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Success Stories

Eric Carstens

"Using the web-based database we developed allows students to post results
 of experiments
and TAs to immediately check the results and post the
data on-line for analysis."

How can we encourage students early in their programs to use the web as a tool for data analysis, rather than simply using the web as a static source of information? Eric Carstens of the Department of Microbiology and Immunology saw an opportunity for students to actually input data and enhance their learning by seeing how the data can be analyzed with the Internet.  One of the wet labs in Micr221 includes the analysis of the effects of various antibiotics on the growth properties of bacteria.  He reports, "We developed a web-based database, accessible through the Micr221 WebCT site, where students could input the raw results of their experiment in a standardize table, and those data were then immediately accessible by the graduate student TAs. The TAs could then check the results for all students (the course has over 350 students) and post the data for the students to analyze and answer questions associated with the laboratory exercise. The new electronic database eliminated the pieces of paper which were previous posted on a wall outside the lab and were frequently misplaced. We will continue to develop this database so that students may be able to analyze their data, in real time."

Lindsay Davidson

"The online course modules have been extremely effective, not only from
the point of view of the students, but from my point of view as a teacher."

Lindsay Davidson coordinates the Musculoskeletal Course in the first year of the undergraduate medical curriculum. Over the past 2 years, she has worked with Amy Allcock to develop online learning modules to complement the in-class learning of her course. She reports, "The online modules are a key component of the blended e-learning Musculoskeletal Course. The modules are interactive and web-based and include static images and video to illustrate concepts. These online modules, which students complete prior to scheduled classes, allow for enhanced classroom activities, emphasizing problem solving, active learning and higher order problems than presented previously at this stage". The student response to these online modules has been extremely positive with 98.8% of students in the 2007 class agreeing with the statement, "The course website modules helped me to learn and better understand the course material." (90% of students completed the course survey where this quotation was obtained.)

Lewis Tomalty

"Using Articulate Presenter allows me to create an interactive in-class session."

"The most recent enhancement to my teaching has been through the use of advance features with Powerpoint.  Like many teachers, I use Powerpoint slides to focus my teaching in the classroom.  However, I wanted to use this technology to engage students outside of the classroom as well, thus allowing me to once again raise the bar in the in-class teaching environment.  Through the use of Articulate Presenter, I added synchronized audio to all my medical lectures. This, in combination with the incorporation of multimedia tools I had developed over the years, provides the students with a highly interactive and complete resource (no text is used for the course).  Students review the presentations prior to class and then come  prepared to interact and to engage.  Initially I was curious to see if the resource could replace some of the classroom sessions or if the students would not need to come to class at all because they had a complete resource available for them to utilize on their own time.  Instead, attendance is almost 100% and now the classroom has truly become a place to discuss concepts.  I am able to clarify issues and address uncertainty without having to move sequentially through a lecture. "

Sue Chamberlain

"During my consultation with the team, I was provided with valuable tips for teaching in large group settings.  Most importantly, the session helped me to clarify my goals for my lecture."

"I teach a lecture on Antenatal Care to Phase IIE students in the Reproduction and Women's Health Unit.  For the last few years I have struggled with the amount of information that I felt it necessary to deliver in the lecture.  Išve also wondered how to make the presentation more interesting and interactive beyond asking questions during my PowerPoint presentation for a few interested students in the front to attempt to answer.  During my consultation with the team, I was provided with valuable tips for teaching in large group settings.  Most importantly, the session helped me to clarify my goals for my lecture."