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Embedding computer-assisted learning (CAL) in curricula

Embedding computer-assisted learning (CAL) in curricula. Dr Michael Hollingsworth University of Manchester. Types of CAL programs. Tutorial type Problem-solving Practical simulation [Excluding distance e-learning, virtual campus, etc.]. Barriers to embedding. Cost Software

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Embedding computer-assisted learning (CAL) in curricula

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  1. Embedding computer-assisted learning (CAL) in curricula Dr Michael Hollingsworth University of Manchester Zip1/0502/calembed

  2. Types of CAL programs • Tutorial type • Problem-solving • Practical simulation [Excluding distance e-learning, virtual campus, etc.] Zip1/0502/calembed

  3. Barriers to embedding • Cost • Software • System for delivery • Hardware Zip1/0502/calembed

  4. PCs for students of Biological Sciences in Manchester Zip1/0502/calembed

  5. Barriers to embedding • Technical support • Organise at Faculty or University rather than departmental level Zip1/0502/calembed

  6. Barriers to embedding - staff Survey in 1996: Markham et al, 1998 • 339 UK Pharmacologists surveyed as to their teaching methods and what influenced their choice • Only 23% of staff used CAL packages in their teaching Zip1/0502/calembed

  7. Results of 1996 survey • Inadequacy of hardware and support • Cultures that did not promote non-traditional approaches to teaching • Lack of time to develop supporting material to enable successful integration Zip1/0502/calembed

  8. Barriers to embedding - staff Survey in 2001: Hughes • 342 UK pharmacologists surveyed (56% return) • 97% aware of pharma-CAL-ogy software • 62% used such software [only 23% used any CAL in 1996] • Neutral on adequacy of hardware [-ve in 1996] • Positive that technology-based materials aid student learning Zip1/0502/calembed

  9. Influences on student usage of CAL material Dewhurst & Hughes, 1999 • Made available – 12% used • Shown in lecture - 65% used • Embedded in course and assessed - 100% used Zip1/0502/calembed

  10. Ways of using CAL • Snapshots in a lecture • Supplement to reinforce concepts covered in a lecture • e.g. drugs and the ANS Zip1/0502/calembed

  11. Using CAL • Replacement of part or all of a lecture course • e.g. Drug disposition unit Zip1/0502/calembed

  12. Using CAL • Practical simulation type • Use before an actual laboratory practical (e.g. mousewatch) Zip1/0502/calembed

  13. Using CAL • Practical simulation type • Use in place of a laboratory practical (e.g. Experiments on guinea pig ileum) Zip1/0502/calembed

  14. Using CAL • Make the CAL program the basis of a student activity (e.g. Teaching and Learning Resource Packs) e.g. Problem-based learning scenario: “Susan had shown that salbutamol produced a relaxation of isolated hobbit airways of rapid onset.” Zip1/0502/calembed

  15. Using CAL • CAL programs as a resource for student-led learning Zip1/0502/calembed

  16. Usage in a PBL course • 52 students asked about 9 CAL programs, whether used and useful • 60% return of questionnaire • 61% usage of CAL programs • 92% of users thought them useful Zip1/0502/calembed

  17. Summary Usage of CAL programs is increased if: • Embedded in curricula • Students perceive them as a part of the curricula • Their content is assessed Zip1/0502/calembed

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