Slides from the 2019 IFAA meeting in London.

1. Brave New E-World! The Promises and Pitfalls of Electronic
Learning Resources for Teaching the Anatomical Sciences
Professor James Pickering
Division of Anatomy, School of Medicine
j.d.pickering@leeds.ac.uk | @accessanatomy
E-Learning, CAL, TEL - What do they
all have in common?
#IFAA2019

2. #IFAA2019 | Brave New E-World!
Computer
Assisted
Learning
Technology
Enhanced
Learning
E-Learning
@accessanatomy #IFAA2019

3. #IFAA2019 | Brave New E-World!
“Does technology enhance learning?
It’s not unreasonable to ask this question, but unfortunately it’s the wrong question.
A better question is: how can we design technology that enhances learning, and
how can we measure that enhancement?”
Kirkwood and Price, (2014)@accessanatomy

4. Promise or Pitfall…how to avoid.
#IFAA2019 | Brave New E-World!
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5. Promise or Pitfall…?
#IFAA2019 | Brave New E-World!
@accessanatomy #IFAA2019

6. Why this change….context…a new era of student?
#IFAA2019 | Brave New E-World!
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7. Why this change….context…a new era of student & characteristics?
#IFAA2019 | Brave New E-World!
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8. Why this change….context…a new era of student & characteristics
& behaviours?
#IFAA2019 | Brave New E-World!
#IFAA2019

9. Why this change….context…a new era of student & characteristics
& behaviours and understanding?
#IFAA2019 | Brave New E-World!
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Masters. 2013. Med Teach 35; 11

10. Results in a drive for change…
#IFAA2019 | Brave New E-World!
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11. But…
2013 19761985
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12. #IFAA2019 | Brave New E-World!
Millennials: What does the literature say?
Results support the “Generation Me”
view of Millennials (i.e., individualistic
traits and a decline in civic engagement –
Narcissism).
Contradict claim that college students are
more narcissistic than earlier generations.
There may never have been an epidemic
of narcissism.
#IFAA2019

13. #IFAA2019 | Brave New E-World!
@accessanatomy #IFAA2019

14. #IFAA2019 | Brave New E-World!
@accessanatomy #IFAA2019

15. #IFAA2019 | Brave New E-World!
• 15% of 71 studies reported +ve impact on
motivation & engagement
• 8% come to class better prepared
• ~50% studies report students earn higher grades
(warning: possible publication bias)
• 19% of 46 studies used a control-study design
• Positive perceptions of FC
• Impact of FCs on changes in knowledge and skills - effect
sizes ranged from d = −0.27 to 1.21
#IFAA2019

16. What do we know…about TEL in Anatomy?
#IFAA2019 | Brave New E-World!
“This systematic review has provided clear evidence that anatomy education is
engaged in evaluating the impact of TEL resources on student education, although it
remains at a level that fails to provide comprehensive causative evidence.”
@accessanatomy #IFAA2019

17. Promise or Pitfall…?
#IFAA2019 | Brave New E-World!
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18. What do we know…?
“No significant differences were found
between mean assessment scores in VR,
AR, or TB…
…VR participants were more likely to
exhibit adverse effects such as
headaches (25% in VR P<0.05), dizziness
(40% in VR, P<0.001), or blurred vision
(35% in VR, P<0.01).”
#IFAA2019 | Brave New E-World!

19. “Across both text versions, students reported being
more present in the VR condition (d = 1.30)…
…but they learned less (d = 0.80), and had
significantly higher cognitive load based on the EEG
measure (d = 0.59)”
What do we know…?
#IFAA2019 | Brave New E-World!

20. #IFAA2019 | Brave New E-World!
Kranzberg, Melvin (1986) Technology and History: "Kranzberg's Laws", Technology and Culture, Vol. 27, No. 3, pp. 544–560.
“Technology is neither good nor
bad; nor is it neutral.”
@accessanatomy

21. #IFAA2019 | Brave New E-World!
“What’s remarkable is the volume of time and money invested in these ideas
without anyone recognizing the inherent problems sooner. We now have the
benefit of hindsight, or course, but shame on us if we do not learn from these
experiences. The future will include more arguments about the consequences
for learning. When those arguments appeal to common sense and do not
include pilot data, they should be viewed with extreme suspicion.”
Willingham DT, The Digital Expansion of the Mind Gone Wrong in Education, 2019
Referring to technology in respect to flipped classroom, personalized learning and memorization:
@accessanatomy #IFAA2019

22. Does technology-enhance
learning? An evidence-
informed approach… Best available
evidence
Instructor
expertise and
context
User
preferences
and values
#IFAA2019 | Brave New E-World!
@accessanatomy #IFAA2019

23. Thank you for listening…!
Contact:
j.d.pickering@leeds.ac.uk | @accessanatomy
#IFAA2019 | Brave New E-World!

24. Discussion / Questions…
Michael Hortsch - University of Michigan, USA
“When Students Choose E-learning Resources - The Importance of Ease and Convenience”
Kem Rogers - Western University, Canada
“Online Learning and E-Learning tools: Implementation and Effectiveness”
Claudia Krebs - University of British Columbia, Canada
“Digital strategies for anatomy education that augment and extend the educational experience”
Bruce Wainman - McMaster University, Canada
“X-Reality on a Budget: Development and Testing of the Virtual Reality Bell Ringer”
Scott Border - University of Southampton, United Kingdom
“Inclusivity in Anatomy Education: Working with Students as Partners in the Development of E-Learning”
James Pickering - University of Leeds, United Kingdom
“E-Learning, CAL, TEL - What do they all have in common?”
#IFAA2019 | Brave New E-World!