Final Health Learning Platform - Strategy Presentation (Summer 2012)

Digital Learning Platform
Strategy for Healthcare

John C. Henderson
Boston University
George Wyner
Institute for Global Work Abram Guerra
Ajeet Gupta

©IGW August 2012, All Rights Reserved

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


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

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

Capabilities
Capability Platforms
Capability Stacks

Learning Platform
Strategy: Key Concepts


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)

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.


Capability Stacks
Product

Interface

Social Networks

Market Service
Interface

Collaboration

Interface

Work Flow/App

Interface

Data/Analytics

Interface

Infrastructure Value


Digital Health Learning Platform

Strategic Perspective


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

Digital Learning Healthcare
Platform Market

Digital Learning Provider
DLO Object Services

Intelligent Connectivity Products/
Access Services
Infrastructure


Platform Market

Personalized Patient
PDLO DLO Context

DLO Object Services

Access Services
Infrastructure


Platform Market

PDL Healthcare
PDLE Experience Outcome

PDLO DLO Context

DLO Object Services

Access Services
Infrastructure


Capabilities
Platform Market

PDL Healthcare

PDLO DLO Context

DLO Object Services

Real Time Access Intelligent Connectivity Products/
Across Platforms Access Services
Infrastructure


Capabilities
Platform Market

PDL Healthcare

PDLO DLO Context

Develop, Deliver Digital Learning Provider
Quality Content DLO Object Services

Infrastructure


Capabilities
Platform Market

PDL Healthcare

Personalization, Personalized Patient
Digital Rights Mgmt. PDLO DLO Context


Infrastructure


Capabilities
Platform Market

Tracking of Engaged PDL Healthcare
Learning over Time PDLE Experience Outcome

Personalization, Personalized Patient
Digital Rights Mgmt. PDLO DLO Context


Infrastructure


Key Strategic Concepts (Capabilities,
Platforms, and Stacks)
Digital Health Learning Platform Strategy

Discussion



Technical Strategy


Technical Strategy: Key Use Cases

Prescribing a PDLO


MD Diagnoses Patient
OPEN WIREFRAME"


Provider Prepares PDLO
OPEN WIREFRAME"


Front Desk Receives Notification
OPEN WIREFRAME"


Device Given to Patient
OPEN WIREFRAME"


Technical Strategy: Key Use Cases

Engage with PDLO


Patient Interacts with PDLO
OPEN WIREFRAME"


Assessment and Feedback
OPEN WIREFRAME"


Patient Returns Device
OPEN WIREFRAME"


Follow-on Activities
OPEN WIREFRAME"


Patient Explores PDLOs at home
OPEN WIREFRAME"


Interaction with PDLOs Generate Analytics


Tracking of PDLE Produced by Analytics


Technical Strategy

Key Architectural
Concerns

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


Top Concern: Access & Security

Protection of Patient Data Required by Law


Analytics and Tracking

•  In-House
(Reporting Tool)

•  Licensed
(Analytics Tool
hosted locally)


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


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


Technical Strategy

Data Model


HIPAA
COMPLIANT
DATA FLOWS


Objective Metadata
(Modality, Creation, etc…)


Subjective Metadata
(Reviews, Social Tags, etc…)


Paradata (CAM),
Tracking & Analytics

Personalization
(Match of DLO’s Contextual
Range and Patient’s Context)


Integration
(Clinical data [e.g. EHRs],
Sensors, Apps, etc...)


Key Use Cases
Architectural Insights
Data Model

Discussion



Proposal Discussion


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)


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)


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)


Supplemental: Wireframes

Provider Experience


Login screen. This screen is common to all roles including: the patient, doctor, medical
assistant and medical biller.


This screen lists all all available DLE templates. In each template there are embedded
DLOs.


Physician selects DLE template for patient. Can customize the DLE before
prescribing it for patient as a PDLE.

Back

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

Physician can search for DLOs using various filtering criteria.


Physician has the option to add tags and comments to DLOs.


Physician can change individual DLOs in the PDLE.



Patient Experience


Patient sees a list of all PDLEs prescribed by the doctor.


Patient experiences the DLOs by clicking on the tiles on the left-hand side
navigation.

Back

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

Patient has the option to view additional DLOs using various search criteria.

Back


Other


Medical biller can submit records of patient PDLE engagement for billing.


Librarian can view list of new DLOs in need of validation.


Librarian can view DLO, update metadata, and validate the DLO or notify author of
issues to be addressed.


Supplemental

Bibliography


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.


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.


Final Health Learning Platform - Strategy Presentation (Summer 2012)

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