Approaches to Learning and Teaching

For many students, the ability to view course handouts anytime anywhere is cited as one of the main reasons for buying a tablet device. However, many staff are reluctant to embrace mobile learning as they incorrectly believe that all of their existing handouts, which they have invested considerable time creating, are incompatible with mobile devices and will have to be rewritten. However, this is not the case. In Human Biology IA, all existing handouts have been formatted as fillable pdf forms using Adobe Acrobat Pro X. Students now use apps like PDF Expert or Adobe Reader to type directly into handouts on their smartphones and tablets, just as they would on a computer. For students, this means all work can be completed on one device (i.e. less to bring to uni), and it saves paper. For staff, this approach has made it easier to view and mark student work electronically. Moreover, it is helping reluctant teachers get started using mobile devices in their classrooms.

• For more information, please contact Dr Mario Ricci.

Traditionally, anatomy is taught in laboratory sessions with dissected human material, anatomical models and 2D images. Whilst it is vital that students learn anatomy using real specimens, it can sometimes be difficult to observe on these specimens important anatomical structures which are often damaged or obscured (e.g. delicate nerves and blood vessels, points of origin and insertion of muscles).

In Human Biology, shared iPads loaded with virtual anatomy/dissection apps have been introduced into laboratory sessions so that students can quickly locate and identify such structures. This has encouraged collaboration and discussion, as students compare the virtual and actual body. Only 2 iPads are available for 80 students, but a recent survey found that 32% of all students regularly viewed virtual anatomy Apps on the class iPads (this number rose to 51% for students who owned an iPad), and a majority of students (58%) wished there were more iPads available during these laboratory sessions

• For more information, please contact Dr Mario Ricci.

Previously, Human Biology students were reluctant to participate in traditional 'course review' classes for fear of appearing 'dumb' if they didn't know an answer or answered a question incorrectly. So, in 2012 I developed a 'The Amazing Race – Human Biology Edition' laboratory activity. Based on the popular TV show, students form teams and 'race around the human body', along the way answering questions and solving puzzles to test their knowledge of key content and concepts. Because the game is fast-paced and fun, students are no longer hesitant to participate or embarrassed if they get an answer wrong. Moreover, because the emphasis is on participation and challenge, this activity is teaching students valuable teamwork and trust skills.

• For more information, please contact Dr Mario Ricci.

In Course and Teacher SELTs, Human Biology IA students always comment that one of the best aspects is when I draw in lectures to explain concepts:

• "I really appreciated and thought it was quite effective when he made his own drawings using the overhead projector"
• "Drawings help understanding. Step by step drawing is clearer than textbook pics"

Despite my love of all things technology, this was previously done the old-fashioned way, with coloured markers on paper under the document camera. However, in 2014, I decided to create a YouTube Channel called 'Human Biology Explained' containing animated drawing videos which are used to describe key human biology concepts and content: http://bit.ly/PBSf2B. Each video was created on an iPad using Procreate, GarageBand and iMovie. Student response has been fantastic; in just 4 weeks over 1500 views, 152 Channel subscribers, 100% YouTube 'likes' and all positive comments.

• For more information, please contact Dr Mario Ricci.

In 2013, I trialled the 'flipped classroom' approach in Human Biology. Briefly, students viewed interactive, multimedia-rich learning modules online prior to attending class (e.g. http://bit.ly/QutrKu), and lecture time was devoted to collaborative activities that clarified and applied concepts.

Online presentations were prepared using Articulate Storyline, which personalizes and individualizes student learning as feedback is on a first-name basis and based on a student's actions / responses.

Preliminary analysis found that this approach increased both student engagement with online resources, and attendance at lectures (for one lecture by over 50% compared to in 2012).

"I have to say, I loved the flipped class. I found it easier to learn." (SELT comment, 2013).

• For more information, please contact Dr Mario Ricci.

For many years, instructors have struggled with how to collect feedback from students in large class lectures. Previous approaches have ranged from simply raising hands (or coloured paper), to instant audience response systems like 'clickers' and the now defunct VotApedia.

In 2014 in Human Biology IA, Polldaddy.com was used to collect immediate feedback on student understanding of key content and concepts. Briefly, Polldaddy.com is an online tool that allows staff to easily design surveys, collect responses, and analyze results all in real-time in class. Students use their smartphone, tablet or laptop to access and complete the quiz. As the students submit their answers, the instructor can view their responses in a graph created by Polldaddy. This graph, which was displayed to all students at the end of the quiz, was used to identify areas that needed further clarification, as well as generate discussion about content covered.

• For more information, please contact Dr Mario Ricci.

Many first year students find the transition to university study and life more difficult than anticipated. New people, environments, academic expectations, support systems, independence, and ways of thinking - it can all be very overwhelming!

Yet, settling in quickly can improve student satisfaction, learning outcomes and retention. One way to improve the first year experience is for staff to build a good rapport with students; this can reduce stress and anxiety.

In Human Biology IA, a 'Get To Know Your Instructor' online, interactive presentation has been developed so that students can find out more about the lecturers, tutors and laboratory demonstrators who will be teaching, guiding and supporting their learning in first year. So far, this presentation has been viewed almost 5000 times (multiple views per student), peaking at almost 800 views on both Wednesday and Thursday of week 1.

• For more information, please contact Dr Mario Ricci or Mr Michael Brockhouse.

Since 2004, we have worked with Dr John Willison (School of Education) to develop a series of scaffolded assessment tasks that gradually develop students' research skills. These skills – which include finding, evaluating, organising, synthesising, interpreting and communicating data – form the basis of a Research Skill Development (RSD) framework which is now an integral part of our approach to teaching Human Biology IA/B.

Analysis of the RSD approach suggests that it has made it easier for students to: (1) track their own research skill development throughout the semester; (2) better identify specific areas of weakness and seek remedial support where necessary; and (3) understand the value of research skills in all aspects of their lives.

• For more information, please contact Dr Mario Ricci or Dr Eleanor Peirce.
• Or you can visit the RSD framework website to take a look for yourself.

In my courses, I use multiple approaches to engage students' interest and help them to learn complex human anatomy. This includes body painting (to give students a 3-D appreciation of what's beneath the skin), layered colour-coded diagrams, interactive 3-D models, and digital animation.

Student response has been overwhelmingly positive:

"Mounir's unique use of sketches and coloured diagrams has created its own legend within the Medical School"

"It is difficult to sum up exactly how Dr Ghabriel's teaching affects you, it simply must be experienced."

• For more information, please contact Dr Mounir Ghabriel.

Voting devices ('Clickers') were used to promote interactivity in lectures by posing questions at intervals and tapping into the innate competitiveness of many small groups of students. The robust and vociferous discussions that followed ensured interactivity and critical evaluation of the lecture material. No-one fell asleep at their Facebook page, and student feedback on the effectiveness of this learning approach was good. No students were harmed in the process, even the one holding the clicker.

• For more information, please contact Dr Ian Johnson.

Pharmacology is an experimental science that uses a wide range of techniques to provide important skills in the analysis of research data relevant to the study of the effects of drugs on humans and model systems. The aim of this project was to transform relatively dry subject matter into an engaging online presentation to supplement face-to-face teaching, which provides immediate feedback, and promote active student learning experience.

This computer-based teaching session involves the use of an organ bath simulation package, which was developed using Adobe Flash CS6.

• For more information, please contact Dr Abdallah Salem or Mr Michael Brockhouse
• You can also have a go of the simulation yourself

Biology for Nursing Practice has 5 contact hours over 2 days. Consequently, many students struggled with pace and content, and lecture attendance declined.

A 'flipped classroom' approach was adopted, whereby interactive online, pre-lecture presentations were prepared using Articulate Storyline; and games, quizzes and hands-on activities were incorporated into face-to-face classes.

This lead to a significantly increase at lecture attendance and improved overall grades for the course.

• For more information, please contact Associate Professor Rachel Gibson

Assessment of pathological specimens is a core component of Essentials of Pathology. These specimens have been preserved in pots and are stored within the Pathology museum. Historically, the only way the pots could be viewed was by visiting the museum during office hours.

However, high-resolution images have now been taken of these specimens, and a database has been created. Relevant electronic images are then embedded within annotatable PDF form practical handouts. Students now have access to pathology specimens 24/7, anytime, anywhere – this is particularly useful when cramming for exams in SWOT week!

• For more information, please contact Associate Professor Corinna Van den Heuval

It is important that undergraduate students recognize the importance of research at the University. In the School of Medicine at level III, a research focused literature review has been introduced as a core curriculum component.

Students select a topic offered by academic staff or research active affiliates, which focus on their particular area of research expertise. Literature reviews are assessed by the researchers who set the topic, and students receive detailed feedback at the end of the semester.

Student feedback indicates that they find it challenging, but rewarding, as they are exposed to the wide range of high-level research carried out staff within our School. This initiative is building relationships between students and researchers, and has resulted in numerous Honours and PhD positions.

• You can visit the University of Adelaide Writing Centre to read more about writing practices at the Uni.