Tuesday, November 30, 2010

Mobile Safety and Teen Perspectives

PEW has some interesting research on what teenagers think about mobile phone safety. Below is a PowerPoint presentation from senior research specialist at PEW Amanda Lenhart that show some recent statistics.

Highlights:

  • 58% of teens from schools that forbid cell phones use them during class anyway

  • 31% of teens that take their cell phones to school send text messages during class everyday

  • 4% of teens age 12-17 have sent a "sext message"

  • 15% of teens age 12-17 have received a "sext message"

  • 8% of older teens sent "sext messages", 30% of older teens received them

  • No gender difference in sending or receiving "sext messages"

  • 52% of teens talk while driving a car

  • 34% of teens text while driving a car

  • 26% of teens have been bullied via text message

  • Girls text message more than boys



Tuesday, November 23, 2010

Challenges in Mobile Learning

Let us look at some of the main concerns faced by educationists and m-learning advocates and methods by which these issues may be overcome.

What if my teachers and staff are not tech savvy?

One of the key criteria for any new technological to be successful is that it needs to be easy to learn, with immediate benefits. Mobile phones are not new technology. Smartphones are designed to be intuitive and do not require special training to use.

What may require some hand holding is the use of software that will enable your teachers to deliver customized content to student mobile devices. While these are designed to be easy to use, as with any new software there will be a small learning period during which teachers will become more familiar with the software features. Internet browsing and basic formatting skills are important, but they are not critical to be able to offer mobile learning to students.

If your teachers are already browsing the net, emailing and creating documents and presentations with ease, they will have no trouble adapting to mobile learning applications.

Will students use it to cheat?

Let’s face it. Some students will always try and cheat. Be it crib notes, or old-fashioned copying, cheating does occur. Mobile learning enables students to utilize their studying time effectively by providing bite-sized chunks of material in a way that can be easily reviewed. It does not facilitate cheating.

While there is evidence that mobiles are being increasingly used by students to cheat, implementing m-learning pedagogies will not necessarily raise the number of cheaters.

To overcome cheating issues, many schools and educational institutions prohibit students from bringing mobile phones into the exam hall, or at the very least have them switched off. Warnings and penalties can deter cheaters, but vigilance during examinations for all types of cheating including mobile phone usage will just have to continue.

Will learning material need to be reformatted?

Most mobile phones are compatible with standard text, music and video formats available today. If reformatting is required it would usually be to standardize your formats and can probably be done on your own computer.

Based on your existing material, how you package your content for mobile phone delivery is up to you. Sometimes it could be as easy as recording a lecture or copy-pasting a laboratory process. The advantage of mobile learning is that the small screen let’s you look only to the important points that need to be reviewed. For multiple choice exam preparation like the SATs, you can use m-learning software like Mobl21, which enable you to create quizzes and vocabulary flashcards easily, and supports popular file formats add media like audio and video.

Isn’t this just a high-tech package for the same old dull and boring content?

With evolving learning tools, pedagogies must evolve too. From drawing on chalkboards to using OHPs (Overhead Screen Projectors), playing alphabet songs to computer learning, our methods of instruction change with changing technologies.

While current learning pedagogies are still trying to incorporate mobile learning methods, it is definite that today’s students lean more towards active discovery as opposed to age-old passive absorption. And mobile learning is all about providing interactivity in learning.

If the goal is education, content cannot be “dull and boring”. Learning and learning material must be dynamic for it to be assimilated by the information-overloaded students of today.

Flashcards, quizzes, podcasts, videos, historical speeches, graphic timelines, real-time global collaboration, satellite maps… a whole interactive encyclopedia of information is available in a few clicks. Using it effectively just requires some creative application.

What about the digital divide? Not every student is tech savvy.

While it is valid that some students still have no access to technology, what is also true is that mobile technology is now globally available and pervading every aspect of our lives.

In the 2009 Parent-Teen Cell Phone Survey, conducted by Princeton Survey Research Associates International, 75% of 12-17-year-olds now own cell phones (up from 45% in 2004).

Implementation of m-learning methods early in schools is also an effective way to overcome this digital gap. Classrooms provide the ideal equal learning ground, with students able to mimic peers and quickly learn from each other. Mobile learning will also enable students to exchange data, find information and collaborate, all vital skills for today’s wired world.

How will I measure learning effectiveness?

The same way you do today. Ask questions on lessons that have been revised, have students write papers and assign projects which require subject understanding to be completed.

Additionally choose mobile learning applications that enable you to create content which you know will be of value to your students. Some applications, like Mobl21 provide you with the flexibility to create notes and flashcards and even monitor which learning material your students are working on.

While new technologies are always exciting, creating the habit of using the mobile phone for learning, requires effort and persistence on the part of both the teacher and the student.

Source: referedu.com

Mobile devices and mlearning in 2011









In case you had any doubts about where mobile technology stands, this video points to the tremendous increase in mobile device and app sales and forecasts what 2011 will look like.


  • In January to March of 2010 alone, 314.7 million phones were sold and 54.3 million of these were smart phones.

  • A somewhat depressing statistic is also noted: while 85% of children own a mobile phone, only 75% are likely to own a book.

  • The most common data sharing “app” reported is SMS (perhaps not surprising, since people who don’t own smartphones remain the majority of mobile device users).

  • The video predicts that the Android OS (with a growth rate of 886% year on year) will be the leading smart phone OS in 2011.


The rapid growth of mobile devices means that a majority of learners will be accessing the internet via their mobile phones. This also means there’s a tremendous opportunity to connect people to resources and capabilities at time of need via their mobile devices.

As noted by Pachler, Bachmair & Cook (2010), mlearning “is about understanding and knowing how to utilize our everyday life-worlds as learning spaces.” This doesn’t mean that mlearning is always the best way of providing instruction and/or performance support, but mobile devices certainly extend the reach of teaching and learning.

Mobile device affordances include:

  • on demand learning

  • opportunistic, context-dependent learning

  • one-on-one, personalized learning (pull-based)

  • location-based learning

  • decision-making, performance support

  • authoring

  • communication (and connectedness to personal learning networks)

  • collaboration


The “range” of these affordances will very much depend on the type of mlearning device used (e.g., mobile phone, smartphone, or tablet). Thus, the range of learning is also very much subject to a digital divide between those who can afford devices with enhanced capabilities and those who cannot, and between those who are more confident about the use of technology and those who are not. While exploiting the promise of mlearning, we shouldn’t leave behind those who have less access to mobile devices for whatever reason.

Source: digitalbuzzblog.com

Mobile learning for health: Initial design considerations

Health-related mobile learning is a rapidly expanding field. In this post, I’ll consider some initial instructional design considerations for health-related mobile learning applications.

Goal analysis: Is mobile learning right for the job?

As with any learning development project, the first step is to identify the learning goal with some precision and to determine whether instruction or performance support meets this goal or if some other intervention is required.

Gottfredson and Mosher (2008) have described learning at five moments of need:

  1. When you want to learn something for the first time

  2. When you want to learn more about something

  3. When you are trying to remember or to adapt to a unique situation

  4. When you need to update your knowledge/skills

  5. When things go wrong and you need to trouble-shoot


Mobile learning may not be ideal for the first two learning needs (at least not by itself), but can be quite useful for the latter three. Thus, part of determining whether mobile learning is right for the job is to identify the learning need. Some mobile learning needs relating to health were described in a previous post.

Different mobile devices may be better at addressing certain learning needs than others


The decision to use instruction or a performance support tool will depend on the learner and the desired performance. However, your mobile delivery method may not be a matter of choice, but will likely depend on learner access. We live in a world of technological disparities.

When identifying device access, it’s a good idea to actually survey the audience you’re trying to reach versus relying on general statistics. For example, while a certain percentage of US learners may have access to smart phones, the numbers may be very different when you’re considering a learner audience of physicians versus a learner audience of patients. The former group is more likely to use smart phones than the latter group.

Additionally, access to technology doesn’t always imply a complete knowledge of the technology. Consider how many owners of mobile devices don’t understand all the capabilities of their devices. This problem may be more significant for seniors than for other learner populations. Part of the design process may be to think about device cues that need to be built-in.



With basic cell phones, micro-learning and performance support can be mediated through SMS or MMS. Some types of learning that can be implemented through basic texting were described in a previous post. Limited web access may also be a feature of these devices and can be used to deliver short lessons (e.g., 1 to 5 minutes) and simple interactions or performance support. Smart phones can allow learners to access short learning lessons,location-based interactions, simple simulations or case scenarios, performance support tools, etc, while tablets can support longer learning lessons and more complex interactions.

Mobile learning as part of a larger learning system

In many cases, mlearning is just one learning tool. Because of this, it’s important not to think of a mobile learning application as a repository of all possible interactions and content required for a particular larger learning goal, though it should encapsulate the interactions and content necessary to accomplish the goal that’s right for a particular mobile learning setting.


Ideally, a mobile learning application is part of a larger system of learning interactions which may implicate:




  • elearning (e.g., via laptops)

  • face-to-face (f2f) learning

  • some blend of these


It’s a good idea to think of mobile learning design as part of a larger design process and to consider how mobile learning integrates with other learning elements. As part of this consideration, instructional designers should determine what motivating factors will lead a learner to make use of the system rather than to focus on one element of the system.

The environmental context

As noted by Ally (2009), effective mobile learning is defined by the convergence of device usability, learner(s), and social networks. As augmented reality platforms have been developed we can add to the mix, location-based networks.These interactions (the learner with the device, the learner with the environment outside of the device, and the learner with other people who can be reached by the device) create powerful synergies. Good instructional design recognizes these interactions.


Expanding communities of practice for health learning

There are communities of practice defined by health care providers and communities of practice defined by patients. These communities of practice can create natural social networks to enhance learning, but they can also createsilos. Creating communities of practice that mix health care providers and patients can also create powerful learning opportunities.

Physicians need to understand how best to learn about their patients’ health concerns and quality-of-life values as they develop personalized health recommendations. Patients need to learn how to be effective partners with their physicians. This learning isn’t best gained abstractly but through human interactions. Social learning networks that foster these interactions can enhance learning and these networks can be supported through mobile devices.

Additionally, when we consider point-of-care learning using mobile devices, we can think about patients and health care providers working together, using devices such as tablets at a doctor’s office or hospital to create richer experiences. A patient might use a mobile device to record a physician’s advice so that he or she can reflect upon it further later, which might make a physician more aware of his or her role as a mentor.

Mobile devices allow us to rethink how we teach and train. The approach should remain learner-centered, but considering natural social and environmental learning contexts is an important aspect of creating health-related mobile learning.

References

Ally, M. (2009). Mobile learning: Transforming the delivery of education and training. Edmonton AB: AU Press. Retrieved September 19, 2010 fromhttp://ping.fm/qtjSp

Gottfredson, C. & Mosher, B. (2008). An invitation to our performance support community: Increasing organization value via performance support.Performance Support: Learning at the Moment of Need. Retrieved September 20, 2010 from http://ping.fm/nxwrY

instructionaldesignfusions.wordpress.com

Challenges in Mobile Learning

Let us look at some of the main concerns faced by educationists and m-learning advocates and methods by which these issues may be overcome.

What if my teachers and staff are not tech savvy?

One of the key criteria for any new technological to be successful is that it needs to be easy to learn, with immediate benefits. Mobile phones are not new technology. Smartphones are designed to be intuitive and do not require special training to use.

What may require some hand holding is the use of software that will enable your teachers to deliver customized content to student mobile devices. While these are designed to be easy to use, as with any new software there will be a small learning period during which teachers will become more familiar with the software features. Internet browsing and basic formatting skills are important, but they are not critical to be able to offer mobile learning to students.

If your teachers are already browsing the net, emailing and creating documents and presentations with ease, they will have no trouble adapting to mobile learning applications.

Will students use it to cheat?

Let’s face it. Some students will always try and cheat. Be it crib notes, or old-fashioned copying, cheating does occur. Mobile learning enables students to utilize their studying time effectively by providing bite-sized chunks of material in a way that can be easily reviewed. It does not facilitate cheating.

While there is evidence that mobiles are being increasingly used by students to cheat, implementing m-learning pedagogies will not necessarily raise the number of cheaters.

To overcome cheating issues, many schools and educational institutions prohibit students from bringing mobile phones into the exam hall, or at the very least have them switched off. Warnings and penalties can deter cheaters, but vigilance during examinations for all types of cheating including mobile phone usage will just have to continue.

Will learning material need to be reformatted?

Most mobile phones are compatible with standard text, music and video formats available today. If reformatting is required it would usually be to standardize your formats and can probably be done on your own computer.

Based on your existing material, how you package your content for mobile phone delivery is up to you. Sometimes it could be as easy as recording a lecture or copy-pasting a laboratory process. The advantage of mobile learning is that the small screen let’s you look only to the important points that need to be reviewed. For multiple choice exam preparation like the SATs, you can use m-learning software like Mobl21, which enable you to create quizzes and vocabulary flashcards easily, and supports popular file formats add media like audio and video.

Isn’t this just a high-tech package for the same old dull and boring content?

With evolving learning tools, pedagogies must evolve too. From drawing on chalkboards to using OHPs (Overhead Screen Projectors), playing alphabet songs to computer learning, our methods of instruction change with changing technologies.

While current learning pedagogies are still trying to incorporate mobile learning methods, it is definite that today’s students lean more towards active discovery as opposed to age-old passive absorption. And mobile learning is all about providing interactivity in learning.

If the goal is education, content cannot be “dull and boring”. Learning and learning material must be dynamic for it to be assimilated by the information-overloaded students of today.

Flashcards, quizzes, podcasts, videos, historical speeches, graphic timelines, real-time global collaboration, satellite maps… a whole interactive encyclopedia of information is available in a few clicks. Using it effectively just requires some creative application.

What about the digital divide? Not every student is tech savvy.

While it is valid that some students still have no access to technology, what is also true is that mobile technology is now globally available and pervading every aspect of our lives.

In the 2009 Parent-Teen Cell Phone Survey, conducted by Princeton Survey Research Associates International, 75% of 12-17-year-olds now own cell phones (up from 45% in 2004).

Implementation of m-learning methods early in schools is also an effective way to overcome this digital gap. Classrooms provide the ideal equal learning ground, with students able to mimic peers and quickly learn from each other. Mobile learning will also enable students to exchange data, find information and collaborate, all vital skills for today’s wired world.

How will I measure learning effectiveness?

The same way you do today. Ask questions on lessons that have been revised, have students write papers and assign projects which require subject understanding to be completed.

Additionally choose mobile learning applications that enable you to create content which you know will be of value to your students. Some applications, like Mobl21 provide you with the flexibility to create notes and flashcards and even monitor which learning material your students are working on.

While new technologies are always exciting, creating the habit of using the mobile phone for learning, requires effort and persistence on the part of both the teacher and the student.

Source: referedu.com

Friday, November 19, 2010

For HIPAA Compliance Purposes, Who Are ?Agents?? The Facts Matter, but the Question Remains a Vexing One for Covered Entities and Business Associates

Reprinted from REPORT ON PATIENT PRIVACY, the industry's most practical source of news on HIPAA patient privacy provisions.

The July 14 notice of proposed rulemaking issued by HHS to implement parts of the HITECH Act threw covered entities and business associates for a loop when it introduced the concept of subcontractors, as well as the notion of agency.

In the proposed rule, the Office for Civil Rights held that if a business associate or subcontractor were acting as an “agent” of the other, then the covered entity (CE) or business associate (BA) would be liable, or at least share the liability if enforcement action were ever forthcoming.

The question of agency has emerged as a major flash point among CEs and BAs since it was introduced. Commenters on the proposed rule, including the American Hospital Association, have registered strong opposition to the concept. AHA, in fact, implored OCR to scrap or significantly amend the agency provision, or at least clarify just who is an agent and how a CE would know.

So who is an agent? The proposed rule offered that “The determination of whether a business associate is an agent of a covered entity, or whether a subcontractor is an agent of a business associate, will be based on the facts of the relationship, such as the level of control over the business associate’s or subcontractor’s conduct.” If the BA or subcontractor is not an agent, the firm or individual would then be considered an independent contractor.


In reality, knowing independent contractors from agents is complex, and a determination must be made on a case-by-case basis, examining the factual circumstances and the relationships between the parties. Further complicating the equation is whether, even as an agent, the offending party was acting within the “scope of agency.” If the agent exceeded the scope, the CE would not be liable.

RPP asked several experts to help get to the bottom of agents and agency. Heidi Salow, of counsel with DLA Piper LLP’s communications, e-commerce and privacy practice group in Washington, D.C., says agency is based in common or case law, which arises from court rulings that form a consensus. “Agency” is not defined in actual law.


“The most important factor in determining whether an agency relationship exists is the level of control that the principal has over the agent,” Salow says. “Second is how that relationship looks to third parties.”

An agent might still be considered an agent “although the principal lacks the right to control the full range of the agent’s activities, how the agent uses time, or the agent’s exercise of professional judgment,” Salow says, quoting case law.

The common law of agency also holds that the “principal controls the results but also the means to achieve the results,” Salow says. Under this concept, the responsibility falls to the principal — the CE in this case — to know who is an agent, and to notify the agent that it is, in fact, an agent.

Agent or Independent Contractor?

Reviewing a few examples may be helpful, Salow says. “A CE could hire a company to respond to customer service inquiries, or to run a call center,” she says. “Those are general service provider types of relationships. They are hired to perform very specific functions.”

In this case, Salow’s opinion is that there does not seem to be an agency relationship and would thus be one of an independent contractor. “The employees are separate; they are not hired by or paid by the CE. The location is separate,” she adds.

And yet…an agency relationship could be triggered under other circumstances, Salow points out. “If the call center’s only client was the CE and it was created just for the purpose of serving the CE, then I think that gets into a little more of a gray area,” Salow says.

Another example of a common CE-BA relationship is a document storage company. If, like the call center, it is off-site and serves other customers and other kinds of clients (not health care related), an agency relationship seems less plausible, she says.

In contrast, a CE might contract with a business that provides temporary or time-limited services, such as computer repairs or IT upgrades. The workers are on site. “Those individuals are doing nothing more than working for the CE,” Salow says. “That sounds more like an agency relationship.”

As stated earlier, in addition to determining whether a BA (or subcontractor) is acting as an agent, if something goes wrong, the CE (or BA, if appropriate) has another determination to make, and that is whether the agent was working “within the scope of the agency.”

That means that if the possible HIPAA infraction were committed by the BA but the firm or individual were doing something that was not part of the work agreement on behalf of the CE, the CE would then not be liable, Salow says.

Reece Hirsch, an attorney with Morgan, Lewis & Bockius in San Francisco, believes that most of these issues should be addressed in a contract specifying whether the BA is acting as an agent or is an independent contractor — as long as the facts and circumstances fit.

Salow agrees that CEs and BAs should have an underlying service agreement or other kind of contract that specifies the duties of the BA and spells out whether the BA is an agent or an independent contractor. This is separate from a BAA, Salow says.

“There almost always is an immediate assumption that an agency relationship is created” through a BAA, so this should be spelled out, she says. This is important also because the common law of agency holds that the CE may have “apparent” authority over the BA even if this isn’t stated.

As Salow notes, CEs and BAs must both be aware of how the interaction looks to the outside, in particular, because a principal-agency relationship could appear to be real, even if it isn’t on paper. That could mean that, in fact, the relationship is one of agency. Regardless of what the contract says, “You still have to be careful as to how you present those subcontractors to the world.”

For example, hospitals nowadays frequently contract out their records to storage companies, which are BAs. Those that deal directly with patients may look like a seamless operation that is part of the hospital.

Similarly, hospitals may employ fundraisers that send communications under the hospital’s letterhead. While BAs, they might appear to the patient to be indistinct from the hospital itself. “I think it could be useful to include some kind of statement to indicate the vendor is performing a service for the hospital,” he says, although he notes this could prove confusing to the patient.

Provision Will Cause ‘Unquantifiable Burden’

The concept of agency first became an issue with the August 2009 release of HHS’s interim final breach notification regulations, specifying that if the BA is an agent of the CE, the CE is assumed to know of a breach simultaneous to when the BA learns of it. Knowledge of a breach is significant because it starts the clock ticking on notice to patients and authorities and the media (if appropriate), which is a task a CE has to complete within 60 days of discovery of the breach.

If AHA has its way, the whole agency concept could disappear from any final breach notification rule.

“Federal common law of agency requires a detailed facts and circumstances analysis that easily could lead to differing conclusions of when an agency relationship exists,” the association says. “[T]he fact-specific determination as to whether a business associate is an agent of a covered entity must be performed for each business associate relationship. For a covered entity with thousands of business associates, this analysis would be an unquantifiable burden,” AHA says in its comment letter.

AHA took issue with the breach rule’s agency provision in its letter, stating, “abiding by the federal common law’s fact-specific determination of agency is not a workable process by which to determine the applicable timeframe for breach notification.”

Hospitals need a uniform policy they can follow, AHA says, and do not want to engage in the “fact-specific determination” of figuring out who is an agent and who isn’t. A uniform policy, AHA says, “would prevent the confusion and administrative burdens” that the fact-finding determination entails.

AHA “strongly” requested that “HHS clarify that all business associates are governed by § 164.410(a) and its standard that a covered entity only ‘discovers’ a breach when informed of the breach by its business associate.”

This would be a big help, AHA says, especially because subcontractors are now included in the breach requirements. Because these entities are going to be entirely new to HIPAA, they — as well as CEs and BAs — will be struggling to apply the concept of agency properly.

If OCR doesn’t choose to remove the agent provision from the breach requirement, AHA asks instead if it could actually list who is an agent and who isn’t. “In the alternative, if HHS believes that an agent distinction is necessary, HHS could limit its definition of agency to certain common fiduciary relationships, such as lawyer-client and accountant-client relationships,” AHA says.

And the provision appears impossible to follow, says AHA. “Where a breach is experienced by a subcontractor who is working on behalf of a business associate agent, the covered entity for whom the business associate is an agent may have an obligation to notify affected individuals before it ever receives actual knowledge of the breach or in a very limited timeframe after it receives actual knowledge of the breach,” the association’s letter says.

Hirsch says OCR should heed the call from AHA and others to clarify the proposed rule. “I think it does make sense, at the very least, to give examples. A few vague references to the federal common law of agency aren’t very helpful,” he says.

Tuesday, November 9, 2010

7 Questions to Consider when Evaluating Mobile Technology in Education

When evaluating mobile technology for its use in education, these 7 questions should guide you towards well-made decisions. The trick will be in making a decision that strikes a balance amongst all your answers.

Although there are many factors to address prior to making any decisions relating to mobile technology in education, I consider these 7 questions to be most important:

1. What provides the most learning gains and opportunities?

Successful integration boils down to performance gains of students and professional development of teachers. If your proposed mobile technology can’t do either of these very well, scrap it and look for something else. In my opinion, this is the first and most important criterion to consider. If this question can’t be satisfactorily addressed, start brainstorming for new ideas.

2. What requires the least expenditure of student & teacher time?

You’ll find it easier to gain support if the learning curve isn’t very steep. Try and find mobile technology that builds on learners’ prior knowledge.

3. What requires the least amount of school funds for purchase?

Like most educators, I’d like iPads for every student in our school, too. But I’m not holding my breath. Obviously, affordability is a huge determining factor when deciding what mobile technology to integrate in your school or classroom. Check your balance sheet before committing to major purchases, and keep in mind that expensive technology is also a gateway opportunity for companies to try and sell you even more expensive technology to supplement their product.

4. Is there a large community supporting it?

Remember Sega’s Dreamcast? It had great potential, but ultimately failed because of the lack of support. Bearing that in mind, this question doesn’t just apply to mobile technology. Make sure the software or hardware you’re evaluating has wide community support that will promote longevity.

That being considered, check out the current trends of the mobile technology you’re speculating about – try not to integrate anything that has waning support.

5. Can scalability be supported?

Can you (as a teacher or administrator) ensure that support will be provided once your mobile technology goes mainstream into the classroom? It may be easy for you to use, but that doesn’t necessarily mean it will be easy for everyone to use. Simplicity should be a goal, along with a strong support team to address unforeseen issues.

6. Does it respect privacy laws specific to education?

Ensure your proposed mobile technology doesn’t violate FERPA or any other local and federal policies. No matter how good your technology may be, if isn’t aligned with privacy laws (or all laws for that matter), it isn’t allowable.

7. What’s the expected life cycle before necessary upgrades?

With free software, this isn’t really an issue; however, it’s a huge issue with mobile hardware. Of course, you could play into this factor and make it work in your favor. Today, it’s far cheaper to buy the older iPod Touch models than it was three years ago, which is still receiving continued support through the Apple App Store.

Please consider this is not an exhaustive list. Additionally, this only reflects my personal opinions as to what qualifies as the most important criteria to observe prior to integrating mobile technology in education.

Are there any other important factors to consider that I didn’t address? Feel free to add your comments below.

What do I believe strikes the best balance amongst all these factors? Check back tomorrow!

Source: k12mobilelearning.com

3 Ways To Get iPads in Your Classroom

How can you get a classroom set of iPads in your classroom?

Although there are many options available, below are three methods that have succeeded in the past for educators who have sought to integrate new technology in their classrooms.  Keep in mind that these methods don’t only apply to receiving iPads.  They can be used to receive any type of desired technology; however, iPads are hot right now, and for good reasons.

If you’ve had success with other methods, please leave your ideas in the comments section at the end of this post.

Method 1: Create a Classroom Project at DonorsChoose.org

Public school teachers across America can post classroom requests on DonorsChoose.org.  People from all walks of life can browse the directory of projects and may freely determine to fund a project.  Typically, the projects that receive the most funding are the ones that are inspirational.

That being considered, you probably won’t receive funding for a classroom set of iPads by writing “I want iPads because they are cool and they can do neat things.” How can you appeal to the hearts of donors?  This isn’t encouragement to be manipulative, but rather to make sure you express your intents with clarity.

Method 2: Submit Grant Proposals

Grant money is in circulation for projects like these; unfortunately, that funding is limited.  Priorities for submitting grant proposals should be (1) meeting deadlines, (2) meeting grant criteria, and (3) ensuring quality submissions.  The following links provide a directory of technology grants available to K-12 teachers:



As mentioned above, your grant proposals need to look good in order to be a considered recipient.  Grant writing isn’t easy; fortunately, there’s help available.  The following links will help you create the best grant application possible:



Method 3: Visit with Your Technology Coordinator About Budgeting for iPads

As it is in most facets in life, success hinges on positive relationships.  What’s the status of the “relationship bank account” you share with your technology coordinator?  Are you continually making deposits, or is the bank account overdrawn?  Here is some recommended reading that will help ensure you’re making consistent deposits and not writing hot checks:



Certainly, the aforementioned methods aren’t just limited to receiving iPads, and there are definitely other options available for receiving technology in your classroom.  However, these methods seem to have garnered success for educators seeking to fund technology projects in their classroom.
What other methods are you aware of?  Feel free to leave your comments and questions below.

Source : k12mobilelearning.com

Monday, November 8, 2010

Mobile Learning on Campus: Balancing on the Cutting Edge

Universities that roll out campuswide mobile initiatives say they are sending a message that they are unafraid to experiment with technology.


As soon as the Illinois Institute of Technology announced last May that it would be giving all 400 incoming freshmen Apple iPads, a lively debate broke out online at TUAW.com (The Unofficial Apple Weblog) between people who saw it as a marketing gimmick to attract students and others who believed it was an honest attempt to implement a new and useful educational technology.


Mike Gosz, IIT’s vice provost for undergraduate affairs, has heard sarcastic comments about the project, and he readily admits that the desire to be seen as an innovative campus played a role in the decision. “We are the Illinois Institute of Technology,” he points out. “We need to be at the forefront of technological development. That message needs to be made clear to prospective students, and that was part of the decision.”


Yvonne Belanger, head of assessment and planning for Perkins Library and the Center for Instructional Technology at Duke University (NC), says her school’s distribution of iPods to more than 1,600 entering first-year students in 2004 was also done, in part, to demonstrate that the university is willing to take risks and experiment with new technologies.


So she is sympathetic to academic officials who are criticized for rapid deployment of new tech tools. “We had people say the iPod rollout was a gimmick too,” she recalls. “People actually asked if our admissions went up because of it—as if people were going to make a $40,000-a-year educational investment based on a $150 iPod.”


Bill Rankin, of Abilene Christian University (TX), agrees with Belanger that students are less interested in the hardware giveaway than in what a mobile initiative says about the school’s willingness to experiment.


Rankin is in a position to know about these things. As director of mobile learning at ACU, he oversees the campus’s much-touted initiative that gave iPhones and iPod Touches to incoming freshmen and faculty members. (The program won a 2008 Campus Technology Innovators award; seecampustechnology.com/articles/2008/08/2008-campus-technology-innovators-mobile-learning.aspx.)


“The reason students are excited about this iPhone program is not because it’s like getting a free toaster,” Rankin told CT last year. “They like it that we are actually thinking about the future of education. We’re saying to them, ‘Come study with us and help define the future of education.’ They like being active participants in that discovery.”4


Relevant to the Future


With Title III grants from the Department of Education, Seton Hill University (PA) has been working on infusing the latest technology into the classroom for several years, including creating labs for faculty to explore emerging technologies and experiment with Second Life, as well as investing in ubiquitous WiFi. In the same vein, the Griffin Technology Advantage program, Seton Hill’s campuswide iPad initiative launched this fall, provides incoming students with an iPad and a MacBook Pro that students will take with them upon graduation. Students pay a $500-per-semester technology fee, which also helps pay for an on-campus Apple Certified Service Center and a completely wireless campus.


These kinds of efforts have brought Seton Hill notice, including making the IvyWise (a college-admissions counseling service) top five list of schools that leverage the power of mobile devices. Yet Seton Hill President JoAnne Boyle is emphatic that marketing and recruitment were not strong motivators behind the program. “Our number one motivation was the potential to address individual students’ ability to acquire knowledge and think,” she says.


In Duke’s case, Belanger notes that the school “didn’t have any specific academic goals” for its iPod initiative, but rather “wanted to see what interesting uses of the technology would develop.” That effort has, in fact, evolved into the Duke Digital Initiative, a multiyear program that allows faculty to experiment with new and emerging technologies.


This past fall, when George Fox University (OR) offered students a choice between receiving a MacBook or an iPad, the program was motivated by twin desires: to be future-oriented and to bolster the school’s ongoing major technology initiative.


For the last few years, George Fox administrators have been getting pressure from some parents and other constituents to downsize or eliminate the school’s Connected Across Campus initiative, which has expanded the campus’s WiFi infrastructure and put a MacBook in each student’s hands since 2008. (Previously it had offered a PC or an Apple laptop for several years; the all-Apple environment has proven much easier to provide consistent tech support.)


As CIO Greg Smith explains, the program is included in the school’s tuition costs, yet the laptop has increasingly become a commodity that most students bring to campus with them. “People ask, why spend money on it that could be spent on something else.”


Throwing an iPad into the mix might seem counterintuitive, but Smith thinks the addition of the device moves the Connected Across Campus program forward. “I pushed for including the iPad option as a step that might be a transition away from the laptop program, and one that is more relevant to the future college student.”


Not Without Challenges


Parental grumbling notwithstanding, Smith has found that the Connected Across Campus program has been an effective recruiting tool for prospective students. But leveraging the iPad initiative in recruitment meant making the decision last February, before the iPad was formally introduced. “We hadn’t done any hands-on with it,” he admits. That early decision had an impact on student adoption: Students had to announce their choice by July 15, and only 8 percent opted for the iPad over the MacBook.


Even schools that launched their programs after the iPad’s release still felt overwhelmed entering into such new territory. IIT’s Gosz remembers the excitement on his campus last May when administrators announced the iPad program. “It was like jumping out of an airplane and then figuring out how your parachute works,” he says.


Smith concedes that there are iPad mobile support issues for the George Fox IT team. For instance, iPads work off WiFi, so for freshmen who have an iPad only, wireless access can be an issue in some of the older dorms on campus. In those cases, IT helps students set up their own WiFi networks under its guidelines, as it continues to expand WiFi coverage.


Also, unlike MacBooks, which the university owns, the iPads belong to George Fox students. “We have no control over their software usage,” Smith says. “The only thing we do is give them an iTunes gift card and encourage them to buy iWorks, but the students will be responsible for all other iPad applications.”


Duke’s Belanger says the university’s 2004 iPod initiative taught her the need to carefully assess the hands-on IT support such a rollout requires. “We hadn’t anticipated how much training the students would need,” she recalls. “We thought they would automatically know how to use it, but we had to hold workshops and training sessions.”


There were other unexpected challenges. Duke preloaded iPods with information about the campus and a recorded greeting from provost. As soon as students turned on their iPods and synced them to their computers, many accidentally erased all that content. “It was disheartening, but kind of amusing,” Belanger says wryly.


Improving the Academic Experience


Technological glitches aside, the administrators who ventured into these campuswide mobile initiatives have both high and realistic hopes for their impact on both students’ and faculty’s academic experiences.


The IIT project, for example, evolved from an earlier plan to improve customer service for students. Surveys had indicated students wanted better tools to navigate their way around the campus and its administrative systems. IIT was planning to create a campus-specific app and give iPods to all incoming freshmen and transfer students. But after seeing a demo of the iPad, and its price point relative to the iPod Touch, campus executives switched gears and gave all 450 first-year students iPads instead. The IIT app provides students with access to news, events, maps, and course listings. It will also enable the university to push emergency alerts directly to iPod, iPhone, and iPad devices.


Gosz, who is leading the implementation, says the iPads are already changing things at IIT. In the summer, 20 faculty members who work with freshmen received iPads and attended workshops put on by Apple. Faculty members have set up a social networking group for discussions on how to use iPads in class. In one discussion, a civil engineering professor described how students could use the iPad as a GPS device to map the campus. A graphic design professor is exploring 3D modeling capabilities. The school is adopting Blackboard Mobile Learn and Wolfram’s Mathematica for the iPad.


At George Fox, the iPad thus far has been embraced more by liberal arts faculty than those teaching science and engineering courses, which might require Windows capabilities, Smith reports. The devices are already in use by a juniors abroad program in Paris. Two professors described to Smith sitting on the banks of the Seine waiting to take students to the Louvre. One was giving a talk about what they were going to see. The other was pulling up art images on the iPad and passing it around for the students to view. “The device is great in that type of social setting,” he says.


Smith acknowledges that the iPad’s potential as an e-reader was an early selling point but because textbook publishers’ business plans are still developing, “this is essentially a pilot project.” He adds, “It is a tremendous opportunity to study how [the iPads] might impact teaching and learning.”


Seton Hill’s Boyle is equally sanguine about the school’s mobile initiative. “We think 20 percent of courses will be affected by iPads this year,” she says. She envisions students downloading books to their iPads and using Evernote, a note-taking program that syncs notes, photos, and voice memos with their computers. “But we are just beginning. We will have more stories to tell later.”


And Boyle bristles when she hears the iPad referred to as a gadget. “Nothing drives me crazier,” she says. “We think of it as a critical learning tool that will complement other tools that students use. We wouldn’t have made this type of investment in a gadget.”


But she insists she is not starry-eyed about the iPad. “We have said to Apple we will drop you in a minute if something better comes along,” Boyle says. “We are not wed to the iPad forever. We are wed to the idea of using the best technology we can find.”


Duke’s Belanger would approve such sentiment and offers a bit of cautionary guidance. “We don’t always know which direction to go to keep pushing the envelope,” she says. “But these schools that are taking the leap now with iPads need to know that faculty and students will expect them to keep it up and stay on the cutting edge.”


Source: http://ping.fm/LbNit

A 'Stealth Assessment' Turns to Video Games to Measure Thinking Skills

Avoiding complications like test anxiety is one benefit of a method for evaluating difficult-to-capture abilities


A 'Stealth Assessment' Turns to Video Games to Measure Thinking Skills 1


Sarah Kiewel for The Chronicle


This computer game, ostensibly about ecology, can actually measure a variety of critical-thinking skills in students, says Valerie J. Shute, a professor at Florida State U., who is playing the game on her laptop.




By Travis Kaya

Colleges no longer simply want to know what their students know, but how they think.

Higher-order thinking skills are "something that schools are paying a little bit more attention to these days," says Jeffrey Steedle, a measurement scientist at the Council for Aid to Education, whose Collegiate Learning Assessment essays are used at several hundred colleges to test students' abilities to synthesize arguments and write persuasively. "It's largely in response to the recognition that these skills are needed to be competitive in the global marketplace."

But educators also say that paper-and-pencil examinations have limits—for one thing, knowing that you are being tested can drag down performance—and they are looking for new methods to measure skills like critical thinking, creativity, and persistence.

Valerie J. Shute, an associate professor of educational psychology and learning systems at Florida State University, believes she has a solution in "stealth assessment"—the administering of tests without students' knowing.

To do that, Ms. Shute and other stealth-assessment researchers have turned to video games, which let educators watch students solve complex tasks while immersed in virtual worlds. How students react to new challenges and put evidence together—without the pressure of test proctors breathing down their necks—can reveal a lot about creative problem-solving skills that traditional testing cannot deliver. "A lot of important stuff happens when playing games," Ms. Shute said. "You're just doing. You're in the process."

Ms. Shute, who first studied stealth assessment with a video game for undergraduate students more than 20 years ago, sees applications for students of all ages. She is now helping two of her graduate researchers test the technology with sixth graders in Florida, And she is already looking for new ways to use the technique in her graduate courses.

"Everybody likes to play," she says. "And so much could be done using games."

Matthew Ventura, an associate research scientist at the Educational Testing Service who worked on stealth-assessment research with Ms. Shute, says the technique will be especially helpful in eliminating test anxiety, which can hurt students' performance. That and its potential to test intangibles like creativity and problem solving, he said, make the technique attractive to educators and video-game developers alike.

Virtual Worlds, Real Skills


Educators have long believed that video games and virtual worlds could be used to supplement classroom instruction, although not necessarily as testing tools.

In 1986, when Ms. Shute was a postdoctoral fellow at the Learning Research and Development Center at the University of Pittsburgh, she designed a computer game to teach undergraduates the principles of microeconomics. The game was set in the virtual farming community of Smithtown, where students could play around with different economic factors—like product price, labor costs, and population size—to see how they affected the market. A student who decided to raise the price of coffee, for instance, would see demand for his or her product fall as a result. The software also let students plug in hypotheses about the outcome of their experiments.

On its surface, the game was a way for students to get acquainted with basic economic ideas—and maybe have a little fun in the process.

But it was also teaching students a deeper lesson about scientific inquiry. If they changed too many inputs at once, they found it difficult to determine what caused a sudden change in the market, and had to go back and experiment with the inputs to determine exactly what was happening.

The question that grew out of Smithtown, Ms. Shute says, was, "Wouldn't it be lovely to actually pass along the log files of what students did in order to look at their scientific-inquiry skills?"

Since then, Ms. Shute has been working on a framework to help educators design and execute stealth assessment.

She looks first to the core competencies—critical thinking, empathy, persistence—that she wants to test, then breaks them down into smaller goals. She can then tie those theoretical skills to actual tasks in a video game. For instance, an instructor looking to test a student's grasp of systems thinking—understanding the complex relationships among parts of a whole—might ask players to complete tasks that show information gathering, developing hypotheses, and tracing causal relationships.

Rather than conducting a one-off exam, Ms. Shute says, continuing stealth assessment "enables you to have a very systematic representation of the stuff you're interested in."

But for Ms. Shute, stealth assessment is not just about gathering data. It's also about improving teaching.

If instructors know where students need the most help, they can quickly tweak their courses—and their games—to make up for those deficiencies. Students who need help developing critical-thinking skills, for instance, may be asked to repeat a level or to take on additional tasks in the game until their performance is satisfactory—all without interrupting their play. "The idea of stealth assessment is really to make it merge into the fabric of the learning environment," Ms. Shute says. "My goal is to blur the distinction between learning and assessment."

Crunching all the data on student performance and tweaking computer games were major tasks in the days of Smithtown, but today's technology is making it possible to test increasingly complex critical thinking using virtual worlds.

Taiga Park, a computer game developed by the University of Indiana's Center for Research on Learning & Technology, is one of Ms. Shute's favorite vehicles for stealth assessment. On its surface a game about ecology, Taiga Park requires players to look for the cause of a widespread fish die-off in a virtual river by "interviewing" park rangers, environmental scientists, and the owners of a logging company. While students learn about pH levels and runoff, they also come away with lessons on data analysis, complex cause-and-effect relationships, and communication.

With the stealth-assessment framework behind it, Oktay Donmez and Yoon Jeon Kim, two of Ms. Shute's graduate students at Florida State, are planning to test Taiga Park with about 50 sixth graders. Starting in the spring, the researchers will study the students' performance data from the game to see how effective stealth assessment is at measuring their complex thinking.

"My goal is not only to design, develop, and implement stealth assessment within a game, but also to test its effectiveness," Mr. Donmez says.

Although much of the research in the field—especially when dealing with elementary and secondary students—is centered on video games, Ms. Shute is quick to point out that stealth assessment is widely applicable as a tool, not just a game.

Working with Florida State graduate students in a course called "How to Write Excellent Literature Reviews," Ms. Shute found that she could use routine assignments—like peer reviews and summaries of research material—to analyze her students' higher-order thinking skills. All assignments can be linked back to a larger skill, she says. "Evidence is everywhere."

Ms. Shute also hopes that stealth assessment might engage students unmoved by traditional teaching and testing.

"We have this whole group of kids who are not engaged with school, and appropriately so, because schools are so antiquated," she says.

With field research on stealth assessment still ahead of them, both Ms. Shute and her students are optimistic about the technology, especially for a generation of students who grew up with video games at home.

"They're going to play video games anyway," Ms. Kim says. "We can actually embed something that can help them learn."

Source: http://chronicle.com

Thursday, November 4, 2010

Technology Can Be a Tool for Student Success, and a Distraction at Home

Smartphones, laptops and Internet access are becoming so ubiquitous that places without them, such as some U.S. grade schools, seem backward by comparison.

Much fanfare has been made about the digital divide — the gap between those who have access to IT and those who have very little access or none at all.

Researchers study this divide, often at the grade-school level, to see how technology — or a lack thereof — affects student performance. The focus often is on how broadband access and computers impact students’ work on campus, although recent research incorporates the digital divide’s impacts in students’ after-school and home lives.

Surprisingly some researchers are finding that the digital divide’s impact at home may not be as great as is commonly assumed.

“The problem that kids are facing is that when high-speed Internet service comes into their home, it’s leading them to do things like play games online, and chat or Facebook with their friends — and it’s actually leading them to spend less time on their homework,” said Jacob Vigdor, professor of public policy and economics at Duke University.

“We see that when broadband Internet service comes into a student’s ZIP code, the amount of time they report spending using their computers for school work actually declined,” he said.

Vigdor and his colleague, professor Helen Ladd, wrote a paper on the subject, Scaling the Digital Divide: Home Computer Technology and Student Achievement, that was published in June on behalf of the National Bureau of Economic Research. They studied the results of surveys conducted by the North Carolina Department of Public Instruction, analyzing what happens to children when they go from no computer at home to an environment where technology is accessible.

Vigdor and Ladd discovered that technology can be a distraction when there’s studying and homework to do. “The basic thing that we want to figure out is, when you gain computer access as a child, what does it do? What are the impacts of that?” Vigdor said.

Digital Distractions


The professors examined the test scores of surveyed students in fifth through eighth grades before and after they reported obtaining home computers.

They wrote that there was very little evidence in existing research to support a positive relationship between computer access at home and academic outcomes. In addition, Vigdor and Ladd analyzed North Carolina public school students’ access to broadband between 2000 and 2005. At the beginning of the surveyed period, 58,000 households had a broadband subscription; by the end, 1.1 million had broadband subscriptions. The researchers didn’t find a positive relationship between the expansion and the time students spent studying at home.

In fact, the opposite might be true: School performance seems to decrease. The introduction of high-speed Internet service was associated with lower math and reading test scores in middle grades, and also less frequent self-reported computer use for homework. The researchers wrote in the report that broadband Internet access “appears to crowd out studying effort, presumably by introducing new options for recreational use by students and other family members.”

And there are arguments going either way, Vigdor said. “In theory, you could use the Internet to help do homework or to help do your term papers, or something like that,” he said. “On the other hand, the Internet enables you to do a lot of things that more or less waste time and distract from your schoolwork. We weren’t sure which horse was going to win that race.”

The goal of many digital divide research projects is to analyze those who have computers and broadband access and those who don’t. Since wealthier families usually have the most technology, it often boils down to an analysis of rich versus poor. By zeroing in on kids before and after their families acquired the technology, Vigdor and Ladd planned to find a unique sampling of subjects.

After researching the topic, Vigdor believes that the correlation between income and the digital divide isn’t the whole story, although it may be an indicator of other crucial factors that affect the relationship between students and technology. For example, the children who have computers at home tend to be wealthier. “They’re more likely to have books at home,” he said. “They’re more likely to have parents who can help them with their homework.”

A Holistic Approach


Another factor is parental supervision, or other forms of guidance and support, in students’ lives. That can make a huge difference in how digital tools are applied, as researchers in the United Kingdom discovered a few years ago. The Information Communication Technology (ICT) Test Bed project ran from 2002 to 2006, and was funded by the British government to explore how ICT could support education reform. The government invested 34 million pounds (US $53 million) to supply computer equipment to 28 schools in relatively poor communities. But the project leaders didn’t just blindly fork over hardware and software — the funding supported technical support and training for school staff.

In some cases, the support also extended to households. “Our schools in the northeast of England had a laptop loan policy. This was to aid more financially disadvantaged households. However, several schools went beyond loans and had parent and child technology classes,” said professor Jean Underwood, an educator in Nottingham Trent University’s Division of Psychology. Underwood was one of the lead researchers on the project, which was published in a June 2007 report.

“This proved an effective model in many ways,” she said. “It increased parental engagement with the schools; it reduced technology damage.”

Not everything has gone smoothly since the project’s inception. Rolling out loaned computers was time consuming and cost prohibitive, and the planning was tough. They spent more money than they wanted to on software licenses and provisioning loaned equipment for Internet access, especially in homes that lacked land line phones. As time has passed, however, the emergent ubiquity of Internet connectivity and computer use in industrialized society has made many efforts to bridge the digital divide redundant. More than 90 percent of the test bed students now have ICT access at home, and students at all grade levels reported some use of home computing for homework. The percentage of students’ parents in the test bed project who had a computer at home has increased steadily over three years — from 79 percent in 2003, to 85 percent in 2004, to 92 percent in 2005.

Underwood said those students made time for both school work and play time on the computers.

“There may have been some overreporting, but two to three hours of homework is the norm in English secondary schools,” she said. “And teachers were placing homework on the Net using the schools’ virtual learning environment.”

In some setups, students could send work to the school electronically instead of having to carry it with them, so convenience was a motivating factor. “Of course the kids goofed around as well,” Underwood said. “But if you have to do the work, having it professionally presented and being able to find stuff fast encourages technology use.”

Source: govtech.com

Monday, November 1, 2010

The Next Level for Creating Training Courses

The smart phone devices have outclassed its prime adversary landline phones. Today the peripheries of smart phones have moved beyond corporate houses to universities.



Content development in mobile devices is a new concept that had been thought of for quite some time now and that makes a lot of sense — the adoption of these devices around the world is just tremendous. Mobile Learning is growing at an expeditious pace. Business professionals and universities are embracing mobile learning on all sorts of devices.



As advancement of mobile applications continues to expand its global reach with corporations and universities in particular are actively investigating how to deploy learning to mobile professionals. With careful planning a course developers in particular should be able to craft and deploy a wide variety of content to help those learners who are on the go.



Duke University, Abilene Christian University, Hamilton County Virtual School, University of Adelaide’s Faculty of Science , Hastings College, Leeds College, St Helens College, Walsall College are some of the well known institutes who have opted to replace textbooks and use iPhone and iPad instead. iPad and similar smart phones utility as a mobile learning device has been successfully experimented in many sectors and is recently being introduced to the healthcare sectors.



The term authoring tool can be somewhat misleading. People can easily be deceptive when they hear the term for the first time, the reason behind its close resemblance with word-processing software for professional writers. But the fact is the authoring tools go far beyond writing and word processing.



E-learning authoring tools provide trainers the opportunity and liberty to integrate an array of media to create professional, engaging, interactive, creative and innovative training content.



Today there are numerous types of authoring technologies to choose from, the task may seem somewhat daunting, but if planned in a proper and systematic way it doesn't have to be. One of the secret to pick the correct authoring tool is having a clear understanding about your own technology restrictions, instructional needs and business requirements.



empower, one of the leading provider of comprehensive Healthcare Compliance Solutions through Learning management system (LMS) has developed an iLearn Application compatible with iPhone, iPad and iPod touch. This application is very useful for course developers to promote their courses using the ilearn application to users with basic stuff to advanced topics, Healthcare to IT, in an interactive and engaging method.



The iLearn application by empower contains tools to create your own course in your field of expertise. Content developer can create categories and courses in such manner that it can be managed easily by end users who can download the iLearn App from iTunes which comes with a few preloaded courses. End users can view these preloaded courses or can go to store front and can download free courses or demo courses or pay and purchase paid courses. Once the courses are downloaded are visible in his App on his iPhone/iPad. The tool/GUI will automatically create a course in an attractive graphical format as an output. Various others functionality can be easily deployed using the iLearn application.



empower iLearn application is simple and effective it provides tools so effortlessly that you can create your training module within minutes. Put videos, images, audio, text and make the learning the way you want it to be and then since it‘s your amalgamation of hard work and smart work – you give a price tag to it and share it with the world.



About emPower


emPower is a leading provider of comprehensive Healthcare Compliance Solutions through Learning Management System (LMS). Our mission is to provide innovative security solutions to enable compliance with applicable laws and regulations and maximize business performance. We provide range of courses to manage compliance required by regulatory bodies such as OSHA, HIPAA, Joint commission and Red Flag Rule etc. Apart from this emPower also offers custom demos and tutorials for your website, business process management and software implementation.


Our Learning Management system (LMS) allows students to retrieve all the courses 24/7/365 by accessing our portal. emPower e-learning training program is an interactive mode of learning that guides students to progress at their own pace.


For additional information, please visit http://ping.fm/PKwse