*^*^* implementation & evaluation *^*^*

To implement the Riddel Anatomy e-LI we need the computer lab with a server, as well as that my or a colleague’s computer also needs to be linked to the server to be able to put up the tests as well as retrieve the data once it is available.  Since each individual studnet has a specific code that is generated in the software itself, an additional learner management system won’t be necessary.  A student needs to login with his student number, do the electronic learning, do the test, get >75% for the test and obtain the learner-specific code.  Students won’t be able to use each other’s codes to gain access to the next level.  Should a student move on to the next section, login with his student number, only the specific code will have him access the next section. 

There are scheduled lecture times which will be facilitated in the computer lab to be able to conduct the e-LI.  Since I will have contact with the students face to face, having them do the e-LI in the computer labs, I will not need reporting such in the case of traffic numbers for a specific webpage etc.  At any point in time I can get reports from the server to see who has been participating and obtaining their codes.  But I will also allow the students to come work in the lab after class/during lunch etc to finish with the e-LI, so I’ll only need to extract the data on the given due date for the codes.  Students who obtain their codes after completing the whole Introductory Course, will get a 10 mark head start for their summative assessment.

Maintenance...  now there can be a hick-up.  After setting up the link to the server, it is usually being tested before students have to start with a test.  That is in our hands.  But if the server fails...  Then the marks are not written into the results-file, and students need to start all over again.  This Anatomy e-LI is (fortunately) not a life-death assessment and if the server fails, then it’s almost as if the student didn’t obtain >75% and need to start again.  So in this Introductory Course setting it is not a train smash like in a formative/summative assessment.  Fortunately we have a few efficient IT staff members close by that could assist should this happen.  Hopefully they'll be able to assist promptly to prevent further results not able to write to the appropriate file on the server, but unfortunately those that were submitting in the midst of a server failure would have to start all over again.  As a back-up we do give test paper slips where students write down their names, student numbers as well as marks and codes for in case technology fails us.

Evaluation...  So, Riddel has its own built-in Indexes – Difficulty Index as well as Discrimination Index.  These can be taken into account to fine tune the assessment for the next year. This e-LI requires students to obtain >75% to serve as a foundation for the rest of the course content, therefore it will make sense that students will obtain >75% a few weeks later after the terminology and basics would have been already integrated within the lectures and practicals.  So to redo the test after a few weeks will be able to assist in evaluating the e-LI – if there was a question that no one got right the first time (during the introductory course), as well as the second time (a few weeks later), then maybe it is a bad question?  Or additional explanations or information or illustrations need to be incorporated to give clarity on that specific point.  A survey could also be set up on Blackboard after the first practical for students to reflect on and give feedback on the value of the Introductory Anatomy e-LI. 

The only thing I miss in this evaluation phase is that we can determine if students understand the terminology, but how to evaluate if they actually use the terminology and if it is used in the correct way.  And to achieve that is only by means of time...  Practical after practical where they discuss Anatomy and realize that it is easier and more accurate to use for example the term ‘distal’ than ‘under’ or ‘below’, etc.  Terminology is after all like a language that needs to be applied and exercised.  But we don’t have a means of assessing if students are using the correct terminology during practicals.

That's my thoughts for now.  Over and out.

The Double D... ;-)

One of my colleagues in the department of Anatomy has developed a software package, Riddel to set up and design Anatomy tests.  Riddel has evolved many times and up to a point where it is also used now in other departments and also constitutes an essential form of assessment in the Department of Anatomy.

I’ve also made use of Riddel during the Introductory Course at the commencement of the academic year of the BCur and BSLPA first years.  Initially it was an introduction test after a range of introductory lectures.  But now the aim is to design this e-Learning Intervention (e-LI) where instead of the lectures, students learn interactively, as well as being assessed afterwards.  

Design and Development

The aim needs to be clear.  The aim of this eLI (e-Learning Intervention) is to is to get all students to understand the basic anatomical terminology, the very basics of the vascular, nervous and musculoskeletal systems to form a good foundation on which they can build on the rest of the year.  The e-LI will be designed and developed to reach all the objectives of the Introductory module.  The very reason I'm investigating an introductory course is that I've made the mistake...  Starting with a bang with the first module of their Anatomy course and they don't know what is the difference between an artery and a vein or a nerve.  It is important for students to be on the same page and much easier for the lecturer if there is a foundation (knowing what they know) to work from.

The introductory course consists of a few e-LI's: Anatomical Terminology; Introduction to the Cardiovascular System; Introduction to the Nervous System; Introduction to the Musculoskeletal system and an Introduction to Histology.  Each time the student needs to obtain >75% to get a code to obtain access to the next test.  The reason for having the students obtaining at least 75%, is because the content is simple but essential to have for building on it the rest of the year - students can't technically afford to know less than 75% of the bare basics.  And as the students try and retry (compared to just writing a test and trying to pass it, or not really worrying about it), they learn more, they have to go back.  As for most of the terminology as well as Anatomy as a subject in general, some surface learning is required, or at least at the start to just get momentum.  When the last code is obtained and submitted, 10 marks will be allocated to give students a head start for their summative assessment.  This makes this e-LI a more positive experience compared to just writing a test after the introduction lectures and obtaining a (pass or fail) mark.

Computer lab access and a universal login will be made available for the student to get access to the program during scheduled Anatomy periods.  Access will also be available for students to do the e-LI in their own time.   When all components are obtained the student will know the basics of terminology and the cardiovascular, nervous and musculoskeletal systems which would serve as a good foundation for the rest of the year.

The ins and outs of Riddel:  It is simplistic and very usable.  It has also recently been used in language subject areas for primary school children.  Therefore, as described in the analysis phase, students from all backgrounds will not find it complicated.  What makes Riddel a great program is that although it is a fairly easy program to use, all levels of difficulty in the content can be determined to test the students.

Resources include Textbooks, electronic Anatomy Atlases, online (web) illustrations and some of the lectures that was used in the past for the Introductory Course.  

Students will receive instructions on how to use Riddel at the commencement of the Introductory module as well as a sheet with essential information and space to write down their codes and marks.

Input from other lecturers will help to check if questions and layout is up to standard and to increase the usability.  The program also includes the calculation of the Difficulty Index as well as a Discrimination Index after students have written, to make the necessary changes to improve the following year's e-LI.  

As Riddel was developed by my colleague the prototype as well as usability was evaluated many times and the program that it is now has evolved into a "very user friendly" program.

Processing: Althought the program Riddel was developed by our colleague; it gives us as lecturers the means of setting our own test or interventions.

Quality assurance:  Riddel has developed over the years and tried and tested by several groups.  Each time a test is written, or being set, new things are discussed and developed to make it more user-friendly to such a point where it is now easily incorporated as part of the formative and summative assessment methods in the dept.

Chat again soon!

So off we go - the last stretch of the year 2012!  What an eventful few months it has been after seeing you all in Cape Town!  Here is the newest addition to our family - our son, Mishan who was born on 27 May.  Already smiling on 10 days!

Still a few things to complete and finalise before we can grab the summer holidays with both hands, Christmas, New Year, friends and family....  Ok, focus...  Our research assignments - well done for those who have already completed their's - but I'm afraid there was too many things i.e. lack of decent sleep that sort off made my days shorter and my nights longer...  I'm aiming for end November!  And then of course this exciting module, e-Learning, yeah!

First things first...  ADDIE.  What is this again, and how can I use this to design my interactive Anatomy e-Learning Intervention (eLI)?  "Let's start at the very beginning, a very good place to start...  When you read you begin with ABC, and when you e-Learn you begin with ADDIE." ;-)  I've found the two websites that you've suggested in the Module outline very useful, thank you JP.

A = Analysis
D = Design
D = Development
I = Implementation
E = Evaluation

ANALYSIS of the Anatomy eLI:

• One of my student groups - BCur and BSLPA, have Anatomy in their first year with mostly no Biology background, no Anatomy background on the "basics" as well as the terminology used, and then need to tackle an Ana-curriculum that do not leave much room for gaining confidence in the basic concepts and terminology of the subject area
• Time constraints set the stage for the need for these "basics" to be learned well, quickly and meaningfully
• Students (especially those from rural areas) seem to be eager when entering university to start working interactively on computers, but because of them being fairly "illiterate" when coming to computers, the Anatomy Introduction program should not be too complicated
• Class time should be allocated for this Anatomy Introduction Program but students should have the opportunity to work on their own time at their own pace as well
• Students have computer labs (with all the required specifications) on campus at their disposal, where they could gain access not only to the Anatomy Introduction Program but also to Blackboard.
• When searching for existing software/programs to address the need i.e. Facilitating learning of the basic concepts and terminology of Anatomy on an adequate level to prepare the BCur & BSLPA group for what is to follow during the rest of the curriculum, I have found that it is 1).expensive to purchase, 2). it is mostly a more complete interactive/3D atlas/textbook/explanation of specific areas, 3). it has unrealistic promises such as you'll know the whole body in detail after 3 days, 4). it is usually limited to what things can be included/excluded.  Therefore a program is needed that is cost-effective, uncomplicated but effectively descriptive for students to understand, that addresses the specific basic knowledge needs of students that will provide a foundation for the rest of the year, that is changeable (meaning that you can add/subtract) as the facilitator of learning deems necessary.
• Students should be able to redo the Anatomy Introduction Program/Test until they receive >75%, after which they will receive then an individual code which they can submit to obtain a mark/or allowed to write the first module test
• The Anatomy Introduction Program should include the following sections:
• Introduction to the Muscular system
• Introduction to the Skeletal system
• Introduction to Histology
• Introduction to the Vascular and Nervous System
• Introduction to Anatomical Terminology

That's all for Analysis for now...  Any thoughts?

Welcome to Liquid Space!

I've created a blog! Yeah!  You can expect anything here - from MPhil reflections to how it's going with Zané and boetie!

Enjoy!