1. Jill Flanigan, MLS, MS, RHIT Bristol Community College HCI 244 Health Information Systems and Technology

2. Transition to Blended Course Missing the non-verbal cues I was concerned about missing the cues that come from face-to-face interactions that let me know that students understand and are ready for me to move on. Discussion boards I addressed this issue by using discussion boards to monitor student progress during the week so that I can provide additional information or feedback before the graded assignments are due.

3. Challenges with the Content of the Course Need to show and tell to explain some concepts. Located media resources that supplement explanation of complex topics. Example: Student background in and comfort with technology varied. Students needed a basic understanding of networks. Solution: Library video resource with narrations, diagrams, and demonstrations added in the first week to give students an introduction to network architecture.

4. Changes and Updates If I were to revise/redevelop this course: This is a technology-related course; it will need to be redeveloped continuously in order to stay current and relevant. Having an embedded librarian was an update to the original course. Alignments: Goal set includes program accreditation standards (CAHIIM). Link assessments to goals to facilitate reporting for accreditation. Eliminate textbook and move to OER.

5. Why this course? Variety Content delivery is a mix of text overviews that I have written, textbook readings, readings for journals and websites, and videos from the library and YouTube. Assessments include papers, discussion posts, quizzes, and case studies. Homework and case studies are a mix of individual and group work.

6. Why this course? Organization and consistency The course folders and content mirror the syllabus. The contents of each folder are listed in the same order. Students can look at checklists in the content folders or the syllabus for their “to do” list each week.

7. Organization and Content

8. Style Make the style choices first in order to have a cohesive look to the finished product. My choices:  “What’s New” starting page.  Choose theme  I used a unique color for each course.  Show icon and text  Page banner  I added the banners page by page in order to have more control over size, position, and the ability to edit the text in the banner for each page.

9. Course Folders Course Welcome  Text information  Instructor introduction Syllabus  Table at the end of the syllabus matches the content of the weekly folders Major Project or Paper  Project/Paper related resources collected in one location with links in the applicable weekly folders.  Embedded librarian resources Weekly Content Folders

10. Week Folder Contents Banner with week # and topic Objectives Overview In-Class folder Weblink to lecture PowerPoint Reading assignment(s) Weblink(s) Video link(s) Discussion Board“D-week#” Lab “L-week#(+letter)” Homework “H-week#(+ letter)” Project “P-week#) Quiz “Q-week#” Test “T-week#” Checklist If labs, project, or homework are grouped/related, I may add additional headings on the page to show the relationship/grouping.

11. Rubrics Discussion board  Citation, netiquette, grammar & style, content, and timing. Group work in class  Participation, following instructions, organization, and writing style if applicable.

12. Page Banner Weekly Folder Page Banner  Helps the student find their place in the course.  Clear week number labels; a date or date range could be included.  Brief description of the week’s topic.  Image related to the topic for the week.

13. Objectives Match the week’s objectives from the syllabus. May include title/subject headings if applicable. This course:  The objectives in this course cover a wide range of the field of health information systems and technology.  Grouping the course objectives by topic area and naming those sections was necessary.

14. A Sample of HCI 244 Health Information Systems and Technology Course Objectives System Implementation  Explain the vendor selection process.  Identify the steps in the systems development life cycle.  Identify processes for system testing especially in the context of system integration. The Legal EHR  Demonstrate the ability to define the components of the legal health record in hybrid and electronic environments.  Identify the types of data affected by e-discovery. Information Exchange  Demonstrate knowledge of data interface standards and regulations governing data interchange.  Describe the development and implementation of Health Information Exchange.  Explain the risks and benefits of sharing health information between providers, between providers and health plans, and between providers and others including employers.

15. Overview For each weekly topic:  For each week, I write an overview. The overview is a long description of the week’s objectives.  In a fully online class, this would be a good place to insert a voice thread or recorded lecture.  This section varies in length and may be quite brief if a topic is continued from a prior week or longer for new material.  In this course, it is not a complete coverage of the topic because the class also meets face-to-face.

16. In-class Folder This is a blended course.  Material presented in the class session is added to this folder.  I use a Smartboard in the classroom and if I write additional notes in response to a question, I can save them and post them here.

17. Text and Media Reading  Description of text reading assignments  Weblinks to articles or web pages Video  Links to videos including YouTube and library resources. Discussion Board

18. Assessments Discussion Lab Homework Project/Paper Quiz Test

19. Assessment Examples Paper This course included a longer paper on a healthcare informatics topic that was divided into two submissions. The course included an embedded librarian. Discussion Discussion topics included looking at privacy and security risks when using electronic health records Homework: Case Studies In this subject, case studies included brainstorming exercises on the issues to address in implementing and maintaining electronic health record systems, risks to privacy and security of health information

20. Checklist Matches the table in the syllabus. Aids students in staying organized and making sure they did not skip over a section.

21. Logical Sequence Details increase as the student progresses down the page.  Banner brief topic name.  Objectives: List of objectives  Overview: Explanation of objectives  Reading, Links, Video, Discussion: Details about objectives  Discussion, labs, homework, projects, quizzes, tests: Assessment of objectives  Checklist: making sure the work is complete

22. Questions? jill.flanigan@bristolcc.edu