1. Formats that Enhance Retention of Learning and Evidence on Utility and Efficacy of Apps Marie A. Rocchi, B.Sc.Phm, M.D.Ed. Instructional Designer, CRTI-180 1

2. How do we know? Domain of cognitive psychology Informs teaching and learning Novices vs. Experts (mental schema, activating prior knowledge, connections within schema, pattern recognition) Learner attributes (intelligence, motivation, digital literacy) Content vs. form Delivery method (!) 2

3. Data, Information, Knowledge 3

4. Data Visualization (Rosling) 4

5. Information in a Digital Age http://www.slideshare.net/ext504/iacet- presentation-presentation 5

6. Making Sense of Information Vast InformationPatient or Context Specific 6

7. Key Words: Patient Outcomes and Interoperability 7

8. The CPS 8

9. 9 Reproduced, with permission, from the Canadian Pharmacists Association, Ottawa, 2004.

10. The App! 10

11. Consumer Health Informatics 11

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14. Clinical Decision Support Systems (CDSS) Technology not there yet Data not there yet: http://www2.cs.uh.edu/~rzheng/course/COSC 7388sp11/SurveyPaper_Darshan_Seif.pdf http://www2.cs.uh.edu/~rzheng/course/COSC 7388sp11/SurveyPaper_Darshan_Seif.pdf Interoperability issues 14

15. Pseudo-Science 15

16. Commerce, meet Research 16

17. The Need for Research....or not? http://mobihealthnews.com/10444/smoking- cessation-apps-dont-follow-guidelines / It’s important to note that the researchers never tested these weight loss smartphone apps. They never downloaded them. (We have seen this head-scratching method of study before.) The analysis of the weight loss apps’ adherence to these 13 evidence-based practices was based solely on the apps’ descriptions in the iTunes AppStore. The researchers acknowledge in their paper that the apps may adhere to more or less of them than their descriptions let on.We have seen this head-scratching method of study before http://www.skepticnorth.com/2010/05/scott- gavura-why-we-make-bad-health-care-decisions / 17

18. Where should we go? 18

19. Keller’s ARCS Theory of Motivation Keller strove to understand and model the influence of effort and contributors to effort ARCS lists four major conditions: 1.Attention 2.Relevance 3.Confidence 4.Satisfaction

20. Attention Strategies Getting and Keeping It! Incongruity and conflict Concreteness Variability Humour Inquiry Participation

21. Relevance Strategies Attaching Value to the Task and Deepening Internalization Experience Present Worth Future Usefulness Need Matching Modeling Choice

22. Confidence Strategies Focus on aspects of learner performance Learning requirements Difficulty Expectations (metacognition) Attributions (locus of control) Self-confidence

23. Satisfaction Strategies Management of the consequences of learning Natural consequences Unexpected rewards Positive outcomes Avoidance of negative influences Scheduling 23

24. Gagne’s NineEvents of Instruction (Lesson Level) Introduction Gain attention to learning activity Inform learner of purpose/objectives Stimulate recall of prior knowledge

25. Expanded Events of Instruction (Lesson Level) Body Present new material (examples first) Provide for and guide practice (rehearsal) Elicit performance (more accountability) Provide feedback Re-evaluate performance

26. Expanded Events of Instruction (Lesson Level) Conclusion Provide summary and review Enhance transfer Provide motivation and closure