scholarly journals Computer based virtual laboratory simulations: LabHEART cardiac physiology practical

2021 ◽  
Author(s):  
Olivia Monteiro ◽  
Anand Bhaskar ◽  
Anna K.M. Ng ◽  
Colin E. Murdoch ◽  
Daniel T. Baptista-Hon
Keyword(s):  
Ion Channels ◽  
Flipped Classroom ◽  
Biophysical Parameters ◽  
Ec Coupling ◽  
Recorded Lecture ◽  
Hands On ◽  
Specialized Equipment ◽  
Computer Based ◽  
Cardiac Excitation ◽  
Practical Demonstration

Practical demonstration of cardiomyocyte function requires substantial preparation, a source of freshly isolated animal hearts and specialized equipment. Even where such resources are available, it is not conducive for demonstration to any more than a few students at a time. These approaches are also not consistent with the 3R principle (replacement, reduction and refinement) of ethical use of animals. We present an implementation of the LabHEART software, developed by Donald Bers and Jose Puglisi, for medical students. Prior to the activity, students had lectures covering the physiological and pharmacological aspects of cardiac excitation-contraction (EC) coupling. We used this problem-based activity to help students consolidate their knowledge and to allow a hands-on approach to explore the key features of EC coupling. Students simulate and measure action potentials, intracellular calcium changes and cardiomyocyte contraction. They also apply drugs which target ion channels (e.g. nifedipine or tetrodotoxin), or sympathetic input (using isoproterenol) and explore changes to EC coupling. Furthermore, by modifying the biophysical parameters of key ion channels involved in the electrical activity of the heart, students also explore the effect of channelopathies such as long QT syndromes. We describe approaches to implement this activity in a flipped classroom format, with recorded lecture materials provided ahead of the practical to facilitate active learning. We also describe our experiences implementing this activity online. The content and difficulty of the activity can be altered to suit individual courses, and is also amenable to promote peer-driven learning.

scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

Blending Flipped Classroom and Hands-on Activity for Aerospace Education at the French Air & Space Force Academy

2022 ◽  
Author(s):  
Fabien Niel ◽  
Kostia Roncin ◽  
Bénédicte Mourey ◽  
François Bateman
Keyword(s):  
Flipped Classroom ◽  
Hands On ◽  
Air Space ◽  
Aerospace Education

Pedagogical Creativity as a Means of Inclusion in Primary School

2022 ◽  
pp. 107-125
Author(s):  
Gaia Lombardi
Keyword(s):  
Flipped Classroom ◽  
Learning By Doing ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Online Tools ◽  
Hands On ◽  
Hands On Learning ◽  
Face To Face Learning ◽  
Learning As A Process

This chapter presents some creative pedagogical strategies used during the distance or remote learning period due to the COVID-19 pandemic from March to May 2020. The chapter explores the use of coding in a transdisciplinary way. Strategies for online tools and their specific use both in remote and in face-to-face learning are presented. The role of hands-on learning as a process of learning-by-doing and how to involve pupils using the methods of a flipped classroom are also presented. The chapter concludes with the importance of games to keep the class group united and cohesive in order to develop a healthy sense of competitiveness and collaboration among the pupils.

Faculty Workshop on Using Instructional Technologies and Satellite Data for College-Level Education in the Atmospheric and Earth Sciences

1998 ◽  
Vol 79 (10) ◽  
pp. 2153-2160 ◽  
Author(s):  
Melanie Wetzel ◽  
David Dempsey ◽  
Sandra Nilsson ◽  
Mohan Ramamurthy ◽  
Steve Koch ◽  
...  
Keyword(s):  
Satellite Remote Sensing ◽  
College Level ◽  
Instructional Technologies ◽  
Web Based ◽  
Hands On ◽  
Computer Based ◽  
Subject Areas ◽  
Based Instruction ◽  
The University ◽  
Faculty Workshop

An education-oriented workshop for college faculty in the atmospheric and related sciences was held in Boulder, Colorado, during June 1997 by three programs of the University Corporation for Atmospheric Research. The objective of this workshop was to provide faculty with hands-on training in the use of Web-based instructional methods for specific application to the teaching of satellite remote sensing in their subject areas. More than 150 faculty and associated scientists participated, and postworkshop evaluation showed it to have been a very successful integration of information and activities related to computer-based instruction, educational principles, and scientific lectures.

scholarly journals A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Jeffrey Harris ◽  
Charles Park
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Learning Problem ◽  
Thermal Energy Conversion ◽  
Classroom Space ◽  
Online Lectures ◽  
Hands On ◽  
Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

A Computer-Based Undergraduate Course in Human Factors

1981 ◽  
Vol 25 (1) ◽  
pp. 243-244
Author(s):  
Richard Halstead-Nussloch
Keyword(s):  
Human Factors ◽  
National Science Foundation ◽  
Simulated Data ◽  
Design Criteria ◽  
Laboratory Course ◽  
Computer Tools ◽  
Hands On ◽  
National Science ◽  
Undergraduate Laboratory ◽  
Computer Based

A project, aiming to improve the undergraduate laboratory course in human factors, is ongoing at Stevens. It is funded by the National Science Foundation and Stevens. Six instructional modules are either developed or under development. The modules use computers to first give students a direct hands-on experience of critical concepts and phenomena, and then have them infer design criteria from simulated data. The computer tools appear to qualitatively change the course from one of passive absorbtion of human factors concepts and principles to active development of these concepts, principles and design criteria.

Design and Initial Evaluation of Mixed-Fidelity Courseware for Maintenance Training

1983 ◽  
Vol 27 (13) ◽  
pp. 1017-1021 ◽  
Author(s):  
William B. Johnson ◽  
Janet L. Fath
Keyword(s):  
Initial Evaluation ◽  
Hands On ◽  
Computer Based ◽  
Training Simulation ◽  
Diagnostic Training ◽  
The U.S

Results are reported of a project which involved the design of computer-based courseware for maintenance training. The courseware includes a training simulation which combines two levels of fidelity. The microprocessor-based courseware was developed for troubleshooting training on an electronic telephone switchboard at the U.S. Army Signal School in Fort Gordon, Georgia. Initial evaluation of the courseware demonstrated that computer-based simulation can be effectively used to supplement or partially replace “hands-on” practice with real equipment. Practice on the simulation, interspersed with real equipment practice, added a new and valuable dimension to the diagnostic training.

Development of a Mechatronics Course Integrated With Lab

2017 ◽  
Author(s):  
Biswanath Samanta
Keyword(s):  
Theoretical Background ◽  
Specific Content ◽  
Course Materials ◽  
Hands On ◽  
Hands On Learning ◽  
Contact Hours ◽  
Computer Based ◽  
Interactive Session ◽  
Application Specific ◽  
Southern University

This paper reports the development of an introductory mechatronics course in Mechanical Engineering (ME) undergraduate program at Georgia Southern University. This an updated version of an existing required course in the ABET accredited BSME program. The course covers three broad areas: mechatronic instrumentation, computer based data acquisition and analysis, and microcontroller programming and interfacing. This is a required 3-credit course in the ME program with updated computing application specific content reinforcing theoretical foundation with hands-on learning activities of the existing course. The course has four contact hours per week with two hours of lecture and two hours of interactive session of problem solving and laboratory experiment. For each topic covered, students get the theoretical background and the hands-on experience in the laboratory setting. Both formative and summative assessment of the students’ performance in the course are planned. Both direct and indirect forms of assessment are considered. The paper reports the details of the course materials.

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