This document discusses the implementation of mobile tablet technology and apps to enhance student learning in an undergraduate occupational therapy curriculum. It provides examples of how various anatomy and assessment apps were used in workshops and clinical contexts. Students generally found the apps engaging and helpful for visualizing concepts, though some struggled with the technology. Best practices are outlined, such as providing technical support and choosing apps available across platforms. The pedagogic benefits of tablets for collaborative and enquiry-based learning are also discussed.
JISC Change Agents' Network - 17th-18th March 2015 - Smoke and Mirrors... #JI...Dr Elaine Garcia
This is the sharing our experiences presentation from 17th - 18th March 2015 Jisc Change Agents' Network Event. The session was entitled Smoke and Mirrors: Achieving the magic of student led change through the HEA student partner mobile device project
JISC Change Agents' Network - 17th-18th March 2015 - Smoke and Mirrors... #JI...Dr Elaine Garcia
This is the sharing our experiences presentation from 17th - 18th March 2015 Jisc Change Agents' Network Event. The session was entitled Smoke and Mirrors: Achieving the magic of student led change through the HEA student partner mobile device project
DISCOVERABILITY A NEW LEARNABILITY PRINCIPLE FOR CHILDREN’S APPLICATION SOFTWAREijcsit
For more than two decades children’s use of multimedia was restricted to watching television and listening
to music. Although some parents complained about children being addicted to listening to music the idea
that children could be addicted to television was a real concern to most parents. Nowadays parents not
only need to be concerned about how much television their kids are watching, but also many other forms of
media that are emerging with the fast development in information and technology such as the internet,
video games, tablets and smart phones. From this the researcher came to realize that children are
increasingly becoming the consumers of application software facilitated by these information systems.
Children spend at least three hours according to research on these media which includes the use of
computers, tablets, smartphones and music. The researcher was concerned that system vendors use the
same learnability principles to make applications for all age groups based on learnability principles that
were designed with adult users in mind. Many interface design principles used for adult products cannot be
applied to products meant for children and further yet children at different ages learn differently. The
research looked at the existing learnability principles by trying to evaluate them and come up with new
principle(s) that can be used to further improve the current principles so that they can be used effectively
by information system designers to improve on the learna
What is known from the literature about the pedagogy of VR and ARPoh-Sun Goh
Working draft of upcoming symposium presentation at AMEE 2018
annotated version at
https://www.slideshare.net/dnrgohps/what-is-known-from-the-literature-about-the-pedagogy-of-vr-and-ar-109537135
more at
https://medicaleducationelearning.blogspot.com/2018/08/amee-2018-symposium-what-is-known-from.html
Powerplan: the alternative software for presentations at local area network u...IJECEIAES
Software development from the results of this research is not only beneficial for educational institutions but also for personal or specific institutions and institutions who want to conduct seminars, presentations, or other activities that involve many audiences. The advantage is that the audience will not experience problems such as when using an LCD projector, such as limited visibility, location or space, and the viewpoint of the audience on the Projectors. This research can be the answer to the need for using LCD projectors that often occur in the process of education, meetings, or seminars that continue to increase every time. Also, the lack of LCD compared to the number of teaching needs in each class and the unstable electricity conditions and the low electricity ratio in East Nusa Tenggara, so that makes the device LCD vulnerable to damage. Testing on LAN networks withthe same number of clients on each test shows that there was an increase of 18% and 75% in each addition to the number of servers. The best performance of Powerplan is still shown when the number of servers that present several five, with the response time of each client connected under two seconds.
CS0: A Project Based, Active Learning Coursedrboon
The recruitment and retention of students in early computer programming classes has been the focus of many Computer Science and Informatics programs. This paper describes an initiative underway at Indiana University South Bend to improve the retention rate in computer science and informatics. The approach described in this work is inspired by the SCALE-UP project, and describes the design and implementation of an instructor-guided, active learning environment which allows students to gradually acquire the necessary critical thinking, problem solving, and programming skills required for success in computer science and informatics.
Literature informed pedagogy of VR and ARPoh-Sun Goh
Short version, updated, presentation for Symposium 3B @ AMEE 2018
see also
https://www.slideshare.net/dnrgohps/ar-and-mr-in-meded
more on
https://medicaleducationelearning.blogspot.com/2018/08/amee-2018-symposium-what-is-known-from.html
DISCOVERABILITY A NEW LEARNABILITY PRINCIPLE FOR CHILDREN’S APPLICATION SOFTWAREijcsit
For more than two decades children’s use of multimedia was restricted to watching television and listening
to music. Although some parents complained about children being addicted to listening to music the idea
that children could be addicted to television was a real concern to most parents. Nowadays parents not
only need to be concerned about how much television their kids are watching, but also many other forms of
media that are emerging with the fast development in information and technology such as the internet,
video games, tablets and smart phones. From this the researcher came to realize that children are
increasingly becoming the consumers of application software facilitated by these information systems.
Children spend at least three hours according to research on these media which includes the use of
computers, tablets, smartphones and music. The researcher was concerned that system vendors use the
same learnability principles to make applications for all age groups based on learnability principles that
were designed with adult users in mind. Many interface design principles used for adult products cannot be
applied to products meant for children and further yet children at different ages learn differently. The
research looked at the existing learnability principles by trying to evaluate them and come up with new
principle(s) that can be used to further improve the current principles so that they can be used effectively
by information system designers to improve on the learna
What is known from the literature about the pedagogy of VR and ARPoh-Sun Goh
Working draft of upcoming symposium presentation at AMEE 2018
annotated version at
https://www.slideshare.net/dnrgohps/what-is-known-from-the-literature-about-the-pedagogy-of-vr-and-ar-109537135
more at
https://medicaleducationelearning.blogspot.com/2018/08/amee-2018-symposium-what-is-known-from.html
Powerplan: the alternative software for presentations at local area network u...IJECEIAES
Software development from the results of this research is not only beneficial for educational institutions but also for personal or specific institutions and institutions who want to conduct seminars, presentations, or other activities that involve many audiences. The advantage is that the audience will not experience problems such as when using an LCD projector, such as limited visibility, location or space, and the viewpoint of the audience on the Projectors. This research can be the answer to the need for using LCD projectors that often occur in the process of education, meetings, or seminars that continue to increase every time. Also, the lack of LCD compared to the number of teaching needs in each class and the unstable electricity conditions and the low electricity ratio in East Nusa Tenggara, so that makes the device LCD vulnerable to damage. Testing on LAN networks withthe same number of clients on each test shows that there was an increase of 18% and 75% in each addition to the number of servers. The best performance of Powerplan is still shown when the number of servers that present several five, with the response time of each client connected under two seconds.
CS0: A Project Based, Active Learning Coursedrboon
The recruitment and retention of students in early computer programming classes has been the focus of many Computer Science and Informatics programs. This paper describes an initiative underway at Indiana University South Bend to improve the retention rate in computer science and informatics. The approach described in this work is inspired by the SCALE-UP project, and describes the design and implementation of an instructor-guided, active learning environment which allows students to gradually acquire the necessary critical thinking, problem solving, and programming skills required for success in computer science and informatics.
Literature informed pedagogy of VR and ARPoh-Sun Goh
Short version, updated, presentation for Symposium 3B @ AMEE 2018
see also
https://www.slideshare.net/dnrgohps/ar-and-mr-in-meded
more on
https://medicaleducationelearning.blogspot.com/2018/08/amee-2018-symposium-what-is-known-from.html
A walk through the many methods being used in the university's Health faculty to make teaching and learning richer by using iPads and apps. Robin was accompanied by staff (Melanie Lindley, Mandy Braisford and Dave Ridley) and students (Lizzie May and Ryan Morton) who talked about their many experiences of using this technology and their ideas for the future.
Why Develop A Toolkit? (1/2 hour)
• Future building our classrooms - Planning for technology
trends and supporting evidence based practice
• Assistive Technology is too powerful not to have a plan
What is in my Toolkit? (3 hours)
1. Key components:
• Quality Indicators in Assistive Technology (QIAT)
• S.E.T.T. Framework
• Technology rubrics, decision-making frameworks and
AT search tools
• Action Research and data
2. What does your toolkit look like?
• Case studies and examples
• Developing your own toolkit – future actions
Why Develop A Toolkit? (1/2 hour)
• Future building our classrooms - Planning for technology
trends and supporting evidence based practice
• Assistive Technology is too powerful not to have a plan
What is in my Toolkit? (3 hours)
1. Key components:
• Quality Indicators in Assistive Technology (QIAT)
• S.E.T.T. Framework
• Technology rubrics, decision-making frameworks and
AT search tools
• Action Research and data
2. What does your toolkit look like?
• Case studies and examples
• Developing your own toolkit – future actions
Using Social Media and Apps in Teaching and LearningClaudia Megele
This presentation was part of the Higher Education Academy Conf./Workshop 'e-Learning & Blended Learning: Embedding Social Media in Academic Curricula - Exploring Technology, Enquiry, and Pedagogy' held at Middlesex University: http://www.heacademy.ac.uk/events/detail/2014/Workshop/HSC/14-03-14-elearning-blended-learning
Participatory Research Approaches With Disabled Students V3Jane65
Seminar for Higher Education Research Group at the University of Southampton that describes and evaluates the participatory methods used in a research project called LEXDIS which aims to explore the e-learning experiences of disabled students
Presentation by Bob Ridge-Stearn from Newman University for Xerte Talking workshop at University of Lincoln, 26th June 2014: http://makingdigitalhistory.co.uk/projects/xerte-talking-students-producing-interactive-learning-resources/art-design-and-media-workshop-26th-june-2014/
Students used Xerte Online Toolkits in a level 6 Health Psychology module. The module incorporated a problem Based Learning scenario in which students had to create online interactive materials aimed either at counsellors or patients. They created these using Xerte.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Implementation of mobile tablet technology (HEA Conference, June 2013)
1. Implementation of mobile tablet
technology and apps to enhance student
learning on an undergraduate occupational
therapy curriculum
Alison J. Laver-Fawcett PhD, OT(C), DipCOT, PCAP
Stephen Wey, Senior Lecturer
Janet Golledge, Senior Lecturer
Dasha Zhurauskaya, LTD Student Officer
3. Expectation that technology is part of the landscape;
difficulty with environments that lack technology
Preference for pictures rather than text
Preference for learning through activity rather than
reading or listening
Craving for speed and inability to tolerate slow-paced
environment
Preference for collaboration and constant
connectivity
Digital native learner characteristics
(Prensky, 2001 and Tapscott, 2009 as cited in Thomson, 2013, p.14)
5. Teaching anatomy using apps
Several anatomy apps have been used in teaching on
anatomy in the occupational therapy programme across 2
modules – Analysing Movement and Health Well being and
Occupation.
Used in a workshop context so learning was interactive and
task focussed incorporating guided study and questions to
answer (in a workbook)
6. Teaching anatomy using apps
Apps used included:
Muscle System Pro
http://applications.3d4medical.com/muscle_pro
Skeletal System Pro
3DBrain (free)
FNIR Brain
Pocket Brain
This project enabled the students to interact in the
workshop by accessing the resource via the iPad. All
students were able to have an iPad in the classroom as well
as access to support using it.
7. Teaching anatomy using apps
It was evident from the workshops that students were more
engaged and use of the technology promoted more discussion
around the subject matter. Additional benefits of the apps
included:
high quality 3D images of the human body
the ability to zoom in and out of structures within the muscle
, skeletal and nervous systems
the ability to freely rotate the anatomical structures being viewed
tactile, gestural, interface
interactive media including animations such as of muscle action and
joint movements
detailed descriptions of the structures
8. Teaching anatomy using apps
a searchable index for structures
the ability to peel back layers to reveal underlying tendons and
bones.
Links to clinical examples and research in some apps (e.g. 3D and
FNIR Brain)
Potential for developing quizzes
Limitations - familiarity with technology, some anatomical
structures not covered (particularly nervous
system/CNS), “pins”, quizzes could be more flexible, animations
not fully integrated
What next? – new curriculum e-learning component. Hand, hip
and spinal anatomy?
iPad project blog - http://blog.yorksj.ac.uk/ipadproject/
9. Example from a level 3 module
– going beyond apps
To identify and discuss negative attitudes towards older
adults in society and their impact on participation, health
and well being
To explore and critique media and public representations
of older adults in society
To critically evaluate current policy for older adults in
relation to ageism and promoting inclusion
Students were enabled to debate and evaluate positive
views of ageing in society and generate practical
approaches to promote these
Aims of session
10. Enquiry-based learning activity
Students worked in 4 groups to research themes
Definitions – set the scene
Examples of good/bad practices
Policy context, guidelines, initiatives
Practice implications
Used iPads to research information – post links and
comments on Moodle forum
Presented to group and led discussion (10 mins per
group)
11. Outcome
Everyone able to access the web, research sources and Moodle while
remaining free to talk and interact (unlike going to library and accessing
14 computers)
more collaborative learning
faster access to information to generate and collect together ideas
used Moodle discussion forum to share ideas, references and links
Students collected information using Safari and used Keynote to
structure presentations – familiar methods, close to PowerPoint
Mostly seen to be user friendly – good accessibility features
Some students more engaged than usual
Cons – not everyone familiar with using iPads but able to learn quickly
We were able to provide support throughout the session
12. Using apps to support clinical
assessment
Aid for Decision-making in Occupation Choice
(ADOC) is an app developed for the i-Pad (Tomori et
al, 2012)
It can be used to facilitate ‘the client to express
what he or she wants and needs to do, and
encourages participation in rehabilitation goal
setting process’
ADOC involves the choice of illustrations describing
daily activities related to the activities and
participation domains in the ICF
ADOC
13. Use of ADOC app for assessment
Clients can rate the importance of each activity area on ADOC
Importance ratings assist clients and therapists to decide on
goals and prioritise occupations for occupational therapy
intervention.
ADOC can also be used for the client to self-report his / her
satisfaction related to each chosen occupation on a simple scale.
If important occupations for clients are not listed, ADOC allows
clients and occupational therapists to add and to label new items
as needed.
There is a report template and the results page and the report
can be exported in the format of a password protected pdf file.
14.
15. Use of ADOC app for assessment
ADOC was developed in Japan
ADOC version 1.4 update 2012
http://itunes.apple.com/gb/app/adoc-aid-for-decision-
making/id433375610?mt=8 [accessed 14.9.12]
For more information about ADOC see the paper by
Tomori K et al (2012) ‘Utilization of the iPad
application: Aid for Decision-making in Occupational
Choice.’
ADOC
16. Examples of student positive feedback from
module evaluation question related to use of iPads
Incredibly
useful, learnt the
most while using
them
The iPad gave me greater
understanding how the
placement of the muscle
affects the movement that
it makes. Since I was
clearly able to see the
attachment of the
muscles, and on some how
the muscle moved the
joint
They helped me to
visualise and
understand difficult
concepts
very useful, clearer
pictures than in
books, better labellings
and illustrations, shows
more views too
As someone who is
dyslexic and a visual
learner I found them
very beneficial and
easier to identify the
muscles and bones
than looking in books
I found using the
iPads very useful. It
made the anatomy
much easier to
understand and
digest
I think the use of the
ipads was great- so
simple to use and
really helped me to
understand
information
17. Examples of student negative feedback from
module evaluation question related to use of iPads
I did not find the
apps that useful.
The search tool
was useful for
finding things
quickly, but I
prefer my books
I didn't find the ipads very
helpful as I prefer to have
all my notes written down
in one place but it could be
useful for identifying a
muscle
Found them useful but
difficult to work.
Mainly due to my lack
of knowledge in
technology!
I have not really used
an i-pad so could not
navigate my way
around the apps I did not find the
apps particularly
useful. Took the
whole lesson just
the figure out how
to use them.
18. Examples of student feedback from module
evaluation – things to improve upon
I think it is not that useful cause I
don't have my own one so I can
only use them on lessons and did
not use them very often. I found
the internet resources more useful.
So it would be much more better if
more useful websites or phone
apps rather than Apple apps could
be recommended
Found them helpful as a
visual resource would
have been better if there
were enough for one
between two as it's
easier to see
Really useful for finding
the muscles but it would
be even more useful to
find an app which allows
you to move the parts of
the body and see how the
muscles act...apart from
that, they were really
good
The iPads were very
useful in sessions but it
wasn't always clear how
we were expected to be
applying the information
to what we were
learning
I found using iPad
was useful but I
think we could
have more iPad
for a large group
of people
19. Best practice principles
Aim to use apps that are free or reasonably priced as much as
possible
Lecturers spent considerable time researching the most
appropriate apps, including correspondence with app developers
to pass on feedback regarding design and content
Quality and reliability of content, interface, usability, gradability
– wide variation, quality control
Aim to use apps that are available on multiple platforms where
possible – e.g. Android, PC, Mac as well as iOS
20. Best practice principles
Provision of tablets with workshops
Provision of technical support within workshops
Lecturer should be comfortable with using the technology
It’s not about apps, it’s about processes
21. Pedagogic uses of tablets
To facilitate enquiry based and collaborative learning
Used by educators to prepare and present sessions
interactively and using a variety of media (including virtual
anatomy, physics etc..) – including setting interactive
quizzes
Socrativ, e-Clicker vs “hands up”
Can facilitate less linear approaches to thinking, problem
solving and learning
Accessibility features – visual impairment, dyslexia
22. Pedagogic uses of tablets
Interacting with VLEs
Accessing research, databases, research communities and
web based resources
They can be used by students or staff to review
literature, comment on articles and provide feedback on
assignments – marking, multimedia feedback, action
feedback, Facetime
Students can use them to structure their time, plan
projects, make to-do lists, etc.
Used by staff and students to create blogs and
websites, videos and multimedia portfolios
23. Situating use of tablets within the
teaching and learning ecosystem
Activity theory analyses an entire working
activity system (including
organisations), beyond just one
user, focusing on purposeful activity, the
relationship between people and the tools
they use, and in particular the role of tools
and other artefacts (such as tablets) as
mediators in people’s everyday activities
and learning.
Kaptelinin and Nardi, 2006
24. Card sort app (iCardSort) to evaluate student
placement interventions
Coaches Eye and similar apps for Movement analysis
Clinical intervention – Visual Creator – activity analysis
and scheduling, sequencing, and cueing, for people
with cognitive disabilities
Life Story Work – use of iPads as clinical and research
tool
Additional examples (if time)
25. Kaptelinin, V and Nardi, B (2006) Acting With Technology:
Activity Theory and Interaction Design. MIT Press: London
Thompson P (2013) The digital natives as learners:
Technology use patterns and approaches to learning.
Computers and Education, 65, 12 – 33. Available from:
http://dx.doi.org/10.1016/j.compedu.2012.12.022 [accessed
28.5.13]
Tomori K, Uezu S, Kinjo S, Ogahara K, Nagatani R, Higashi T
(2012) Utilization of the iPad application: Aid for Decision-
making in Occupational Choice. Occupational Therapy
International, 19, 88-97
References
Editor's Notes
To facilitate enquiry based and collaborative learning – such as by enabling students to research a topic, discuss and collaborate, share information and present itStudents can use them to structure their time, plan projects, make to do lists, etc..They can facilitate less linear approaches to thinking, problem solving and learning, such as through the use of Mind mapping, card sorts, cork boards etc. – this may also be of benefit to students with DyslexiaAlthough there is room for improvement, iPads in particular have some useful accessibility features such as text to speech, dynamic screen zooming, audio cues for touch control, contrast control, dictation support etc., which potentially widens opportunities for students to participateThey can be used to access research, databases and web based resources such as Moodle, Mendelay, research communities like LinkedIn etc.They can be used by students or staff to review literature, comment on articles and provide feedback on work (including the potential to do this more creatively and interactively such as via Face time and video links or audio comments)They can be used by educators to prepare and present sessions interactively and using a variety of media (including virtual anatomy, physics etc.) – including setting interactive quizzesThey can be used by staff and students to create blogs and websites, videos and multimedia portfolios; these in turn may provide a basis for assessment as well as presentation of research, learning or discussion topics
To facilitate enquiry based and collaborative learning – such as by enabling students to research a topic, discuss and collaborate, share information and present itStudents can use them to structure their time, plan projects, make to-do lists, etc.They can facilitate less linear approaches to thinking, problem solving and learning, such as through the use of Mind mapping, card sorts, cork boards etc. – this may also be of benefit to students with DyslexiaAlthough there is room for improvement, iPads in particular have some useful accessibility features such as text to speech, dynamic screen zooming, audio cues for touch control, contrast control, dictation support etc., which potentially widens opportunities for students to participateThey can be used to access research, databases and web based resources such as Moodle, Mendelay, research communities like LinkedIn etc.They can be used by students or staff to review literature, comment on articles and provide feedback on work (including the potential to do this more creatively and interactively such as via Facetime and video links or audio comments)They can be used by educators to prepare and present sessions interactively and using a variety of media (including virtual anatomy, physics etc.) – including setting interactive quizzesThey can be used by staff and students to create blogs and websites, videos and multimedia portfolios; these in turn may provide a basis for assessment as well as presentation of research, learning or discussion topics