Zip1/0502/calembed1 Embedding computer-assisted learning (CAL) in curricula Dr Michael Hollingsworth...

Zip1/0502/calembed 1

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 – System for delivery– Hardware


PCs for students of Biological Sciences in Manchester

0

50

100

150

200

250

90 92 94 01

Year

Num

ber

of P

Cs


Barriers to embedding

• Technical support

• Organise at Faculty or University rather than departmental level


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


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


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


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


Ways of using CAL

• Snapshots in a lecture

• Supplement to reinforce concepts covered in a lecture– e.g. drugs and the ANS


Using CAL

• Replacement of part or all of a lecture course– e.g. Drug disposition

unit


Using CAL• Practical simulation type

– Use before an actual laboratory practical (e.g. mousewatch)


Using CAL• Practical simulation type

– Use in place of a laboratory practical (e.g. Experiments on guinea pig ileum)


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.”


Using CAL• CAL programs as a resource for student-led

learning


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


Summary

Usage of CAL programs is increased if:

• Embedded in curricula

• Students perceive them as a part of the curricula

• Their content is assessed

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