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The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
The use of dragster® software to reinforce learning for webducate
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The use of dragster® software to reinforce learning for webducate

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  • Nowadays there is a wide range of innovative resources to support anatomy teaching Dissection videos, Interactive powerpoints Potcasts, Plastinated specimens, etc. However, in a recent survey carried out in Great Britain one particular request from students was the provision of some form of feedback when using teaching resources to provide reassurance that they are on the right track in their learning
  • Transcript

    • 1.  
    • 2. Background
      • Anatomy has always been one of the more difficult subjects to teach.
      • Recently, Interactive Digital Media has helped to provide new ways to study anatomy: Self Directed Learning, which is based in interactive programs
      • However, some students still experience problems with this less structured approach to learning.
    • 3. Background
      • Wide range of innovative resources to support anatomy teaching
        • Dissection videos
        • Interactive powerpoints
        • Potcasts,
        • Plastinated specimens, etc.
      • However, students request the provision of some form of feedback to provide reassurance that they are on the right track
    • 4. Goal : to describe and evaluate the use of Dragster® to reinforce Self Learning of Veterinary Anatomical structures - Interactivity - Autoevaluation
    • 5. Method
      • The present work is based in two facts
        • Strategic collaborations between teaching institutions.
        • A recent software: Dragster ® (Webducate)
    • 6.
      • Collaborations :
        • Veterinary Faculty in Murcia (Spain) & the RVC (London, England).
          • Interactive bilingual programs
          • Development of plastination material
        • Veterinary Faculty in Murcia and the Minimally Invasive Surgery Centre (Caceres, Spain)
          • Teaching and research in animal models for minimally invasive surgery
    • 7. What is Dragster ® ?
      • A new software launched by Webducate, to enhance interactive learning experiences through the use of “drag and drop” activities.
      • Works over images or videos
      • Available by subscription (≈ 50 Euros/year).
    • 8. How does Dragster ® work?
      • Activities created from pictures or videos
      • Straight forward menu (≈ 20-30 min/activity)
      • Publication of the activity (4 files): Web page or Learning Environment (Blackboard, Moodle, etc).
      • Examples:
        • Example 1: Horse leg lateral dissection
        • Example 2: Dog abdominal laparoscopy video
    • 9.  
    • 10.  
    • 11.  
    • 12.
      • Creation of activities based on images of bones, dissections, radiographs, CT, MR and laparoscopy videos.
      • A set of activities was trialled with students
        • Veterinary Faculty of Murcia (UMU):
          • 10 activities of the pelvic limb
          • 85 students
          • 10 days before examination
        • Royal Veterinary College (RVC):
          • 5 activities of the pelvic limb
          • 22 students.
          • 10 days after examination
      • At the end students were asked to fulfil a Survey Sheet
      Experimental design
    • 13.
      • Survey on Dragster use
      • Give your opinion about the ACTIVITIES
      • 1= No at all
      • 2= A little
      • 3= Indifference
      • 4= Quite a bit
      • 5= A lot
        • Entertaining
        • Motivating
        • Help self-directed learning
        • Easy to use
        • Compliment dissections
        • Compliment the theory
      • Give your opinion about the FEED-BACK QUESTIONS
        • Easy to answer
        • Useful for revising
        • Usseful for helping me pass the exam
    • 14.
      • Survey on Dragster use
        • Other topics: (Yes or Not)
        • Would you have used these activities for revising before your exams?
        • Would you like to have access to these sort of activities as a part of the teaching plan?
    • 15. RESULTS
      • Evaluation of Activities
      Not at all A little Indiference Quite a bit A lot
    • 16. RESULTS Not at all A little Indiference Quite a bit A lot
    • 17. RESULTS Not at all A little Indiference Quite a bit A lot
    • 18. RESULTS
    • 19. RESULTS
      • Evaluation of Feed-Back Questions
    • 20. RESULTS
      • Would you have used these activities for revising before your exams? Yes 100 %
      • Would you like to have access to these sort of activities as a part of the teaching plan? Yes 100%
    • 21. Conclusions:
      • The development of interactive drag and drop activities with Dragster ® has proved relatively straightforward.
      • Feedback from learners indicates that these materials are valued by students as a useful facility to enhance self directed learning in Veterinary Anatomy.
      • Collaboration between two different educational institutions has provided an efficient process to simultaneously create the same content for students in different countries giving the product a wide readership.

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