk information should be included in the short message as well. If a medical company concludes that adequate benefit and risk information, as well as other required information, cannot all be communicated within the same character-space-limited communication, then the firm should reconsider using that platform for the intended promotional message. To many companies, this will be the case. To make matters more complicated, a link should be should be supplied that brings visitors to a page that is solely dedicated to risk information.
The guidance on how promotional materials should be prepared and presented goes on at length in its recommendation – using the example of a fictional drug they call NoFocus (And some people say that the FDA has no humor….).
The use of so many examples shows how complex this field is and the extent to which the FDA does not have a clear grasp of the way it should be managed.
Download complete draft FDA social media guidance on Internet/Social Media Platforms with Character Space Limitations— Presenting Risk and Benefit Information for Prescription Drugs and Medical Devices
UNESCO is currently investigating how access to text can be improved through the use of technology, specifically basic mobile phones. Today mobile phones are common in areas where books are scarce. The United Nations estimates that 6 billion people have access to a connected mobile device of some sort, while only 4.5 billion have access to a toilet.
The e-Society 2016 conference aims to address the main issues of concern within the Information Society. This conference covers both the technical as well as the non-technical aspects of the Information Society. Broad areas of interest are eSociety and Digital Divide, eBusiness / eCommerce, eLearning, New Media and E-Society, Digital Services in ESociety, eGovernment /eGovernance, eHealth, Information Systems, and Information Management. These broad areas are divided into more detailed areas.
In the field of educational technology 2012 was touted as the year of the Massive Open online course (mooc). While the number of
MOOC offerings have since rapidly increased, the research in this space has been lagging. To help facilitate the development of research and examine the potential of MOOCs in education the Bill and Melinda Gates Foundation supported the massive open online course (MOOC) research initiative (MRI).
Athabasca University, long a pioneer in distance education, was selected as the principal investigator for the grant. The MOOC conversation was largely occurring in the popular media and was focused on the technologies and the large numbers of learners enrolling. Thesheer scale of numbers of students led to bold proclamations of education disruption and a sector on the verge of systemic change. However, from the perspective of 2015, these statements appear increasingly erroneous as MOOCs have proven to be simply an additional learning opportunity instead of a direct challenge to higher education itself. Many of the issues confronting early MOOC development and offerings could have been reduced if greater consideration was given to research literature in learning sciences and technology enabled learning. This report is the final component of the MRI grant.
Additional work in the MRI grant includes research reports, conference, and a special issue of the International Review of Research in open and Distributed learning. The articles presented in this report provide an overview of research literature in:
It is our intent that these reports will serve to introduce academics, administrators, and students to the rich history of technology in education with a particular emphasis of the importance of the human factors: social interaction, well-designed learning experiences, participatory pedagogy, supportive teaching presence, and effective techniques for using technology to support learning. The world is digitizing and higher education is not immune to this transition. The trend is well underway and seems to be accelerating as top universities create departments and senior leadership positions to explore processes of innovation within the academy.
It is our somewhat axiomatic assessment that in order to understand how we should design and develop learning for the future, we need to first take a look at what we already know. Any scientific enterprise that runs forward on only new technology, ignoring the landscape of existing knowledge, will be sub-optimal and likely fail. To build a strong future of digital learning in the academy, we must first take stock of what we know and what has been well researched.
During the process of completing this report, it became clear to us that a society or academic organization is required to facilitate the advancement and adoption of digital learning research. Important areas in need of exploration include faculty development, organizational change, innovative practices and new institutional models, effectiveness of teaching and learning activities, the student experience, increasing success for all students, and state and provincial policies, strategies, and funding models. To address this need, we invite interested academics, administrators, government and industry to contact us to discuss the formation of an organization to advocate for a collaborative and research informed approach to digital learning.
Open learning resources are great, however just a tiny step towards more effective higher education. The only way to make students more active and conscious is to let them make learning plans and let societal representations vote for its quality and need. Good plans get a budget to let them contract teachers, consultants and any partners who can trigger "learning by design". How to finance those grants? Let universities prune its staffs and managers.....
Massive open online courses (MOOCs) have become a widely recognized as a valuable form of informal learning. The task now at hand is to develop a rich body of research and documented practice so that educational institutions and learners can better benefit from this new form of education.
This issue of the eLearning Papers contributes to that body of knowledge with four in-depth research papers and six reports from the field
"A child's preschool years are critical for learning, a federal education official said Tuesday, and, while missed opportunities can be made up later, it takes twice the effort and the cost."
Via EDTECH@UTRGV, Piet Kommers
Piet Kommers's insight:
You can't cover the whole spectrum of human development at early time anyway
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