Teaching and Learning Technology Resource| uwa | csd | tltr | altmodes |
DESCRIPTION OF INNOVATION:Optest CD-ROM and instructional videotapes in mineralogy and petrology including
A CD Rom which provides students with a series of logically sequenced exercises based on about twelve different properties determined with the polarising microscope. Students can follow their own sequence. Each exercise or test is in two parts. The first part focuses on setting up the microscope in such a way that it will observe the property to be examined appropriately. Students need to set the position of each control of a simulated microscope at this stage. They then receive feedback on their settings. In the second part, students call up scanned in images of geological samples and answer a series of questions on these. Optest is thus close to being a simple virtual microscope. REASONS FOR DEVELOPMENT/INTRODUCTION OF THE INNOVATION:To provide an independent, flexible measuring system that allows students to self-assess their progress on a topic that they learn at different rates. This is an extension of an existing course manual. To give teachers feedback on areas of student difficulty. To take pressure off the number of class tests, and to spread the range of sources of information and learning for students. To add to the variety of examples available to students, especially visual examples as seen down a microscope. Optest was also developed to deal with the problem of displaying to a group of students what can only be seen by one person down a microscope. TEACHING/LEARNING AIMS:As above. To provide practice in determining the optical properties of minerals under test conditions. DESIGN PRINCIPLES:Based on the idea that the best way to learn is to test oneself in a non-threatening environment; to receive fast and thorough feedback; and that students have different learning styles and thus need access to a variety of different sources of information and processes for learning. USE:Used as an adjunct to normal course work. Students can use it any time, and can enter and exit the programme whenever they want. It is housed on computers in labs which are available to students 24 hrs a day. STUDENT SUPPORT:Instructions are provided in the course manual, on a card beside the computer and through a help function on the programme. The programme is introduced to the whole class. Help is available if people are around although the programme is relatively self-contained and covers ground already familiar to students. ASSESSMENT:Not linked to assessment though it supports student learning that will be assessed via similar kinds of tests. EVALUATION:Log kept in the first year of use. Student comments. One could put a log in onto the computer to record who and how many access it. EFFECTIVENESS:"Absolutely wicked" one student's comment. Students who use it see it as helpful and enjoyable. The main problem is that not enough students use it. Usually only the good ones. It really needs to be integrated into the unit and used to replace actual normal course contact time. Since it is not compulsory it is underused. One could integrate it into the assessment, but this wouldn't match the need for students to be able to work on real and not simulated slides. There is always a difference. The computer can never fully duplicate what is required. HINDRANCES TO DEVELOPING INNOVATION:Limited knowledge of computers. ENABLERS TO DEVELOPING INNOVATION:Limited knowledge of computers mitigated by help of Mike Wheatley from DUIT (also ex geology) and Jenny Bevan who wrote up the draft scripts and became main author. Having previous experience of documentary film-making, script writing, and planning was also extremely helpful. Low cost project that used some left over funding to build on past experience and develop something relatively easily using established software. COST/BENEFITS:Well worth it. Very efficient and cheap to produce because of the previous experience. LESSONS LEARNT:If the innovation is just an optional extra and not a compulsory part of the curriculum it will be under-used and effort can be wasted. On the other hand it is very difficult to simulate the reality of geological investigations. |
ContributorsThe following staff have been active in developing teaching and learning technology for use with students at this university. They are not necessarily all 'experts' in the use of technology but are prepared to provide incidental advice to others, drawing on their practical experiences in developing teaching and learning materials
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