1 / 37

WELCOME TO ANAT 101 0

WELCOME TO ANAT 101 0. Evolution of the Course. Class size manageable Several lecturers and student presenters Class size increased to capacity Reduction in support staff Pressure from external sources to enrol more students with less faculty

oriel
Télécharger la présentation

WELCOME TO ANAT 101 0

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. WELCOME TO ANAT 101 0

  2. Evolution of the Course • Class size manageable • Several lecturers and student presenters • Class size increased to capacity • Reduction in support staff • Pressure from external sources to enrol more students with less faculty • Pressures for enriched course materials-laboratory component, case studies, etc.

  3. WHY CREATE A DISTANCE ANATOMY COURSE? • Unlimited enrolment: • logical response to increased class size, shrinking numbers of lecturers and demonstrators • Removes geographical barriers: • accessible to all students • Financial implications: • Faculty time and cost for setup • Flexibility for working students, etc. • Distance education fee returned to the department

  4. Distance Anatomy Course: the early stages • Study Guide – detailed study objectives • Mailed, written assignments, supervised exams • Time consuming, cumbersome, administrative nightmare, paper trail • Enrolment increased dramatically, Fall Term=170, Winter Term=300 students • Print-based format evolves into Computer- Assisted Learning using BLS

  5. BLACKBOARD LEARNING SYSTEM (BLS) • University managed web-site for distribution and update of course materials • Simple to use windows-style environment for faculty and students • Provides a standardized format where students can access course materials for all their courses, anytime –anywhere • Course materials can include course syllabus, lecture notes, Powerpoint presentations, links to multi-media resources, etc. • Communication tools - announcements, discussion boards, e-mail, who’s online, group areas • Online exams, view their grades

  6. Distance Anatomy: today • Study Guide – detailed course objectives and exam schedule • Link to WileyPlus – Online study site includes electronic text, read, study and practice material and weekly assignments • VIRTUAL ANATOMY LABORATORY: Online cadaver dissection videos and Online Lab Exams • Laboratory Review Exercises • PowerPoint Presentations and notes

  7. STUDY GUIDE

  8. VIRTUAL ANATOMY LAB

  9. LAB REVIEW EXERCISES

  10. LABEL IMAGES

  11. Student Email Addresses

  12. WILYPLUS • Online study supplement with electronic text • Wealth of interactive visual and audio resources • Teaching outside the classroom-provides customizable study tools for pre- and post-lecture assignments • Immediate feedback for self-assessment • Gradebook

  13. WILEYPLUS ASSIGNMENTS • Pre- and post-lecture reading assignments • Weekly, monthly and term quiz assignments • Immediate feedback with a LINK to electronic text • Second chance to answer question rewards learning • Review for exams (300 questions=10% of grade)

  14. Assignments

  15. Assignments: Exam bank, page 1 of 20)

  16. Grade Book

  17. STUDENT FEEDBACK: Logical extension to lecture material, exercises, animations, quiz questions provides various approaches for learning the material (identify learner type) Provides enrichment of course content for Distance Courses. Immediate feedback on quiz questions provides opportunity to enhance learning Class average has increased by 5-8 points.

  18. OTHER SOURCES OF ONLINE MATERIAL:Medical organizations support E-Learning • MedEd Portal www.aamx.org/mededportal • Health Education Assets Library www.healcentral.org • Multimedia Educational Resource for learning and Online Teaching www.merlot.org

  19. Education is rapidly changing: • Diverse class of students • Variety of desired learning outcomes • Variety of learning styles and preferences • Increased enrolment fueled by changing economic pressures

  20. How do we respond to these learning issues: • Adopt or adapt innovative teaching styles • Experiment with new and emerging instructional technologies • Develop new curricula

  21. Examples of adapting and adopting new and emerging instructional technologies: • Research (Mystery) Question • Interactive, online search, think critically • CLICK-ON (Audience Response System) • Answer questions in class and receive immediate feedback • Synchronous learning, enhances student attention, motivates reluctant students, assessment of class knowledge, understanding, perspective of student compared to other classmates and preparedness for exams

  22. ADAPT: RESEARCH QUESTIONS • Why are motor and sensory pathways crossed? • Why is the right AV valve tricuspid and left AV valve bicuspid? • Why is the lymphatic system asymmetrical? • Why does spermatogenesis occur at 30 C below core body temperature.

  23. EFFECTIVENESS AS A LEARNING TOOL • Highly interactive (students form collaborative groups or independent study) • Stimulates the students to become active learners (answers submitted in writing) • Allows the students to make rationale observations about structure and function • Exposes the students to a wide variety of learning resources and multimedia presentations

  24. ADOPT: CLICK-ON

  25. CLICK-ON (Cell phones in Class) • Interactive tool that relies upon group effort or independent participation • Provides immediate feedback (students love to succeed) • Enhances student attention and learning • Motivates reluctant students to interact • Perspective of student compared to other classmates and preparedness for exams • Provides rapid assessment of class knowledge & understanding for Instructor

  26. “DOES IT WORK” • Lectures/Study Guide: provides material to learn • WileyPlus: resources for all types of learners • Mystery Questions: learn to question everything and how to find answers (learning how to be active rather than passive learners) • Click-On: in class assessment (not marked), students seem to like it

  27. STUDIES OF COMPUTER-ASSISTED INSTRUCTION • The impact of interactive, computerized, educational modules on preclinical medical education. Bryner et al., 2008 • Evaluation of computer-aided instruction in the medical gross anatomy curriculum. McNulty et al., 2004 • The impact of e-learning in medical education. Ruiz et al., 2006 • Assessing the integration of audience response system technology in teaching of anatomical sciences. Alexander et al., 2009

  28. Finally: ASSESSMENT • MIDTERM EXAMS • cover one third of the course, multiple choice questions, online (20% of grade) • FINAL EXAM • covers all course material, multiple choice questions, supervised or online (40% of grade) • LAB EXAMS • Label images from anat videos and text, online (10% of grade) • WileyPlus • consists of 300 quiz questions, online (10% of grade) • Marks posted on BLS in GradeBook

  29. PROS AND CONS OF ONLINE EXAMS • EASIER TO ADMINISTER • PAPERLESS, exams are generated from exam pool, random questions and answers • MAKE-UP EXAMS • MARKS AND STATS POSTED ON BLS • EXAM REVIEW ONLINE • Online Exams: low stress, facilitate on-demand learning skills, memorization of facts not effective, cheating-exam policy

  30. ONLINE EXAM POLICY . At Dalhousie University, we respect the values of academic integrity: honesty, trust, fairness, responsibility and respect. As a student, adherence to the values of academic integrity and related policies is a requirement of being part of the academic community at Dalhousie University. What does academic integrity mean? Academic integrity means being honest in the fulfillment of your academic responsibilities thus establishing mutual trust. Fairness is essential to the interactions of the academic community and is achieved through respect for the opinions and ideas of others. “Violations of intellectual honesty are offensive to the entire academic community, not just to the individual faculty member and students in whose class an offence occurs.” See: Intellectual Honesty section of University Calendar If you are found guilty of an academic offence, a penalty will be assigned ranging from a warning to a suspension or expulsion from the University and can include a notation on your transcript, failure of the assignment or failure of the course. All penalties are academic in nature. NAME:____________________SIGNATURE:______________________

  31. REVIEW OF COURSE GRADES

  32. Course Administration • Dal Online • Class Management: class list, email addresses, overrides • Grade Submission: cut and paste from Excel • BLACKBOARD LEARNING SYSTEM (BLS) • Submit CRN at beginning of term (copy and rename course material on BLS) • Upload new lecture and exam schedule • Upload new material and course changes

  33. OTHER DISTANCE ANATOMY DUTIES

  34. YARMOUTH SCHOOL OF NURSING

More Related