1. Personal Learning Networks
1.1. Why?
1.1.1. Learning
1.1.2. Community
1.1.3. Sharing
1.1.4. Currency
1.1.5. Employment
1.1.5.1. Blog=resume
1.1.6. Disaster/Crisis connections
1.2. #hcsm
1.2.1. Lessons Learned in Health Care Social Media, 2010
1.2.2. Storify: Tracking Patient Satisfaction & Outcomes (March 28, 2011)
1.2.3. Storify: How are patients using social media? (April 18, 2011)
1.2.4. Storify: What does public health mean to #hcsm? (May 9, 2011)
1.2.5. Storify: Engaging Patients with #HCSM: Let's do more of what we're already doing right (May 9, 2011)
1.3. Twitter
1.3.1. Finding People
1.3.1.1. “Looking for Twitterers in All the Wrong Places” – One Bad Idea and a Half Dozen Good Ideas
1.3.1.1.1. Don't
1.3.1.1.2. Do
1.3.1.2. 10 Ways to Find People on Twitter
1.3.1.2.1. Twitter Search
1.3.1.2.2. TweepZ
1.3.1.2.3. Export.ly
1.3.1.2.4. Twellow
1.3.1.2.5. We Follow
1.3.1.2.6. Just Tweet It
1.3.1.2.7. Twitter Rel
1.3.1.2.8. Timely / Who Should I Follow
1.3.1.2.9. Down now
1.3.2. Twitter Chats 4 Health
1.3.2.1. #HCSM
1.3.2.1.1. #hcsmanz
1.3.2.1.2. #hcsmasia
1.3.2.1.3. #hcsmca
1.3.2.1.4. #hcsmeu
1.3.2.1.5. #hcsmeuES
1.3.2.1.6. #hcsmeufr
1.3.2.1.7. #hcsmla
1.3.2.1.8. #hcsmuk
1.3.2.2. #MDchat
1.3.2.3. #RNchat
1.3.2.4. #RDchat
1.3.2.5. #hpm
1.3.2.6. #mhsm
1.3.3. Twitter Tags
1.3.3.1. #palliative
1.3.3.2. #pt
1.3.3.3. #ptsafety
1.3.3.4. #FDAsm
1.3.3.5. #a11y
1.3.3.6. #spoonies
1.3.4. Twitter Chats 4 Ed
1.3.4.1. #edchat
1.3.4.2. #lrnchat
1.3.4.3. #edfuture
1.3.5. Tools for chats
1.3.5.1. TweetGrid
1.3.5.2. TweetDeck
1.3.5.3. TweetChat
1.3.5.4. Twubs
1.3.6. Alternatives
1.3.6.1. Enterprise: Yammer
1.3.6.2. Education: Plurk
1.3.6.3. Open: Identi.ca
1.4. Facebook Groups
1.4.1. Medical Library Mobile
1.4.2. Virtual Worlds Education Roundtable
1.4.3. Mental Health & Social Media Chat
1.5. LinkedIn Groups
1.5.1. Health 2.0
1.5.2. Higher Ed Social Media
1.5.3. Higher Education Teaching & Learning
1.5.4. Researching Learning in Virtual Environments
1.5.5. Social Media for Higher Education
1.5.6. Wireless Health
1.6. Virtual Worlds
1.6.1. recruitment
1.6.2. early college programs
1.6.3. outreach
1.6.4. alumni
1.6.5. distance education
1.6.6. social skills training
1.7. Yammer!!
2. Education
2.1. About
2.1.1. Adult learning
2.1.2. Flavors
2.1.2.1. 100% online
2.1.2.2. Hybrid
2.1.2.3. Face-to-face
2.1.3. Prerequisites
2.1.3.1. computer/tech
2.1.3.1.1. skills for students
2.1.3.1.2. skills for faculty
2.1.3.1.3. troubleshoot firewalls
2.1.3.2. adjustment
2.1.3.3. pretest
2.1.3.4. how to handle late registrations
2.1.4. "Beginner's Traps"
2.1.4.1. try to do too much too fast
2.1.4.2. not enough prep time
2.1.4.3. too much prep time
2.1.4.4. over plan the project
2.1.4.5. Ramon Santiago y Cajal
2.1.4.5.1. Undue admiration of authority.
2.1.4.5.2. The most important problems are already solved.
2.1.4.5.3. Preoccupation with applied science.
2.1.4.5.4. Perceived lack of ability
2.1.5. Tips
2.1.5.1. human contact
2.1.5.2. asynchronous
2.1.5.3. socialization
2.1.5.3.1. lounge
2.1.5.3.2. community building
2.1.5.3.3. social activities/space
2.1.5.4. faculty access
2.1.5.4.1. email group discussion
2.1.5.4.2. private email
2.1.5.4.3. through social media
2.1.5.4.4. phone
2.1.5.5. peer tech support / co-training
2.1.5.5.1. faculty
2.1.5.5.2. GSIs
2.1.5.5.3. champions
2.1.5.5.4. alumni of class
2.1.5.5.5. small groups, tech leader
2.1.5.6. trial & error
2.1.5.7. offer alternative assignments when tech may be a barrier for some
2.1.5.8. backup plans for each session
2.1.6. "Tips for Personalized Instruction Through Technology"
2.1.6.1. 1. Deliver Instruction through Multiple Forms of Media
2.1.6.1.1. learning styles
2.1.6.2. 2. Gather and Use Immediate Feedback on Students' Understanding (Learning Analytics)
2.1.6.3. 3. Give Students Options
2.1.6.4. 4. Automate Basic-skills Practice
2.1.6.5. 5. Practice Independent Work Skills
2.1.6.6. 6. Create a Weekly "Must Do" and "May Do" List
2.1.6.6.1. for the motivated / over-achiever
2.1.6.6.2. special needs
2.1.6.7. 7. Pretest Students' Knowledge Before Each Unit
2.1.6.7.1. customize to individual needs / abilities
2.1.6.8. 8. Be Flexible When Plans Go Awry
2.1.6.9. 9. Let Students Drive
2.1.6.10. 10. Share the Work of Creating Differentiated Lessons
2.2. Resources
2.2.1. Search
2.2.1.1. Open
2.2.1.1.1. CC: OER Search
2.2.1.1.2. Curriki: Open Search Engines
2.2.1.1.3. OER Commons
2.2.1.1.4. Open Course Ware Consortium: Search
2.2.1.1.5. App: OER Search
2.2.1.2. Health OER
2.2.1.2.1. Health OER Search
2.2.1.2.2. Open.Michigan Health
2.2.1.3. Apple Engine
2.2.1.4. MERLOT
2.2.1.5. Google CSE: OCW/OER Search
2.2.1.6. Open.Michigan Projects
2.2.2. "Wrappers"
2.2.2.1. blogpost
2.2.2.2. video / Jing
2.2.2.3. forum
2.2.2.4. what else?
2.2.3. Assessment
2.2.3.1. UMass Handbook (PDF)
2.2.3.2. ED.gov (PDF)
2.3. Tools
2.3.1. Collaborative
2.3.1.1. Co-authoring
2.3.1.1.1. Blogs
2.3.1.1.2. Google Docs
2.3.1.1.3. Wikis
2.3.1.2. Other
2.3.1.2.1. Design
2.3.1.2.2. Flashcards
2.3.1.2.3. Mindmaps
2.3.1.2.4. Role play
2.3.1.2.5. Timelines
2.3.1.3. more
2.3.1.3.1. MindMap Wiki List
2.3.1.3.2. ShamblesGuru
2.3.1.3.3. Robin Good
2.3.1.3.4. Free Tech 4 Teachers
2.3.2. Gaming
2.3.2.1. Gameful
2.3.2.2. IBM Gaming & Leadership Report
2.3.2.3. Games for Health
2.3.2.3.1. Organization
2.3.2.3.2. #g4h / #gfh
2.3.2.3.3. Health Games Research
2.3.2.3.4. RWJF
2.3.2.3.5. Games for Health Educators
2.3.2.4. Games for Change
2.3.2.4.1. Organization
2.3.2.4.2. #g4c
2.3.2.4.3. Collection
2.3.2.5. Games in Education
2.3.2.5.1. Games + Learning + Society Conference
2.3.2.5.2. Games in Education
2.3.2.5.3. Games for Higher Education 2008 (article)
2.3.2.5.4. Game Education Summit
2.3.2.5.5. Nobel Prize: Games
2.3.2.6. Serious Games
2.3.2.6.1. Serious Games Initiative
2.3.2.6.2. Serious Games Interactive
2.3.3. Talk/Present
2.3.3.1. Webinars/Presentation Tools
2.3.3.1.1. Commercial
2.3.3.1.2. Google Docs
2.3.3.1.3. Slideshare
2.3.3.1.4. Skype
2.3.3.1.5. WizIQ
2.3.3.1.6. Zoho Show
2.3.3.2. Screencasting
2.3.3.2.1. Camtasia
2.3.3.2.2. Fraps
2.3.3.2.3. Jing
2.3.3.2.4. Screenflow
2.3.3.2.5. More
2.3.4. Storytelling
2.3.4.1. Storify
2.3.4.2. xtranormal
2.3.4.3. Animoto
2.3.4.4. Prezi
2.3.4.5. more
2.3.4.5.1. CogDog
2.3.4.5.2. Deb Smith
2.4. Strategic
2.4.1. Pros
2.4.1.1. students
2.4.1.1.1. engagement
2.4.1.1.2. 24/7/365 access
2.4.1.1.3. costs
2.4.1.1.4. saves time
2.4.1.1.5. self-paced?
2.4.1.2. faculty
2.4.1.2.1. skills building
2.4.1.2.2. impact
2.4.1.2.3. makes it easier for shy students to participate
2.4.1.2.4. easier to manage balanced conversations
2.4.1.3. enterprise
2.4.1.3.1. market positioning
2.4.1.3.2. can reduce costs
2.4.2. Cons
2.4.2.1. not all use well
2.4.2.2. tech skill barriers
2.4.2.3. accessibility
2.4.2.4. digital divide
2.4.2.5. platform may disappear
2.4.2.6. content may disappear
2.4.2.7. not appropriate for all types of content
2.4.3. Challenges
2.4.3.1. Balance
2.4.3.1.1. Academic researchers need time for slow/deep thinking (@zephoria)
2.4.3.1.2. Teachers & social media folk need to respond & react & think FAST (@zephoria)
2.4.3.1.3. Institution needs to protect and position BOTH strongly, reward both
2.4.3.2. Ethics
2.4.3.2.1. both faculty & students may need training or guidance
2.4.3.2.2. professionalism
2.4.3.2.3. institutional policies
2.4.3.2.4. national or organizational policies
2.4.3.2.5. HIPAA
2.4.3.3. Tech support resources
2.4.3.4. Time & support to be innovative
2.4.3.5. Varying learning styles
3. Background
3.1. Collaboration
3.2. Creative Commons & Licensing
3.3. Tech & teaching
3.3.1. Gaming
3.3.2. Mobile
3.3.3. Simulations
3.3.4. Virtual Reality
3.3.5. Virtual Worlds
3.3.6. Learning analytics
3.3.7. Robotics
3.4. Open
3.4.1. Open Educational Resources
3.4.1.1. The Quiet Revolution in Open Learning
3.4.1.1.1. "The concept is simple: Community colleges that compete for federal money to serve students online will be obliged to make those materials—videos, text, assessments, curricula, diagnostic tools, and more—available to everyone in the world, free, under a Creative Commons license. The materials will become, to use the common term, open educational resources, or OER's."
3.4.1.1.2. "These disparate elements are beginning to form an entire ecosystem for teaching and crediting human knowledge and skill, one that exists entirely outside the traditional colleges and universities that use their present monopoly on the credentialing franchise to extract increasingly large sums of money from students."
3.4.1.2. We Do, In Fact, Need Some Badges
3.4.1.2.1. "The utility and propriety of systems that revolve around open education resources and open credentials is obviously going to vary a lot depending on the field in question. Journalism, for example, has a wary relationship with higher education in part because journalists don’t need academic credentials to prove their value in the marketplace. Their work is their credential."
3.4.1.2.2. "But anyone who thinks that those processes need to be as traditional degree-centric as they are today is kidding themselves."
3.4.1.3. Publishers Criticize Federal Investment in Open Educational Resources
3.4.2. Open Learning Initiative
3.4.2.1. CMU
3.4.2.2. Harvard
3.4.2.3. Arizona State
3.4.3. Open Source & Open Learning
3.4.3.1. Drupal Kata
3.4.3.2. Moodle
3.4.3.3. CMU
3.4.3.4. Harvard
3.5. Personal learning networks
3.6. Social Media
3.6.1. Research
3.6.1.1. anatomy
3.6.1.1.1. George AP, De R. Review of temporal bone dissection teaching: how it was, is and will be. J Laryngol Otol. 2010 Feb;124(2):119-25.
3.6.1.2. dentistry
3.6.1.2.1. Mattheos N, Stefanovic N, Apse P, Attstrom R, Buchanan J, Brown P, Camilleri A, Care R, Fabrikant E, Gundersen S, Honkala S, Johnson L, Jonas I, Kavadella A, Moreira J, Peroz I, Perryer DG, Seemann R, Tansy M, Thomas HF, Tsuruta J, Uribe S, Urtane I, Walsh TF, Zimmerman J, Walmsley AD. Potential of information technology in dental education. Eur J Dent Ed. February 2008;12(Suppl.1):85-92.
3.6.1.3. dermatology
3.6.1.3.1. Vance K, Howe W, Dellavalle RP. Social Internet sites as a source of public health information. Dermatol Clin. 2009;27:133-136.
3.6.1.4. GIS
3.6.1.4.1. Boulos MNK, Scotch M, Cheung KH, Burden D. Web GIS in practice VI: a demo playlist of geo-mashups for public health neogeographers. Int J Health Geograph. 2008;7:38-53. Retrieved from: http://www.ij-healthgeographics.com/series/1476-072X-Gis
3.6.1.5. global health
3.6.1.5.1. Maru DSR, Sharma A, Andrews J, Basu S, Thapa J, Oza S, Bashyal C, Acharya B, Schwarz R. Global Health Delivery 2.0: Using Open-Access Technologies for Transparency and Operations Research. PLoS Med. 6(12): e1000158.
3.6.1.6. nursing
3.6.1.6.1. Skiba DJ, Connors HR, Jeffries PR. Information technologies and the transformation of nursing education. Nurs Outlook. 2008 Sep-Oct;56(5):225-30.
3.6.1.6.2. Lemley T, Burnham JF. Web 2.0 tools in medical and nursing school curricula. J Med Libr Assoc. Jan 2009;97(1):50-52.
3.6.1.6.3. Burke SC, Snyder S, Rager RC. An assessment of faculty usage of YouTube as a teaching resource. Internet J Allied Health Sci Pract. 2009;7(1). Retrieved from: http://ijahsp.nova.edu/articles/Vol7Num1/burke.htm
3.6.1.7. pathology
3.6.1.7.1. Schreiber WE, Giustini DM. Pathology in the era of Web 2.0. Am J Clin Pathol. 2009;132:824-828.
3.6.1.7.2. Wick MR. Reflections on pathology and "Web 2.0." Am J Clin Pathol. 2009;132:813-815.
3.6.1.8. pharmacology
3.6.1.8.1. Cain J, Fox BI. Web 2.0 and Pharmacy Education. Am J Pharm Ed. 2009;73(7):Article 120.
3.6.1.9. public health
3.6.1.9.1. Vance K, Howe W, Dellavalle RP. Social Internet sites as a source of public health information. Dermatol Clin. 2009;27:133-136.
3.6.1.9.2. Genat, Bill. Transformative Pedagogy: Using Online Roleplay.
3.6.1.10. research skills
3.6.1.10.1. Anderson PF, Blumenthal J, Bruell D, Rosenzweig M, Conte M, Song J. An Online and Social Media Training Curricula to Facilitate Bench-to-Bedside Information Transfer. Presented at Positioning the Profession: the Tenth International Congress on Medical Librarianship, Brisbane Australia, August 31 to September 4, 2009. Retrieved from: http://espace.library.uq.edu.au/view/UQ:179795
3.6.1.11. reviews
3.6.1.11.1. Boulos MNK, Wheeler S. The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and health care education. Health Info Libr J. 2007 24:2–23.
3.6.1.11.2. Hughes B, Joshi I, Wareham J. Healath 2.0 and Medicine 2.0: Tensions and Controversies in the Field. J Med Internet Res. 2008 Jul–Sep; 10(3): e23. Retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2553249/
3.6.2. Top Concepts
3.6.2.1. blogging
3.6.2.2. microblogging/status
3.6.2.3. collaborative editing
3.6.2.4. sharing
3.6.2.4.1. image sharing
3.6.2.4.2. audio sharing
3.6.2.4.3. slides sharing
3.6.2.4.4. video sharing
3.6.2.5. social networks
3.6.2.5.1. Major
3.6.2.5.2. Special Communities
3.6.2.5.3. Niche
3.6.2.6. more
4. Enterprise
4.1. John L King: The Future
4.2. "Higher Education Bubble"
4.2.1. Articles
4.2.1.1. Peter Thiel (TechCrunch)
4.2.1.1.1. “A true bubble is when something is overvalued and intensely believed,” he says. “Education may be the only thing people still believe in in the United States. To question education is really dangerous. It is the absolute taboo. It’s like telling the world there’s no Santa Claus.”
4.2.1.1.2. “If Harvard were really the best education, if it makes that much of a difference, why not franchise it so more people can attend? Why not create 100 Harvard affiliates? It’s something about the scarcity and the status. […] It’s a way to ignore that people are falling through the cracks, because you pretend that if they could just go to Harvard, they’d be fine. Maybe that’s not true.”
4.2.1.1.3. Thiel Foundation: Thiel Fellowship
4.2.1.2. Pro
4.2.1.2.1. The Ivy League Bubble (Inigral)
4.2.1.2.2. Tech bubble? Maybe not. Education bubble? Maybe (SmartPlanet)
4.2.1.2.3. Schumpeter (Economist)
4.2.1.2.4. Faulty Towers (Nation)
4.2.1.2.5. Bad Education (N+1)
4.2.1.2.6. Is Higher Education Ready for "The Education Bubble"? (CampusTech)
4.2.1.3. Con
4.2.1.3.1. Why College is NOT a Bubble (FASTcompany)
4.2.1.3.2. Friends Don't Let Friends Take Education Advice from Peter Thiel (TechCrunch)
4.2.1.3.3. Is an MBA a Plus or a Minus in the Startup World? (TechCrunch)
4.2.2. Prezi: The Bubble
4.2.3. Economics
4.2.3.1. part time faculty
4.2.3.2. distributed faculty
4.2.3.3. student loans
4.2.3.4. tuition costs
4.2.3.5. degree impact on salaries
4.3. Demand Driven Learning
4.3.1. About
4.3.1.1. Trends
4.3.1.1.1. Assessment
4.3.1.1.2. Faculty
4.3.1.1.3. Economics
4.3.1.1.4. Models shifting
4.3.1.1.5. P2P
4.3.1.2. Lingo
4.3.1.2.1. Skillshare
4.3.1.2.2. Skillswap
4.3.1.2.3. Open educational resources (OER)
4.3.1.2.4. Open courseware (OCW)
4.3.1.2.5. Micro-learning
4.3.1.2.6. Social tutoring
4.3.1.2.7. Social learning
4.3.1.2.8. Demand-driven learning
4.3.1.2.9. Collaborative learning
4.3.1.2.10. Co-learning
4.3.1.2.11. Agile learning
4.3.2. Types
4.3.2.1. Goal
4.3.2.1.1. Degree-oriented
4.3.2.1.2. Skills-oriented
4.3.2.2. Resources
4.3.2.2.1. Provide content
4.3.2.2.2. Provide people
4.3.2.3. Costs
4.3.2.3.1. degree > costs
4.3.2.3.2. content > free or fee or negotiated
4.3.2.3.3. instruction > usually costs, sometimes free or skillshare
4.3.3. Competition? Or Resources?
4.3.3.1. "matchmaking"
4.3.3.1.1. Betterfly
4.3.3.1.2. Brainery
4.3.3.1.3. Ragged University
4.3.3.1.4. Skillshare
4.3.3.1.5. Sophia
4.3.3.1.6. Teachmate
4.3.3.1.7. Teachstreet
4.3.3.1.8. TutorLinker
4.3.3.1.9. Udemy (Academy of You)
4.3.3.1.10. WizIQ
4.3.3.1.11. Zaarly
4.3.3.2. communities
4.3.3.2.1. tools
4.3.3.2.2. networks
4.3.3.3. free online courses
4.3.3.3.1. CMU
4.3.3.3.2. Kutztown
4.3.3.3.3. MIT
4.3.3.3.4. OEDb
4.3.3.3.5. OpenCulture
4.3.3.3.6. Open UK
4.3.3.3.7. South Queensland
4.3.3.3.8. Stanford
4.3.3.3.9. Tufts
4.3.3.3.10. UC Berkeley
4.3.3.3.11. UC Irvine
4.3.3.3.12. Utah
4.3.3.3.13. Yale
4.3.3.4. services
4.3.3.4.1. General
4.3.3.4.2. Topic Tools
4.3.3.4.3. LMS/Hosting
4.4. Education & Social Media
4.4.1. Social Media for Education
4.4.2. Marketing
4.4.2.1. Social Media Usage Now Ubiquitous Among US Top Charities, Ahead of All Other Sectors
4.4.3. Orientation
4.4.3.1. Harvard & Fourquare
4.4.4. Emergency Communications
4.4.5. Student Recruitment
4.4.6. Teaching
4.4.6.1. Facebook to Teach History
4.4.7. Explore more
4.4.7.1. Facebook for Higher Education
4.4.7.2. Cutting Edge Technologies in Higher Education
4.4.7.2.1. Educating Educators with Social Media
4.4.7.2.2. Higher Education Administration with Social Media
4.4.7.2.3. Teaching Arts and Science with the New Social Media
4.4.7.2.4. Transforming Virtual World Learning
4.4.7.2.5. Misbehavior Online in Higher Education
4.5. Healthcare & Social Media
4.5.1. Articles
4.5.1.1. Study shows the potential of social media in health surveillance
4.5.1.2. Top Ten Ways to Engage Patients with IT
4.5.1.2.1. 1. reminders, instructions and educational information about their diagnosis and treatments
4.5.1.2.2. 2. Patients are looking to connect with others about healthcare – isn't it time for you to enter this dialogue in a meaningful way?
4.5.1.2.3. 3. Young folk, yes, but also "caregivers and family members going online on our elders' behalf."
4.5.1.2.4. 4. Offer caregivers tools like personal health records, online assessments, concierge services and communication portals
4.5.1.2.5. 5. Your patients trust you more than any other source for their personal health information. Are you leveraging that trust?
4.5.1.2.6. 6. Our patients are mobile – and are already accessing and documenting health information wherever they are. Are you meeting them where they are?
4.5.1.2.7. 7a. privacy, security, integrity of medical records, liability, increasing disparities in healthcare and payment issues.
4.5.1.2.8. 7b. "Patients want these tools, and many patients are willing to display flexibility to address these concerns in return for more access to their physician and/or better information."
4.5.1.2.9. 8. Patient engagement improves health outcomes and it doesn't have to be expensive. Are you taking advantage of the variety of inexpensive tools available to you?
4.5.1.2.10. 9. Don't think of patient engagement as just another ROI business case. Are you placing too many barriers on your team's creative patient engagement efforts?
4.5.1.2.11. 10. Changing payment models means that patient engagement is no longer an "option". Are you still discussing its priority?
4.5.2. Guidelines
4.5.2.1. AMA Policy: Professionalism in the Use of Social Media
4.5.2.2. CDC Guidelines
4.5.2.3. FDA Social Media Process
4.5.3. Mayo Clinic Center for Social Media
4.5.4. Nursing?
4.5.4.1. Examining Facebook for Nurses
4.5.4.2. Oncology Nursing Society Social Media Policy (PDF)
4.5.4.3. American Nurses Association DRAFT Principles
4.5.4.4. Howard's Summary & Policy Suggestions for Social Networking & the Nurse (PDF)
4.5.5. The Social Life of Health Information (Pew Internet, May 12, 2011)
4.5.5.1. "I don't know, but I can try to find out" is the default setting for people with health questions.
4.5.5.2. "I know, and I want to share my knowledge" is the leading edge of health care.
4.5.5.3. "The online conversation about health is being driven forward by two forces: 1) the availability of social tools and 2) the motivation, especially among people living with chronic conditions, to connect with each other."
4.5.5.4. Of those who use social network sites (62% of adult internet users, or 46% of all adults):
4.5.5.4.1. 23% of social network site users, or 11% of adults, have followed their friends' personal health experiences or updates on the site.
4.5.5.4.2. 17% of social network site users, or 8% of adults, have used social networking sites to remember or memorialize other people who suffered from a certain health condition.
4.5.5.4.3. 15% of social network site users, or 7% of adults, have gotten any health information on the sites.
4.5.5.4.4. 14% of social network site users, or 6% of adults, have raised money for or drawn attention to a health-related issue or cause.
4.5.5.4.5. 11% of social network site users, or 5% of adults, have posted comments, queries, or information about health or medical matters.
4.5.5.4.6. 9% of social network site users, or 4% of adults, have started or joined a health-related group on a social networking site.