Book summary apps

I have known for some time that the apps on my phone are out of control.  In an effort to be purposeful in my use of the web, I started deleting apps.  I came across one, Blinkist.  There was nothing on it so I must have either never used it or my free trial ended.  

As I have mentioned before, I am not very good at collecting or curating.  This tool, Blinkist, provides summaries of nonfiction books in 15 minutes or less.  Here is a review of the tool and more details about how it works. 

So this made me think about how this might work for PLNs.  I have been in communities where individuals read books and then post about them. The communities weren't only about the books but if someone read something helpful or discouraging, they would post. 

I have been thinking more about these book summary tools.  Here is a 2020 summary of 10 different ones.  

What do you think?  Do you or would you use a book summary tool?  

Are paid communities worth the value?

 Earlier this summer, I attended ASU's Remote session, "the connected faculty summit."  I appreciated several of the programming items.  I went back in this morning to watch some of the on demand programming that I hadn't been able to view. One of them talked about an online community, Lumen Circles.  This is virtual community that faculty can join to share teaching practices. The website suggests that many participate through an institutional membership although individual paid participation is available. 

This caused me to reflection on communities of practice I have participated in before, before social media communities. 

I have participated in communities of practice in the past through professional orgainzations both local, state and nationally.  I don't think I really thought of them as a community but I believe they were. 

The fact that this community requires a payment made me wonder...

What do you think about paying for communities? 

The discussion on this site suggests that paying is worth it.  The discussions suggests that paid communities are often higher quality, participants are more serious, and a smaller number of engaged individuals produces better discussion.

I am a bit frugal and I like that you can try out communities in a free environment rather than wasting a year membership - which I have done.  However, I would probably be more likely to participate versus lurk if I paid. 

For me I think purpose will dictate what I pay for. In an article by Sarah Prestridge (2019), she discusses the difference between professional development and professional learning.  While this difference was presented earlier in the semeter, her discussion of how people approach professional learning as more self-directed to their interest resonated with me.  Since I am paying to return for this degree, I suppose I am willing to pay quite a bit more for what interests me. 

What do you think? Do you think there is a difference between free and paid comminuties? What are you willing to pay for?

Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigmLinks to an external site.. Computers & Education, 129, 143-158. doi:https://doi.org/10.1016/j.compedu.2018.11.003

Online Patient Communities

 

Online patient commmunities support patients through shared stories and experiences. I used to think it was unfortunate that the medical community didn't have the answers and support that patients needed. Lately, through my readings about communities of practices, I am refocusing my thoughts. 

I am glad that patients have communities where they can share and connect with others. Medical challenges can consume and impact our lives.  Why should we assume that one or a few health care providers would have all the perspectives a patient needs.

I went searching for online communities for patients.  I found this list of top five communities: PatientsLikeMe, HealthBoards, MedHelp, WebMD and Healthunlocked.  In reading through the list I am intrigued that several of them started with people who struggled with their own medical illness. 

I joined PatientsLikeMe as a caregiver as I have a family member with a chronic illness. I found the variety of comments and experiences shared interesting.  This included comments about how they are doing, questions about diagnosis and treatment, reactions and side effects along with insurance and payment issues

I also found this article about whether online communities are worth it interesting to consider the value of these online communities for patients and health care providers. It specifically mentions suggestions for healthcare providers such as learning from users and connecting patients to your services.

I was thinking how it might be helpful for healthcare student to lurke and study these communities. I think students could really benefit from this first person account rather than textbook cases.  However, as I think about a community of practice and these students wouldn't belong as they are not experiencing a condition. For example, signing up for an account on PatientsLikeMe requires you to identify a condition.

With an increase of these topics being covered on more open social media sites like Twitter. This article discusses the use of twitter as a source of health information.  

What do you think? Should health care students be exposed to these patient communities? Would you use a patient community?

Hypothesis experience

I was first introduced to Hypothes.is last semester during my internship. Here is a bit about my experience. I look forward to hearing about your experience or what you think about mine.

I have had three experiences with Hypothes.is.

First, I used it in a required, undergraduate health science course. The week I chose to use it was a week when I really needed the students to read two chapters from their text. I considered making a video or covering it during a synchronous session. However, everything was right there, worded well, etc.  And unfortunately, students generally avoided the reading.  I posted two of the chapters together as a single PDF in Hypothes.is. I divided the students into two groups so about 15 students worked together. This meant that I had to create two copies of the same PDF so that when I uploaded the document. I asked students to post once directly about the document. This could be something they found interesting, something they didn't understand or something that tied to a previous experience. For a secondary post, I asked them to respond to another post.  Since this was their first experience with the tool, I was leanient about what they posted.  Overall everyone participated and did well on the quiz questions from the material.  A few students did mention in their reflection that they didn't enjoy using Hypothesis. I am not sure if this is because we only used it once, this group of students aren't fond of reading, or if they just didn't like the tool features.

Second, I was working with a faculty member on a course redesign as part of my internship. The course was designed with several reading assignments but there was no direct activity or assessment of the reading, just a general reflection every couple weeks. We discussed what would make students feel motivated to complete the reading that she thought was so important.  She decided that she needed some specific activities to help students gather key points from the learning. So we developed regular Hypothesis assignments with a basic checklist type rubric to help guide student participation and collect comments about key points. 

Third, I was working with a faculty colleague at my home institution. She coordinates a large required course series with 20+ instructors. I assisted her in completing a course review which included course mapping, faculty focus groups, and student survey.  The student survey suggested that students weren't reading at all. Students didn't see the value.  The immediate project was to develop a remediation course for the summer.  Since the material would be a repeat, she was looking for new design ideas. Since students weren't reading, encouraging them to read key documents felt an appropriate approach along with some other changes.  I asked her how it worked. "Many of us used it. I really liked it. I used it to have them read a review article and they pointed out important facts. Or respond to prompts throughout a document. I also had them annotate lecture slides for things like muddy points. It worked well with this smaller group of students."

One of my questions is how to use it for larger classes such as over 100.  Hypothes.is suggested having a larger document with groups assigned to specific sections.  Do you think this would work or be too much? 

Does Hypothes.is encourage reading in a positive way? How have you used Hypothes.is or might you use it?

Releasing control - social media for class

I posted a question on the piazza tool about handling students who post immature or inappropriate content.  I recall when we used to use PollEverywhere in a lot of classes over a year. Students were likely polled, and polled, and polled. There came a point when students seemed to tired of responding to polls and got creative if given an open response option.  

In talking with faculty at my institution about the possibility of social media in their classes, I have noted two concerns.  First, the stated concern, is a general discomfort with using social media. Second, an observed concern, is loosing control of the classroom. 

Whether it be a change in physical space as had to be done some during the pandemic for social distancing or a change into the big Web 2.0 world, this makes sense to me. I believe the two are connected. Imaging walking into the classroom and the chairs are in disarray, pointing different directions. Would you feel a need to rearranged the room to everyone facing forward?  It would seem that the Web 2.0 environment may feel the same way.  

Gulbahar, et al. (2017) discusses barriers to adopting social media. It is mentioned that internal barriers by the instructors cause a "greater challenge".  I agree with this. While knowing how and when to use social media is important and key to initial and continued use. I wonder about addressing the internal barriers.

I recall a discussion during my internship with the Office of Distance Learning last semester about handling inappropriate posts in a Canvas discussion board. I searched Canvas to see what suggests were there on handling these types of posts.  I found this conversation on the idea board asking for this option with posts back to 2017. I appreciate that the discussion includes both a request for such a feature as well as a consideration of the workload of moderation.  Is post moderation something a teacher wants to take on?

What about a subreddit? Would that be a tool that allows for moderation that may be a good option for faculty who want more control.  I found information about the different types of moderation in Reddit. Perhaps an instructor can start with more control and adjust as they are more comfortable. This page also suggests that if a post doesn't break a rule, let it be downvoted instead of removing it.

This made me think about balancing the need for control versus setting appropriate guidance up front. Perhaps students could set the "rules" for the subreddit and moderate themselves with the up and down voting? 

What do you think, do you have control concerns about using Web2.0? Does this impact which tools you might pick and how you would use them?

Gülbahar, Y., Rapp, C., Kilis, S., & Sitnikova, A. (2017). Enriching higher education with social media: Development and evaluation of a social media toolkit. The International Review of Research in Open and Distributed Learning, 18(1). https://doi.org/10.19173/irrodl.v18i1.2656

Digital Detox with Family

Friday night until this morning, I did a digital detox. Well, not 100% but maybe 90%, A few thoughts about how it went. 

I slept in on a Saturday. Since I started the ISTL program, I have for almost 5 semesters gotten up on Saturday to work before my kids get up.  We are staying in a hotel for father's day so that helped too.  

I played tennis with my family after breakfast. My husband was surprised and asked don't you need to work on something. 

I went to lunch with my family without looking at my phone. I didn't have FOMO exactly. Since I sent out my posts about my collection, I was curious a few times if anyone had posted. 

I started reading the Hitchhikers Guide to the Galaxy, recommened on our Good Reads group. I have had the book for some time but never taken the time to read. I would have read more but I ended up joining my family in the pool after several requests. 

This morning, started to check my phone and after just a few looks, I realized that I could go work out while my family slept. Something I really, really need to start doing again. My workouts have been replaced with study time.

I enjoyed this time with family. Something we all needed. 

What am I thinking about differently?  I want to focus my online time to be more purposeful. I posted earlier that I fail at collecting.  I need to use the tools available to reduce time on wandering. I will try more bookmarking, curating, and specific feeds. 

Did you try the digital detox? How did it work for you?

Tools so far

Today I am taking inventory of the tools I have used so far this semester. This doesn't count the few I simply viewed.  

Twitter  - I am much more comfortable at Twitter than I was before the class. One challenge I had to overcome was I am considering how I may use this in my courses. 

Instagram - I had never used instagram before and I am also much more comfortable with it. I am not sure I will use it in the future unless other friends and family invite me to join them. 

Evernote - I appreciate this application to track notes but I don't think I am likely to use it. I think I would use onenote, a google doc, or diigo.

Diigo - I would really like to use this application more. However, I find myself fogetting to use the diigolet. Must remember this week!

Pinterest - I had used it occasionally before but had remembered some security concerns when it first came out so I was hesitant. I read an article about how this has improved. I plan to use this more personally and I am thinking about options for class.

LinkedIn - This was my most heavily used, well viewed, app before. I want to make a conscious effort to post more here.

Reddit - I enjoyed the subreddit communities for my last paper.  I definitely want to expore some more subreddits personally and professionally.

Good Reads - I appreciate the suggestions being provided here.  Some of the books I have read and some are on my list for this summer.  I want to look into this more in the future. I am not a great reader despite my profession. However, I think after I am done reading for class I will likely do more reading on my own time.

Cluster - I am curious about this one for class. Sometimes I hear from students that they aren't comfortable with mainstream social media for class. They like being able to keep the two separate.  So I wonder if Cluster would be a good option here to post class material and share? 

Feeder - I have found the feeder app very helpful in reviewing what new has been posted to the course blogs and twitter. It provides me a chance to read through and think about what I want to respond to. I would like to continue using this in the future but I need to add more items to the feed.

Refind - I just added refind and this is another one I want to take some more time to explore. 

Merlot - I have used this site before. I need to revisit it again to see what is new. Before the materials were too old to be useful.

YouTube - I have been debating about creating a YouTube channel for class. This is something else I want to revisit. There was a reason I was recommended by our technology team to stick with panopto or studio, but I can't remember the reason. I really like that it includes closed captions.

Badgelist - I am still interested in incorporating badges into my courses. Something for the future.

In summary, I want to explore Merlot, Refind, and Reddit. I want to build and engage more in Feeder, LinkedIn and Diigo. And I want to consider how to use YouTube, Pinterest and Cluster for class.

Which tools are you exploring? What will you use in the future?

What if I fail at collecting?

When completing this weeks reading on networked knowledge activities, I appreciated the discussion of the terms collection and curation.  As mentioned in the article by Dennen et.al, (2020), collecting is a lower level activity involved in capturing something for the future. Curating involves manipulating that list to select the items of value. 

As I was reading, I kept thinking, but I am a terrible collector.  What does this mean for me?

At home, I am accused of being a minimalist. I am not really but in contrast to the collectors in my family, I am. I had a collection as a child, of little statues, so I think I am capable of collecting. As I got older collecting felt like work.  Then I would need to display it, and dust it, be careful with it.  And that just seems like too much energy into a thing. I would rather feel free to explore. (Hmmm, I did recently make a post about wanting to settle... Is still ok to want to settle but without a lot of stuff?)

Online, I never use bookmarks. I occassionaly create a bookmark, I never use them. For this course, I have a bookmark to the blog. Instead I go to it from the Canvas page - every single time. It is the same way for my work. I never use the shortcut link to the library. I always go to the university webpage. 

I have Zotero and Diigo and I can't seem to remember to bookmark items I find. If I do it is often because I go back and find it again. It seems that the act of collecting, not the result of it that is most appealing to me. 

So I wonder, can I learn to be a collector?  Perhaps it is about seeing the value. The more connected I become, I can see the possibility of collection. But it is curation that is most appealing. 

What about you? Is collecting easy for you?

Reference: Dennen, V. P., Word, K., Adolfson, D., Arechavaleta, V., He, D., Hsu, C.-W., Hur, J., Jung, D., Kent, H., Russell, A., & Toth, K. (2020). Using the networked knowledge activities framerwork to examine learning on social networking sites. In P. Kommers & G. C. Peng (Eds.), Proceedings of the international conference on Web-based Communities and Social Media 2020 (pp. 165-172). IADIS Press. 

Home Vision

 A few years ago, my husband and I both experienced changes in our workplaces around the same time.  These changes challenged the status quo of our careers. We have be weathering everything pretty well - trying to adopt an adventurous perspective. However, just recently we hit a point where we are talking about finding a place to settle for a while. And we have started dreaming about what our new home might include. This includes physical items such as a pool and garden. It also includes a big kitchen for family to vision and hopefully a couple dogs.  So I made this vision board in pinterest.  This was an excellent way to visualize our discussions and my kids enjoyed viewing it.   I used Canva.com to create it and selected their available images included in my paid subscription. 

What is your vision right now?

Alt Text in Facebook and Twitter

 A topic I am interested in is digital accessibility.  I am curious how the use of social media in a course might impact accessibility of the materials.  Here is what I found preparing alternative text - AltTxt for Facebook and Twitter. Note you can't see the description once it is posted without a screen reader.

Facebook @accessibility provides information about their commitment to accessibility.  On their page you can access a link to their help center. You can also find them on twitter @fbaccess. When you add an image to facebook you can choose to use generate alt text or add your custom text shown here. 

You can find Twitter accessibility @TwitterA11y And here is more information about how to make tweets more accessible. Instructions for both Mac and PC are available.  To add alternative text to Twitter is it referred to as adding descriptions. You can see the Alt Text you added in preview below the image as shown in the second image below.

Practicing Twitter Accessibility by adding AltText #eme6414 Photo by Daniel Ali on Unsplash pic.twitter.com/OiPexFF4os

— CRS6414 (@crs6414) June 8, 2021

What other tools might you want to add alternative text in? 

Distance Learning Reproduction costs

 In an article by Casewell et al. (2008), the authors state that "reproduction costs [of distance education] are almost non-existent." While considering this along with open access and creative commons - this statement has stuck with me for a few reasons. 

1st - Could creative commons, or any other general sharing of resources,  revolutionize academia into those who creator content and those who delivery content.  With an abundance of material, is there a need for so many faculty at so many institutions? Some individuals with the highest accolades in research and discovery may prepare content. Those who are especially skilled at delivering content would serve as instructors. I suppose this may exist in academia already with different roles.  Will it be like medicine, will their be an increase in other providers such as nurse practitioners and physician associates in place of more expensive physicians? Less full faculty and more adjuncts. This article published by College Post suggest a decrease in tenured faculty. How does academic freedom fit in with open access, Web 2.0, and social media shares. 

2nd - Is the statement true? Are reproduction costs minimal? Should they be? In three years, I produced a second edition of an OER text. The online simulations I have used in courses over many years have, unfortuntely, become out of date and not updated. Does the expectation of minimal reproduction investment increase concerns about the quality of these educational materials? 

3rd - What about digital trash?  This article by Stephan Schmidt of United Nations University discusses the growing digital waste cloud. How can we best dispose of old information? How do we "take out" the trash. In 2019, I oversaw a continuing education event on campus. It took us months before we could find and delete links to the program (so we could focus on promoting the upcoming one instead). Does this make tagging even more important? Will it become difficult feel you have completely researched a topic or that you have the most current and accurate information?

More questions than answers at the start of this week.  What do you think?

Reflection on writing an OER text

 In 2017, I released a OER textbook with a few other faculty members from my institution.  I had received an internal innovations grant to work on three connected project. One component was a textbook to support redesigned course content (another component).  

The book was initially promoted to publishers.  This was through encouragement of the Dean and supported the promotion and tenure process. This was because a published text would fair better for promotion and tenure than an OER text. The book concept was accepted by a well known publisher with a few modifications. The modifications including adding to the text to make it more comprehensive.  

This deviated from the small handbook text I had planned. I also expected this information would continue to involve and need frequent updates.  With the publisher, it would be a large text for which a larger price could be charged and frequent revisions would require purchasing new editions frequently. Disclaimer: I worked 3 jobs during graduate school; I am not a fan of expensive text books.  

At the same time, the university was starting a new initiative for OER texts. I connected with the librarian focusing on this effort. She encouraged me to consider OER. I was excited about the idea but was discouraged by others.  I was told by leadership and others that an OER would not be worth the effort. It would not be viewed positively as scholarly work for promotion and community acceptance. However, I had the grant money to support my writing time and to pay others to edit and write. 

So I chose the OER option. I completed the text with other faculty member from my college.  Once we finished the drafts of the chapters, we set up our own peer review, managed by the librarian who also developed the text into the online format. We revised in response to the peer review and three of us reviewed the whole text for consistency. We also paid students to review, revise and edit the text. 

After publishing in 2017, we revised the text for a second edition in 2020.  At this time we updated the creative commons licensing. 

When deciding how to license the project I knew we wanted attribute for ourselves. I didn't want it to be used for commercial use so that student could have free access. The final option was difficult and I am still reconsidering while reading this weeks content. I wanted other instructors or students to be able to use the content. However, I wasn't sure about others redistributing modified versions. I selected no derivatives instead of share alike because of the connection to the university who funded the project.  

I appreciate the opportunity to create this text. I still use it in my teaching. I believe I was able to demonstrate through the publisher acceptance that OER is a choice not a default. It shouldn't be viewed as representing academic scholarly work of little value. I hope others who wish to pick OER over traditional publishing have the ability to make the same choice. 

Twitter Challenge

 The twitter challenge this week was an excellent way for me to become more comfortable with using Twitter. Made a few mistakes like forgetting the hashtag but glad it was here.  

I started off with an encouraging Meme on Monday and one of my favorite training accessibility tools on Tuesday.

Monday Meme #eme6414 pic.twitter.com/YRLjq2OHbw

— CRS6414 (@crs6414) June 1, 2021

I have a goal of improving accessibility in my design. So I use #SeeingAI app to give me a screen reader view #eme6414 #ToolkitTuesday

— CRS6414 (@crs6414) June 1, 2021

I appreciated the wondering Wednesday as I have a few faculty at my institution interested in Diigo. 

For those that use Diigo, how do you interact with the tool. Do you use the app, extension, or work directly through the site. #eme6414 #WonderingWednesday

— CRS6414 (@crs6414) June 2, 2021

Thursday's Throwback was pretty far back, back, back, back...

The little screen was such an amazing feature. 🤣#ThrowbackThursday #eme6414 pic.twitter.com/t5of7OFUef

— CRS6414 (@crs6414) June 3, 2021

But following Friday was a look to my future goals.

For anyone who is interested in Universal Design for learning, I recommend @CAST_UDL Incorporating UDL principles has made made my teaching more enjoyable. #eme6414 #FollowFriday

— CRS6414 (@crs6414) June 4, 2021

And I actually received a comment from CAST.

I couldn't limit myself to one shout out on Saturday. Could have done more. Love our group

A shout out to @LissaMay21 for posting to your crowdsourcing blog info and page to diigo. Appreciate building my resources this way! #eme6414 #ShoutoutSaturday

— CRS6414 (@crs6414) June 5, 2021

Appreciating @abbydflowers set up of Marco Polo. Now using it with my family too. #eme6414 #ShoutoutSaturday

— CRS6414 (@crs6414) June 5, 2021

In addition to my tweets, I appreciated replying to others.  Becoming more comfortable with twitter has an added bonus. I am too verbose for my students. I am working concise. So...that's a wrap to the week!

Crowdsourcing for class

Yesterday I read the article Crowdsourcing and Self Instruction: Turning the production of teaching materials into a learning objective by Matthew Charles Wilson. This article really has me thinking about how crowdsourcing might apply to teaching at my work institution. This article discussed how students brought together different pieces of information about political science in Latin America. The end result was a "180-page manuscript comprising historical timelines for 19 countries in Latin America."  

I was impressed by this result as well as the positive responses from students that they preferred this over a traditional course paper. I wondered if having students in a class, working together on a large project fit with what I knew about crowdsourcing.  This course had just 50 students. Here is wikipedia's definition, a crowdsourcing venue in its own right. This suggests that crowdsourcing involves a  "large, relatively open and often rapidly evolving group of participants." Dictionary.com offers a similar definition suggesting engagement of the general public. 

After thinking about this for a day, here are some thoughts. 

1) For a class of 50 students, I would call this a collaborative project rather than crowdsourcing. However, I still love the idea. One item I do in my class is to ask students to identify community resources that would help patients. The we try to use that list to respond to different patient scenarios. I usually compile the list but I am thinking that for the future I could create a collaboration site. Maybe using diigo or another Web 2.0 tool.  

2) What if students in a class did a project where they crowdsourced to collect thoughts. For example I have taught a quality improvement course. Students are asked to design a quality improvement project related to health. Many of them pick topics that impact undergraduate students like STIs detection, proper hand washing, water consumption, exercise.  What if they shared their topic and starter idea through a crowdsourcing venue and received feedback? 

3) What if students participated in a crowdsourcing challenge project.  I looked through the list at HeroX. Perhaps maybe the 2021 Shark Tank of Wellness Student Global Competition or the Global Hope Challenge.  I even found this transcription experience with the library of congress - maybe it could be useful and authentic for a history class? Or this one in Zooniverse that looks at environmental changes and plants. 

So many fun ideas.

Wilson, M. C. (2018). Crowdsourcing and self-instruction: Turning the production of teaching materials Into a learning objectiveLinks to an external site.. Journal of Political Science Education, 14(3), 400-408. doi:10.1080/15512169.2017.1415813

Why a badge?

 I have been thinking about badges for a couple years and excited that this semester I get to try it out. I also appreciated this article, Design principles for creating digital badges to support learning (Horstman et al., 2020). 

This study looks at the use of badges to count informal learning towards college credit. Here are a couple items from this article that are still in my mind a day later.

First, I love the idea of connecting extra curricular learning to credit. I am currently offering online content to students while they are completing experiential education. This way they get the "class" knowledge while gaining practical experience. The way it is set up is that it is tied to a fall class.  But I wondered, even more so after this article, if we could offer badges in the summer that would then translate for credit in the fall.  The way it is set up I can only evaluate their performance on the online components but what if the preceptor could sign off on application and that could be part of the badging.

Second, the authors of the article ask the question, "why badges?" I had the same question, not just for myself but for students.  I have seen discussions about badging linked to competitiveness. For me, I don't think that is the drive. For me, it is a feeling of accomplishment. If I complete these items that an expert deems appropriate of a badge. Then I feel accomplished. I believe this is the same feeling I want to offer for students. 

The author's response still resonates with me. "...the process of incorporating badges into an educational program can create an opportunity for program developers to rethink, reorganize, articulate, deepen and expand on the program's learning goals and values."  

Hmmm, would this shake things up a bit, maybe get away from so much traditional lecture.

How about you, do you think badging would shake things up in your area? 

Why do you or would you badge?

Diigo for health science

 I appreciated the opportunity to read, "Building a Collaborative Knowledge Base in Diigo: How Links, Tags, and Comments Support Learning" by Im and Dennen. This article encourage me to think about how Diigo could be used to teach health science students. 

I have been working with a graduate clinical pharmacy course. Students learn details about medication selection, dosing, drug interactions, etc. Through a student survey, we confirmed that students were not reading any of the course material. This includes clinical practice guidelines that outline the selection of agents and treatment plans. I suggested that the faculty consider using a tool called Hypothes.is. This allows PDFs to be uploaded for social annotation within Canvas.  

After reading and exploring Diigo, I was thinking this offers a potential added bonus to the student. They can maintain those files and annotations for use on clinical experiences and into their professional practice.  A quote from the article by Im and Denned, "student[s] indicated that... they intended to act as knowledge brokers, bringing the linked information to people in other parts of their lives."  This seems an excellent value for a healthcare provider.

I was also wondering if you could build a continuing education activity around Diigo. What if healthcare providers could share resources together, discuss and use the information to improve patient care?

I am looking forward to setting up my Diigo library and tags this week. 

What ideas do you have for Diigo?