Difference between revisions of "Learning and Teaching Forum 2016 - Ready, Set, Go! Getting Student Engagement Before the Class Begins"
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:'''Links:''' [[One Minute Embryology]] | [[Embryology_Education#Educational Presentations|
:'''Links:''' [[One Minute Embryology]] | [[Embryology_Education#Educational Presentations|]] | [[Embryology Education]]
Latest revision as of 13:54, 1 December 2016
|Embryology - 15 Jun 2021 Expand to Translate|
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Students can come unprepared to class and engagement with the content can often be restricted only to the class face-to-face time. Students would be more “ready” if some of the concepts and terms from the class could be provided in a quick and easily accessible manner. The UNSW Medicine program includes courses in Beginnings, Growth and Development (BGD) in both rst (BGDA) and second (BGDB) years. Embryology lectures are a key component of these 2 courses and introduces specialised terminology and concepts in human development.
A set of very brief introductory videos “1 minute embryology” were prepared and made available online before each of the lectures. Moodle links to the videos as well as at the beginning of their online lectures (for example, http://tiny.cc/BGD-GIT). To increase visibility, these videos were also posted in two separate locations, theBox (search for “embryology”) and UNSW Embryology (http://tiny.cc/One_Minute_Embryology). Note that actually preparing and editing a 1 minute video takes substantially longer that simply recording the entire content (Echo360).
TheBox video view logs show student “1 minute embryology” views ranged between 50 to more than 700. Student feedback was that videos helped get them “set” for class. In particular: very brief, easy to access, related to class concepts, introduced new terminology. Second year students made greater use than rst year students, but this may also relate to the position of the links on Moodle and lecture pages.
These “trigger” videos engaged students before the actual lecture and also introduced new terms that they would encounter during the deeper learning process within the 50 minute lecture. Reducing the content to a few key concepts also helped the presenter shape the nal lecture presentation. The surprise was that students asked questions from the videos and also re-viewed them after the lectures.
External Links Notice - The dynamic nature of the internet may mean that some of these listed links may no longer function. If the link no longer works search the web with the link text or name. Links to any external commercial sites are provided for information purposes only and should never be considered an endorsement. UNSW Embryology is provided as an educational resource with no clinical information or commercial affiliation.
Cite this page: Hill, M.A. (2021, June 15) Embryology Learning and Teaching Forum 2016 - Ready, Set, Go! Getting Student Engagement Before the Class Begins. Retrieved from https://embryology.med.unsw.edu.au/embryology/index.php/Learning_and_Teaching_Forum_2016_-_Ready,_Set,_Go!_Getting_Student_Engagement_Before_the_Class_Begins
- © Dr Mark Hill 2021, UNSW Embryology ISBN: 978 0 7334 2609 4 - UNSW CRICOS Provider Code No. 00098G