information

Information technologies today interrupt and distract us, dividing our attention across a range of activities and devices. This feels like an inevitable state of affairs, but Alex Soojung-Kim Pang argues in his talk that it is not. Drawing on recent work in embodied cognition, contemplative practices, and interface design, he describes how we can create and use information technologies in a more thoughtful, meditative way, to help us work in a more sustained, creative and focused manner. He also explains what contemplative computing might mean for individuals as well as corporations, institutions and civic actors.

The current disruption in healthcare corresponds to the fact that patients can access tools to gather information, aggregate data, act, and see results reflected in real-time. In his speech, Paul Wicks presents the consequences which can be listed as follows:
- Medicine: Patients are more engaged with managing their own illness, receive better outcomes / resistance from medical community in some quarters
- Research: Patients can find out about clinical trials going on anywhere in the world and participate online or even carry out their own research programs - increasingly being viewed as credible in the peer-reviewed world
- Business: Payers want to pay for improved outcomes, not transactions. The pill must be shown to be more effective than existing alternatives in the real world, not just a placebo in a controlled trial.
- Safety: Patients can submit their own safety events in real-time and enter in to a dialogue with manufacturers about how to improve their products.

Beside team communications, this blog features posts written by community members. If you have a Lift account you can also share your thoughts and ideas by clicking here. Here is a post about elearning, one of the topics that will be addressed during the upcoming Business School 2.0 workshop.

E-learning is expanding worldwide and is deeply changing teaching modes and knowledge management practices. We agree that e-learning may lead to positive changes in facilitating circulation of knowledge and access to education of people with social or financial difficulties. Moreover, we may admit that younger people may find in the ICT a funnier way to learn, closer to their habit of social networking on the web.

However, and as any radical innovation which is both technological and social oriented, e-learning does not always reach the expected objectives. And in a more severe way, we postulate that, when mis-implemented and misused, e-learning may undermine knowledge management and teaching modes. Such “dark side” or negative aspect of e-learning are often neglected. We present the main results from a qualitative and inductive research which has been conducted at Euromed Management two years ago around the general topic: “what is ideal course?” and “what are the very appropriate ICT to learn?”

We found that students were facing difficulties, not only in using the "tools 2.0" (collaborative tools, shared resources, ...) but also in understanding and challenging the different resources available to them (Wikipedia-like web sites, online courses, dedicated databases such as EBSCO...).

Before going further with even more complex tools and procedures, those two basic issues point out that the successful e-campus needs to at least address the following: