1 / 62

Open Source: So Much to Choose From So Little time…..

Open Source: So Much to Choose From So Little time…. Dr. Suzanne Buie Kodiak College, Chair of Health Sciences May 2014. What does this have to do with the Immune System?. An Open Source definition of Open Source.

aron
Télécharger la présentation

Open Source: So Much to Choose From So Little time…..

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Open Source: So Much to Choose From So Little time….. Dr. Suzanne Buie Kodiak College, Chair of Health Sciences May 2014

  2. What does this have to do with the Immune System?

  3. An Open Source definition of Open Source • Open- sourcesoftware is software whose source code is published and made available to the public, enabling anyone to copy, modify and redistribute the source code - Wikepedia

  4. Where do we find material that matters? • Finding the right material can be overwhelming. • Quality vs. quantity

  5. How do I find what matters? • Students • Peers • Children • Surfing the Web • Journal articles, Smithsonian, National Geographic…. • “Googliness”

  6. Why Use Open Source Materials • Innovative: displaying new technologies and information. • Conceptual/Augmentation: increasing the students’ understanding of a difficult concept by completing a virtual activity, video, and/or text. • Scientific method: Creating projects and hypothesizing the expected outcome. • Simulations: to increase inquiry based learning. Using materials that are not available in a lab setting.

  7. Distance courses with Science Laboratories LO • Learning Objectives 2. Instructional Strategies = Content Presentation + Lab Activities 3. Assessment Content/Activities Assessment

  8. Laboratory • With each learning unit (body system), labs can include several of the following each week: • Virtual Cadaver Dissection • Cadaveric video dissection or surgical webcast • Patient Case Studies and/or Interactive Laboratory material with patient scenarios. • Home lab experiments. • Weekly Lab Quizzes, Scientific reports, Lab Practical Midterm and Final. Content/Activities Assessment Anatomy and Physiology UAS Slide by Dr. Suzanne Buie

  9. The Cardiovascular System: Lab Activities • Virtual Dissection (McGraw Hill) • Dissection Video (open source) • Lab Animations (Publisher and open source) • Surgical Procedures (open source) • Blood Typing; Sheep heart dissection (open source) • Virtual Activities (open source) • Blood Typing patients • Electrocardiogram Each Lab activity has a corresponding quiz.

  10. Multi-Modalities with the use of Open Source Materials • The lab portion of the course uses multiple modalities: tactile, visual, auditory, clinial applications, and critical thinking. • For example: A student must first virtually dissect the heart, then watch an actual dissection, and heart transplant. Finally, they are given specific instructions via a You-Tube Video by this instructor on dissection of a sheep heart. • Photographic confirmation.

  11. Helpful External Links in BB

  12. Multiple Applications

  13. Nobel Prize.Org Preparation of the patient

  14. Patient History

  15. Receive four patient scenarios

  16. Review Patient History

  17. ECG: Continue by attaching the leads correctly Anatomy and Physiology UAS Slide by Dr. Suzanne Buie

  18. Diagnose your patient

  19. Interactive Activities – Blood Typing mms://wm.uaa.alaska.edu/emedia/Blood_Typing_Game_Final.wmv Anatomy and Physiology UAS Slide by Dr. Suzanne Buie

  20. Pick your Patient

  21. Determine Blood Type

  22. Save the Patient!

  23. Assessment: If this patient has a blood type of B-, what TWO blood types can this patient safely receive.

  24. Assessment: Blood Typing

  25. Open Learn Virtual Microscope….

  26. Discussion topics

  27. University of Wisconsin

  28. Example: Cadaveric Video Dissections – average 15 – 20 minutes each mms://wm.uaa.alaska.edu/emedia/Cadavers_Final.wmv contains graphic images Anatomy and Physiology UAS Slide by Dr. Suzanne Buie

  29. Surgical Procedures via Webcast Anatomy and Physiology UAS Slide by Dr. Suzanne Buie

  30. Examples: Cardiovascular Labs Screencast of a student watching the first ever webcast of a heart transplant  (contains graphic images) mms://wm.uaa.alaska.edu/emedia/Transplant_Final.wmv Anatomy and Physiology UAS Slide by Dr. Suzanne Buie

  31. TED TALKS • Get your next eye exam on a smartphone • Are athletes really getting faster, better, stronger? • Autism — what we know (and what we don’t know yet • Teach teachers how to create magic • We're covered in germs. Let's design for that • Can the damaged brain repair itself?

  32. Specific Applications

  33. 3D Organ Jigsaw Puzzle

  34. Video and text: the eye

  35. Video and text: the ear

  36. The Endocrine System: Feedback

  37. Journey Through the Heart

  38. E-How

  39. Student Product

  40. Assessment:Identifying Functional Capacities Anatomy and Physiology UAS Slide by Dr. Suzanne Buie

  41. You Tube Videos

  42. Sheep Heart Dissection

  43. Assessment: Student Example

  44. Assessment: Student Example

  45. Dissection of a Sheep Brain

  46. Student Example

  47. What is this?

  48. Reproduction

  49. Reproduction

More Related