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How many digits does a cetacean limb have?

How many digits does a cetacean limb have?. Learning curves, knowledge barriers + E-assessment in Biological Sciences Dr Helen Chatterjee, Division of Biosciences and UCL Museums & Collections. Background.

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How many digits does a cetacean limb have?

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  1. How many digits does a cetacean limb have? Learning curves, knowledge barriers + E-assessment in Biological Sciences Dr Helen Chatterjee, Division of Biosciences and UCL Museums & Collections

  2. Background “Today's universities produce graduates who cannot describe the defining differences between snakes and earthworms” Ken Bowler, Emeritus Professor of Zoology, Durham University, Times Higher Education supplement, March 2007.

  3. Organismal Biology at UCL • 60 undergradutes/year studying Biological Sciences (Biology, Zoology, Genetics, Env Biology). • Related subjects: Molecular Biosciences, Natural Sciences, Palaeobiology, Anatomy, etc (c. 200 students). • BIOL1006 Evolution, Development and Biodiversity 0.5CU (2 X 3hr Object Based Learning (OBL) practical sessions covering invertebrate and vertebrate diversity and taxomony)

  4. Virtual Education Resource for the Biosciences VERB (or ZooMoodle) • To enhance student's knowledge and understanding of animal biodiversity, taxonomy and evolutionary relationships. • To extend the time available to students outside the practical lab/Grant Museum to explore the animal kingdom. • To find an alternative method of assessing student’s knowledge of animal biology.

  5. Phase 1: ESCILTA grant 2008

  6. Vertebrate Diversity WebBook and Assessment Moodle pages developed by Alex Lee, 3rd year Zoology undergraduate, in collaboration with HC and Mark Carnall, Curator, Grant Museum of Zoology • WebBook containing detailed information about 32 vertebrate groups to supplement OBL practical. • Quiz to assess student’s knowledge and understanding of vertebrate biology.

  7. Moodle WebBook

  8. Glossary

  9. High res images from thumbnail links, with zoom

  10. Moodle quiz: 20 compulsory, random (easy, medium, hard) questions written by AL, HC, MC. Short answer and MCQ. Student’s received instant feedback (but not marks) when the quiz closed.

  11. Outcomes • Formative and Summative evaluation by students and staff (CALT funded project with Rosalind Duhs). • Do’s and Don’ts in setting CAA (Computer Assisted Assessment) questions. • Next steps…..

  12. Summative questionnaire employed during VERB development (2 and 3rd year students, plus staff) The aim of this questionnaire was to explore perceptions of users of this resource. Focusing on:1. The development of knowledge and understanding2. The usability of the resource. • Please rate your knowledge of biodiversity (e.g. animal taxonomy) on a scale from 1 to 5 BEFORE + AFTER using the online resource. • Please describe what effect the online resource has had on your knowledge and understanding of the topics. • The amount of content in the online resource is about right (1 Strongly disagree – 5 Strongly agree). • Comments on image quality, size, layout, etc. • Comments on text quantity, layout, labelling, readability, etc.

  13. “I learnt some new stuff, and it encouraged me to look up a couple of things that I had assumed were true but in fact were not”“More images would be ideal if possible, especially in the more diverse groups (when different body plans or specialisms are mentioned in the text)”“Pictures of the animals with their skin on! Would allow the form of the bones to be linked in to the form of the live animal and aid in visualising the phylogenetic relations”

  14. Summative Pre- and Formative Post-Moodle questionnaires undertaken by a sub-sample of BIOL1006 students The purpose of the pre- and post-assessment questionnaire was to assess student’s knowledge of animal diversity, taxonomy and evolution before and after the use of the BIOL1006 Vertebrate Diversify WebBook and Quiz, to see if the resource helps to support learning.

  15. Pre- Moodle questionnaire undertaken by a sub-sample of BIOL1006 students • Please rate your knowledge of biodiversity (e.g. animal taxonomy) on a scale from 1 to 5 BEFORE using the online resource. • Can you name the main groups of vertebrates? Please list as many groups as possible using correct terminology where possible. • What do you understand by the term ‘metazoan’? • Please rate your knowledge of evolutionary relationships (e.g. phylogeny) on a scale from 1 to 5 • Briefly explain what is meant by the term ‘parsimony’ • Please rate your knowledge of anatomy on a scale from 1 to 5 • The technical term for the bones in the human hand is: Tarsals; Carpals; Radius; Ulna   • Which specific areas of animal biodiversity, taxonomy and phylogenetics would you like to be emphasized in BIOL1006? Please list these below.

  16. Post- Moodle questionnaire undertaken by a sub-sample of BIOL1006 students • Please rate the BIOL1006VD Moodle pages on a scale from 1 to 5 • Please describe what effect the online resource has had on your knowledge and understanding of the topics. • Please rate your knowledge of biodiversity (e.g. animal taxonomy) on a scale from 1 to 5 AFTER using the online resource. • Please rate your knowledge of evolutionary relationships (e.g. phylogeny) on a scale from 1 to 5 • Please rate your knowledge of anatomy on a scale from 1 to 5 • Comments on content quantity, length of study time needed, positive and negative aspects of the resource. • Do you feel the BIOL1006VD resource could be improved?

  17. “It improved my knowledge and made everything easier to understand”“This has been really helpful, not only in completing the practical but to have something to refer back to for revision. It is invaluable to have one place to find all the info we need for this part of the module”“More pictures or links to external resources with pictures” “More practicals before hand”

  18. Outcomes and future developments Setting and assessing CAA (Computer Assisted Assessment) questions: • Short answer, open ended questions enable more detailed querying of student knowledge and understanding but are time consuming to set and assess – not ideal for CAA! • MCQ are easy to set and assess. Next steps…..VERB Phase 2 (ESCILTA grant 2009) and VERB goes national (HEA/JISC funded BioLabs grant with HEA’s Centre For Biosciences)

  19. Thanks • Alex Lee, 3rd year Undergraduate student, Zoology • Mark Carnall, Curator, GMZ • Rosalind Duhs, CALT • CALT and ESCILTA for funding • BIOL1006 students

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