EHealthEd Module Development Weekly Timeline with Clearly

Articulated Stages

Week

Stage
s

Task

02/03/20
15

The topic was chosen and the group included 7 members

09/03/20
15

Facebook Group was created

23/03/20
15

First Group Meeting:

The assignment requirements and the marking rubric were
analysed in detail and the key requirements of the EhealthEd
module were discussed. It was decided that an iBook for young
adults interested in health was the most appropriate form of
delivering the topic to our audience. iBooks can be as simplistic
or as complex as desired, and are fantastic in that they are easily
portable in such a technology driven world. In addition to this,
iBook Author was free to download, and easy to use. Basic
templates were provided so as to ensure ease of reading and
aesthetic pleasure. Finally, iBook allows for insertion of videos,
photos, audio clips and more, without fuss. This was something
that appealed to us as a group, as we realise that people learn
differently. Young Adults are increasingly using digital technology
and online social media in their everyday lives1. An iBook is
interactive and easy to read on any Apple device, which are the
most popular devices used by health science students 2. An
audience younger or older than this will have required a
completely different writing style and method of delivery e.g.,
with adolescents as our audience a more simplistic style is
preferred using less scientific terms and describing the processes
in more details and for an older audience using a high level of
scientific terminology is necessary. Mode of delivery may have
been an application for adolescents and a website for older
adults.
If our iBook were to be published, we discussed ways of
promoting it, such as using Facebook, Twitter and Instagram to
gain interest and momentum.
Resources and materials required for the module were discussed.
Members who had an Apple device were identified so they may
be involved in the formatting and designing of the iBook. A
timeline was outlined, that included the number of meetings
before submission.
We agreed that our EHealthEd module will be broadcasted
through Facebook, Twitter and Instagram, as these social media
sites are used by almost all young people. For example, if it is
posted on one persons Facebook wall, the friends of that person
are able to see the post and it has the ability to spread to a lot of

people in a short amount of time. Also most adults have several

hundred friends on all three social sites and the information has
the ability to spread through Likes at incredible speed.
Evaluation will take place through identifying the number of
Likes given to our module through the social sites.
Some of the topics that may be covered in the module were
discussed such as;
Where did the 10% myth come from? Who spoke of the
myth? Find research that supports this myth
We use most or all the parts of the brain all the time, not
only 10% -disprove the myth
Other associated myths to do with the brain
Compare human brain size to other animals
Bring up the movie Lucy and other movies talking about
the increased brain capacity
Improving brain function with activities such as e.g.
meditation, relaxing, mindfulness, healthy eating, exercise

Include an interactive diagram of the brain and its

structure and function
Include an interactive video
How much brain do we use for general activities (what
parts of the brain?) e.g. walking, sleeping, reading

No tasks were allocated at this stage, members were asked to

research the above points to determine their usefulness to the
module and come up with new ideas, if necessary.
06/04/20
15

Second Group Meeting:

Through the month of March members posted various articles,
videos and ideas on the Facebook page for member review and
feedback.
Seven tasks were allocated;

History of Myth (who believes it, any research that says its
true? And why?)
What do the different parts of the brain do? Normal
function, disproving the myth
Improving brain function
Case Studies
Implications
Associated myths
iBook design, editing, formatting

It was decided that a video would not be practical and would take
up too much time to produce however a relevant video already
available online will be used. Members were asked to do research
on their allocated tasks and to see if the task suited their
abilities.

13/04/20
15

Third Group Meeting:

Unfortunately one member of the group left and tasks were
reviewed and reassigned.
Six tasks were allocated;

History of the myth PLUS iBook editing

Disproving the myth, encompassing the functioning of the
brain and the physiology behind how a brain functions
optimally PLUS iBook layout PLUS appendix (target
audience and means of delivery)
The implications of the myth, loss of function of the brain,
disease processes, and social implications PLUS iBook
layout PLUS appendix (dissemination)
2 Case studies
How to improve brain functioning PLUS appendix
(evaluation)
2 Associated myths related to the brain PLUS online video
PLUS appendix (12-week plan outlining stages of work and
Useful links)

It was decided that all members have their tasks completed by

the next meeting, 27/04/15. A document containing
approximately 500 words was to be posted on Facebook before
the meeting for everyones review and comments.
It was decided that everyone should have a written section so
the tasks are evenly spread between the members and everyone
has the opportunity to contribute to the information in the
module.
27/04/20
15

Third Group Meeting:

In the meeting feedback was provided regarding the members
written work, suggestions were make about adding and
eliminating information, correcting grammar. Further information
about certain topics was clarified. Members were asked to find
pictures to support their information and to add references to
their information. Members were asked to convert their
references to plain-text and save two copies, one as APA 6 th style
and one as Vancouver style for the ease of adding them to the
iBook.

18/05/20
15

Fourth Group Meeting:

Final written feedback provided to members and it was decided
that Vancouver in-text referencing will be used instead of APA 6 th
because APA in-text referencing is distracting for the reader and
Vancouver referencing uses numbers as in-text. Members began
the layout of the iBook and started incorporating all the
information in the different chapters.

25/05/20
15

Fifth Group Meeting:

First draft of the iBook was completed and feedback provided by
members. Minor changes were made with the layout of the

iBook, suggestions about information flow, appropriateness of the

pictures, chapter titles and any missing information was
highlighted and corrected.
Final view of the module occurred on Facebook, with members
giving feedback via comments. All members showed great team
work and support throughout the 12 weeks and contributed
equally to all aspects of the EHealthEd module.
Dissemination and Evaluation were discussed as follows:
Dissemination of our eHealth module would be potentially
unencumbered. Given that the target audience was young adults
with an interest in health, and that we are somewhat
representative of that group, we did not feel it was necessary to
survey what would be the preferred method of information
dissemination. We know from our experiences that many young
adults use Apple products be it a Mac computer or laptop, iPads
or iPhones. Librarian collected data supports this, demonstrating
that ioS is the most used running system on smart phones and
tablets2. It was with this knowledge in mind that we decided to
make an iBook.
It was decided that in order to follow up with our iBook project,
we would use the Likes feature on Facebook, analysing the raw
data from the number of Likes our iBook has received as a
rough, general figure of how many views we are receiving from
the public. While this brings with it several inaccuracies that
include the people that have liked the Facebook post but are yet
to read the iBook, as well as people that have liked the post yet
dont agree with some of the facts we have shared in our iBook.
Nonetheless, using Likes to begin counting the number of actual
readers of the iBook is a good place to start. This process would
also expand and include the Twitter and Instagram likes and the
other platforms, if any, that choose to advertise our iBook. The
success of dissemination will be based upon social media likes,
with particular focus on the 20 25 age bracket.
Furthermore, we would need to assign a desired audience
number that shows our iBook has received enough attention.
For example if we set our target number at 1,000 likes and
1,000 likes on Instagram and 1,000 retweets on Twitter, we
would use this number to gauge whether we have accomplished
the right tone when addressing young adults (our target
audience). If the number of likes was significantly lower than
3,000 we would need to reconsider the language and layout of
our iBook to see if we can appeal more appropriately to the
young adults of our society. Further investigation would be
required to discover what changes would need to occur for this to
happen. On the other hand, if we found that we received much
more than 3,000 likes we could assume we were on the right

track and expand our audience to more social media platforms

and continue the dissemination process on a larger scale.
For a more accurate measure as to the success of the iBook, in
debunking a popular health myth, an updated version of the
iBook may come with the addition of a multiple choice question
type of quiz or a quick survey. This way, we can review the
success of our iBook in the answers we receive from the
questions we ask. For example we could ask a simple question
like
how much of your brain are you using to answer this question
right now?
a) none
b) less than 10%
c) most of my brain
d) 10% of my brain
Depending on the number of correct answers we see, it can be
determined whether or not we were successful in discrediting the
myth in question. This quiz may pop up as soon as you opened
the new version of the iBook and must be answered before
viewing the rest of the book for a mandatory response, just to
ensure the survey or quiz is answered.
30/5/201
5

The iBook was finalised and submitted.

References
1

Hynan, A., Murray, J., & Goldbart, J. (2014). 'Happy and excited': Perceptions or using
digital technology and social media by young people who use augmentative and
alternative communication. Child Language Teaching & Therapy, 30(2), 175-186.
doi: 10.1177/0265659013519258
2
Le Ber, J. M., Lombardo, N. T., & Wimmer, E. (2015). Building Technology Services That
Address Student Needs. Medical Reference Services Quarterly, 34(1), 1. doi:
10.1080/02763869.2015.986708