Graphic rich animated courseware improves
   both e-learning and understanding in
  physiology topics of year 1 medical an...
Introduction: Why bother?
Most physiology mechanisms involves sequential
order of numerous events of microscopic structure...
Animated Courseware Package
Two areas: General physiology
           a. nerve cell membrane potential and
           b. sk...
Wide spectrum of Year 1 courses
      (2008-2009)
Course Name (Course Code)             Number of
                        ...
Mode of courseware delivery

In the first lecture series, the courseware in the
format of CD would be given (also uploaded...
Courseware
   evaluation
Survey forms
delivered at the end
of the lecture series
Usability, Use and
Usefulness (5-point
Li...
Opinion overview (Quantitative)
Statistics summary of each section

                     Question 1-3 refer to Usability
                     Question 4-6...
Other benefits associated with
    the courseware?
1. Improve understanding (10/48)
2. Learning becomes more interesting
 ...
Open-ended comments (Qualitative)
Open ended questions                 3 most common feedback
                            ...
Other potential benefits
Two fold: Student and Instructor level
 Student                      Instructor
    Off campus re...
Ongoing animation project

1. Cardiovascular Physiology (2009-2010)
2. Renal physiology and clinical examples
    (2010-20...
Acknowledgement
This project is supported by the
Courseware Development Grant 2007-08
(IT Steering Committee, CUHK)
Academ...
Thank you.
Graphic rich animated courseware improves both e-learning and understanding in physiology topics of year 1 medical and non...
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Graphic rich animated courseware improves both e-learning and understanding in physiology topics of year 1 medical and non-medical undergraduate courses

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4 March 2010 (Thursday) | 16:10 - 16:30 | http://citers2010.cite.hku.hk/abstract/22 | HWANG, Isabel and LAM, Paul, The Chinese University of Hong Kong

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Graphic rich animated courseware improves both e-learning and understanding in physiology topics of year 1 medical and non-medical undergraduate courses

  1. 1. Graphic rich animated courseware improves both e-learning and understanding in physiology topics of year 1 medical and non-medical undergraduate courses Dr. Isabel Hwang Teaching and Learning Unit School of Biomedical Sciences Faculty of Medicine The Chinese University of Hong Kong
  2. 2. Introduction: Why bother? Most physiology mechanisms involves sequential order of numerous events of microscopic structures Static illustrations fail to demonstrate sequential events in motion Time limitation of lectures Copyright issues of purchased animations Time consuming to obtain publisher permission from separate animations Common mistakes and misconcepts from students
  3. 3. Animated Courseware Package Two areas: General physiology a. nerve cell membrane potential and b. skeletal muscle contraction Package includes: 1. Step by step animated videos that visualize mechanisms clearly 2. Clear voice and run-along text option keys 3. Summary that helps students to consolidate key points 4. A glossary for term definition 5. Some game activity to test understanding *6. Automarking online exercise/quiz in WebCT
  4. 4. Wide spectrum of Year 1 courses (2008-2009) Course Name (Course Code) Number of student enrolled Bachelor of Nursing (NRS1601-1602) 195 Bachelor of Pharmacy (PHA1421) 30 Bachelor of Chinese Medicine (BCM1600) 31 Bachelor of Biology (Human Biology: 13 MED3050) Total: 269
  5. 5. Mode of courseware delivery In the first lecture series, the courseware in the format of CD would be given (also uploaded onto WebCT) Simple introduction of the courseware package Reminder of auto-marking exercises/quiz with deadlines At the end of lecture series, usually after 5-6 weeks, evaluation of the courseware would begin
  6. 6. Courseware evaluation Survey forms delivered at the end of the lecture series Usability, Use and Usefulness (5-point Likert scale) Open-ended questions
  7. 7. Opinion overview (Quantitative)
  8. 8. Statistics summary of each section Question 1-3 refer to Usability Question 4-6 refer to Use Question 7-11 refer to Usefulness ‘Usability' is about the ease of use sability of the resource ‘Use' is about the amount of time the students in general spent on using the resource ‘Usefulness' is the benefits to sefulness learning
  9. 9. Other benefits associated with the courseware? 1. Improve understanding (10/48) 2. Learning becomes more interesting (11/48) Total number of questionnaires received: 245 Number of observers responded this question: 48
  10. 10. Open-ended comments (Qualitative) Open ended questions 3 most common feedback (response frequency) What you like best about the Animations (71/121) courseware? Clarity (16/121) Ease of use (13/121) What you dislike about the Slow (13/39) courseware? Difficult to open/access (8/39) Hardware required (3/39) How can courseware be further More information (17/62) enriched? More animations (10/62) More graphics (7/62) N.B. The response frequency is shown by number of same response collected from students over total number of students who responded to this question
  11. 11. Other potential benefits Two fold: Student and Instructor level Student Instructor Off campus revision No worry for copyright before or after lecture issues Provide a new platform Generate data for for discussion educational research Improve motivation Use by other teaching and engagement staff
  12. 12. Ongoing animation project 1. Cardiovascular Physiology (2009-2010) 2. Renal physiology and clinical examples (2010-2011)
  13. 13. Acknowledgement This project is supported by the Courseware Development Grant 2007-08 (IT Steering Committee, CUHK) Academic Support Division, ITSC, CUHK Professor Paul Lam, Center for Learning Enhancement And Research, CUHK
  14. 14. Thank you.

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