David Dewhurst Assistant Principal (e-learning & e-health) Director of Learning Technology College of Medicine and Veterinary Medicine, The University.

David DewhurstAssistant Principal (e-learning & e-health)Director of Learning TechnologyCollege of Medicine and Veterinary Medicine, The University of Edinburgh

Computer-based alternatives – past, present and future

Main points to be covered

• Multimedia computer simulations as alternatives to lab classes in pharmacology and physiology

• Can they meet the learning objectives of lab classes?

• How can we persuade teachers to use them

• The future of CAL development - a Reusable Learning Object approach?

Multimedia Computer simulations • Simulations of animal preparations typically:

– use algorithms to generate simulated tissue responses

– allow control over experimental parameters - good for design

– highly flexible– need significant direct/indirect tutor support

• Simulations of animal experiments typically:– use ‘real’ data to generate simulated tissue

responses - lifelike– based on tutor-designed (i.e. relevant)

experiments– provide on-screen support & interactive self-

assessments - good for self-directed learning

Multimedia computer simulations

•Lots of them •High Quality•Evidence is that they work

•Poorly integrated•Expensive to produce•Not editable•Technical obsolescence

www.sheffbp.co.uk

Simulations

Simulations

Evidence: computer simulations versus ‘animal labs’

• Numerous Studies:

– Clarke, ATLA 14: 134-140 (1987)– Dewhurst, et al ATLA 15: 280-289 (1988)– Dewhurst et al (1994) Amer. J. Physiol. 267 (Adv.

Physiol. Educ. 12) S95-S104– Hughes (2001) TIPS 22: 2, 71-74

• Findings– Knowledge gain equivalent– Students accept/enjoy as much/more– Costs are lower– Group work and staff-student interaction are promoted– Laboratory/practical skills cannot be taught

Learning goals

Teaching and practising:• laboratory skills• general animal handling skills; • preparation-specific animal skills• imparting good ethical thinking

• new knowledge and reinforcing existing• data handling skills• experimental design skills

communication skills (oral, written)And:• promoting group work • Computing/IT skills But Not:• Teaching laboratory/practical skills

They are good…. they work….

but poorly integrated into teaching - why? • Not web-deliverable - only LAN• Content locked• Lack of awareness• Lack of time and/or skills to integrate - resources• No institutional recognition for effort • Resistance – ‘not-invented here’• Need regular content and technological updating

How do we persuade teachers to use them?

Trends in Pharmacological Sciences (TIPS, 19, 257-265, 1998) - survey 300+ pharmacologists (1996)

Persuading teachers

• Several ways of doing this:– raise awareness– give examples of how they are being

used in other universities – demonstrate which learning outcomes

they can most usefully address– provide independent reviews– present evidence from evaluations of

their effectiveness

EURCA www.eurca.org

Embedding alternatives into teaching

• One approach is to develop ‘wrap-around’ support materials e.g. text-based study guides or workbooks e.g. BPS TLRP’s

• these may be similar to lab schedules and should include learning outcomes

• exercises, tasks and activities should be built-in

• self-assessment questions should be included to reinforce learning

Tasks/activities - individual or group centred

•Record and Measure - test accuracy of measurements–record responses of...to... measure .... quantify....

•Data Analysis–plot... extrapolate.....determine.... calculate…

•Data Interpretation Skills–describe.... list...explain.... discuss....

•Presentation Skills–construct a table... draw a graph..prepare an abstract...

–Experimental Design–design an experiment to....identify the unknown X...

•Knowledge of underlying principles–use MCQs, True/False etc

ReCAL - content authoring - future

• ReCAL - Edinburgh University project finded by The Lord Dowding Fund (UK)

• Teacher selects objects from repository• Uses simple authoring tools to create new CAL

Thank you for listening

David Dewhurst

e-mail [email protected] Technology www.lts.mvm.ed.ac.uk

ReCAL www.recal.mvm.ed.ac.uk/

e-learning Issues

• Why should we do it?

‘e-learning is a Trojan horse…The real headline ….

is that it’s about curriculum reform’

Roger Schanck, Carnegie Mellon University, TES March 2003

What alternatives are there?

• computer-based simulations - 2 types

• video and interactive video

• mannekins, models and simulators

• human experiments

• non-animal experiments (e.g. using plant tissues, post-mortem material, cultured cells)

The challenge

Despite widespread availability of CAL resources the evidence is that they are not being embedded in teaching & learning.

Barriers:

• Not web-deliverable - only LAN• Content locked• Lack of awareness• Lack of time and/or skills to integrate• No institutional recognition for effort • Resistance – ‘not-invented here’Trends in Pharmacological Sciences (TIPS, 19, 257-265, 1998) - survey 300+

pharmacologists (1996)

Really the only vehicle for effective teaching & learning of lab skills, animal handling skills and surgical/dissection skills

But they are:– heavy on staff and student time– expensive - require technical support, equipment,

consumables, animals, specialist accommodation – may contribute to a negative learning experience -

student perceptions of ‘failed’ experiments.

So: if the primary learning objectives do not include lab skills alternatives can be a cost-effective solution and have a significant impact on animal use.

Animal Labs

The challenge• In order to have an impact on animal use

teachers must be persuaded to integrate alternatives into mainstream practice

• To facilitate this they need to:– be made more aware of the existence of

alternatives– be persuaded of their educational usefulness– Helped to integrate them into their teaching

Raising awareness• A number of quality databases exist providing information

about a wide range of learning resources e.g. NORINA, InterNiche, AVAR

• Mostly the information is product-centred and lacks the level of detail teachers need to make decisions about use.

• Our experience suggests that teachers value: – the opportunity to evaluate their usefulness– reviews, evaluations, exemplar support materials– advice from experienced teachers

Disseminating information – eurca http://www.eurca.org

• Resource Centre

– collection of alternatives - CAL, video, models

– high ‘visibility’ at international science meetings

– ‘manned’ by experienced academic teachers

– pro-active in promoting alternatives to teachers

• Web-based database of selected HE alternatives

– Product information, commissioned reviews, support materials, data from evaluative studies, users comments/experiences

• Electronic Newsletter, discussion groups, network of enthusiasts

Persuading teachers

• Several ways of doing this:

– provide independent reviews - eurca– present evidence from evaluations of their

effectiveness– demonstrate how they are being used in

similar situations and which learning objectives/outcomes they can most usefully address