Second Life: an overview of the potential of 3-D virtual worlds in medical and health education

This hybrid review-case study introduces three-dimensional (3-D) virtual worlds and their educational potential to medical/health librarians and educators. Second life (http://secondlife.com/) is perhaps the most popular virtual world platform in use today, with an emphasis on social interaction. We describe some medical and health education examples from Second Life, including Second Life Medical and Consumer Health Libraries (Healthinfo Island-funded by a grant from the US National Library of Medicine), and VNEC (Virtual Neurological Education Centre-developed at the University of Plymouth, UK), which we present as two detailed 'case studies'. The pedagogical potentials of Second Life are then discussed, as well as some issues and challenges related to the use of virtual worlds. We have also compiled an up-to-date resource page (http://healthcybermap.org/sl.htm), with additional online material and pointers to support and extend this study.     

Map of dermatology: 'first-impression' user feedback and agenda for further development

BACKGROUND: Map of Dermatology (http://healthcybermap.org/dermap/) is a free web resource that enables users to search for images of skin conditions by body region and morphology rather than by condition name, which is much more useful and natural in answering questions about unknown clinical presentations/diagnoses, especially for non-specialists. OBJECTIVES AND METHODS: This paper presents responses received from twelve users, including specialist dermatologists, non-specialists (some with interests in health informatics), and lay persons, who provided their 'first-impression' feedback on Map of Dermatology by responding to a very short e-mail questionnaire covering service usefulness and interface usability. The paper also provides a brief review of the gaps in current online dermatology information service provision in general. RESULTS: The overall user feedback received was very positive. An exploratory discussion of the arguments and possibilities for radically improving Map of Dermatology to produce 'the ultimate web-based dermatology diagnostic tool' is also provided, together with some desiderata and preliminary 'design and feature specifications' for such a tool based on users' suggestions, the gaps highlighted in other existing online dermatology tools, and the author's own reflections and experience. CONCLUSIONS: When successfully developed, the proposed tool is expected to have significant potential for efficiently and effectively addressing many of the currently unmet educational needs of clinicians.     

Towards a personality understanding of information technology students and their IT learning in UAE university

This research investigates the personality characteristics of Information Technology students (CIT) in UAE University (UAEU) and how such features impact their IT learning. To achieve this objective, this research attempts to explain the impact of the Big-5 factors on learning using survey research. Results from 179 respondents suggested that agreeableness, extraversion, openness, and conscientiousness respectively were the most important strategies adopted by CIT students. However, neuroticism scored the lowest. Such results could be attributed to personal as well as to cultural reasons as highlighted in this research. The research highlights theoretical as well as professional contributions and implications. Some of challenges in this research could be addressed by designing programs aiming at enhancing student’s learning ability from the perspective of their personal traits.     

The University of Plymouth Sexual Health SIM experience in Second Life®: evaluation and reflections after 1 year

Background and objectives: Virtual environments such as Second Life are increasingly used as venues for public health education. This paper reports an evaluation of a sexual health project in Second Life, designed to provide education about sexually transmitted infections, prevention of unintended pregnancy and promotion of equalitarian sexual relationships. Methods: The University of Plymouth Sexual Health SIM provides a wide variety of educational experiences, including opportunities to test knowledge of sexual health through quizzes and games, web resources integrated within the virtual context and live seminars on sexual health topics. Primary methods of evaluation consisted of a survey (n = 135) and traffic statistics on the virtual programme. Results: Evaluation results indicated that the Sexual Health SIM was positively viewed by its audience and fostered development of a vibrant virtual community. Conclusions: While these results are promising, it is important to keep in mind the many challenges of delivering and evaluating the impact of educational programmes within 3‐D virtual environments.     

How Central Office Leaders Influence School Leaders’ Decision-Making: Unpacking Power Dynamics in Two School-Based Decision-Making Systems

ABSTRACT

While past studies on school district decentralization found that central office leaders can limit school leaders’ decision-making power, the studies did not examine how they do so. We investigated this in eight elementary schools in two large urban school systems with official policies of school site-based decision-making. We found that even though school leaders had legal authority over most instructional decisions, they overwhelmingly made decisions consistent with central office preferences. The question is why. By examining the micro process of interaction between central office and school leaders, we found that central office leaders in both districts used a range of persuasive strategies to influence school-level decisions. Specifically, they linked their suggestions to institutionalized norms, rules, and shared understandings in the district and profession. By doing so, central office leaders pushed against their decentralization policies. Differences in the combination of strategies that central office leaders used and the amount of interaction they had with school leaders led to (a) greater variability in the degree to which school leaders in one district made decisions aligned with central office preferences; and (b) greater feelings of coercion among school leaders in the second. These findings unpack the dynamics among local education leaders as they implement and sometimes alter the rules within policies through their daily practice.