Tools and Techniques in Preparation of Coloured Bones and Skeletons for Effective Teaching, Learning and Museums

2021 ◽  
Author(s):  
S. Paramasivan ◽  
O.R. Sathyamoorthy ◽  
S. Sivagnanam ◽  
S. Rajathi ◽  
S.A. Sivakumar
Keyword(s):  
Teaching And Learning ◽  
Gross Anatomy ◽  
Open Water ◽  
Water Tank ◽  
Rib Cage ◽  
Postgraduate Students ◽  
Long Duration ◽  
Anatomy Laboratory ◽  
Normal Colour ◽  
Teaching Learning

Background: Teaching veterinary osteology and arthrology has been performed with free bones collected from various animals after processing and preserving them for long duration. The profession of teaching Anatomy to undergraduate and postgraduate students in veterinary colleges not only requires the knowledge on Veterinary Gross Anatomy but also the methods of preparation of specimen for laboratory use. This article explains the methods and steps in preparation of coloured skulls, bones of forelimb, hindlimb, rib cage, digits and whole mounted skeletons, to be used in the anatomy laboratory to increase the efficiency of both teaching and learning. Methods: A carcass of adult horse donated by a farmer was utilized for making complete coloured skeleton. The bones were collected from the carcass by natural maceration technique followed by cleaning with mild chemicals. The metallic paints and commonly available tools were used for colouring and mounting of horse skeleton. The parts of bones viz. process, fossa, articular area, foramen, the origin and insertion of various muscles were prepared with colours and labels on the surfaces of bones for teaching and museum purpose. The sequential step by step procedure for skeleton preparation in quickest possible time was standardized and explained using various tools. Result: The natural maceration in open water tank was found to be most effective way of maceration of carcasses for collection of bones with their normal colour. The bones were processed mainly with washing soap powder and calcium carbonate followed by drying in natural sunlight which increased the brightness of the bone without any damage to the structure. The coloured skulls, bones of forelimb, hindlimb, rib cage, digits and whole mounted skeletons were prepared with available tools and chemical as this work consumes less time and cost and increases the students’ learning efficiency, which will also be an asset and center of attraction for any Institution.

scholarly journals An investigation into the management of online teaching and learning spaces: A case study involving graduate research students

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Rohan Jowallah
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Discussion Forums ◽  
Web Conferencing ◽  
Online Data ◽  
Learning Space ◽  
Postgraduate Students ◽  
Research Activities ◽  
Research Students ◽  
Teaching Learning

<p>This research evaluates the strategies implemented to support the research activities of postgraduate students pursuing online master’s programs in the University of the West Indies Open Campus, as well as the activities of their supervisors. The three main strategies employed were (1) the use of a web-based ‘teaching-learning space’ to facilitate asynchronous interaction between students and their supervisors; (2) the provision of a scheduling tool to facilitate the planning of one-on-one meetings via a synchronous web-conferencing tool; and (3) the organization of research seminars using the same web-conferencing tool.</p><p>This research used Moore’s theory of transactional distance and social cognitive theoretical framework to guide the project. Moore’s model reemphasizes the need for stronger forms of communicating for online students, whereas the cognitive framework focuses on the need for social interaction among learner and teacher. Participants were graduate students (<em>n</em> = 34). All participants were required to complete a questionnaire online. Data were also collected from postings in discussion forums. Overall, notwithstanding limitations, the data shows there are benefits to be gained from conducting student research activities in an online environment.</p>

280. The Effects of Dilution Ventilation on Concentrations of Formaldehyde and Phenol in a Gross Anatomy Laboratory

2005 ◽  
Author(s):  
M. Osborne ◽  
K. Hahn ◽  
D. Butgereit ◽  
D. Englund ◽  
C. Rice
Keyword(s):  
Gross Anatomy ◽  
Anatomy Laboratory

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning

2020 ◽  
pp. 136216882094845
Author(s):  
Huahui Zhao ◽  
Beibei Zhao
Keyword(s):  
Teaching And Learning ◽  
Training Session ◽  
Assessment Criteria ◽  
Local Context ◽  
English Writing ◽  
Language Classrooms ◽  
Decision Making Processes ◽  
English Writing Instruction ◽  
Teaching Learning ◽  
Writing Instructors

The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued that using the criteria provided by instructors could lead to discrepancy between assessment, teaching, and learning. It adopted a participatory approach and investigated how to involve learners in co-constructing the assessment criteria with instructors in tertiary English writing instruction in China, based on the European Language Profile (ELP), an evolved version of the Common European Framework of Reference for Languages (CEFR). Two writing instructors and 146 tertiary students played different, yet interactive roles in adapting the assessment criteria in the local context. Instructors drafted the criteria in line with curricula, teaching, learning and learners. Learners utilized the draft criteria in a training session and suggested possible modifications to the criteria in a survey. Suggestions were used to revise the descriptors alongside teachers’ reflections via reflective logs. A follow-up survey explored students’ perceptions of the feasibility and usefulness of the modified descriptors to investigate the effectiveness of co-constructing the assessment criteria for learning and reveal further improvement if necessary. Vigilant decision-making processes were thickly described regarding how assessment descriptors were selected, arranged, and modified to constructively align them with curricula, teaching, and learning. Statistical and thematic analyses were conducted to examine the accessibility, feasibility, and usefulness of the assessment descriptors prior to and after the modifications. Results substantiated the effectiveness and thus the importance of co-constructing assessment criteria for enhancing the quality of assessment criteria and developing learners’ cognitive and metacognitive knowledge of writing and assessment. Implications for language tutors regarding co-constructing assessment criteria in local contexts were deliberated on at the end of the article.

Comparison of a gross anatomy laboratory to online anatomy software for teaching anatomy

2015 ◽  
Vol 9 (1) ◽  
pp. 52-59 ◽  
Author(s):  
Virgil Mathiowetz ◽  
Chih-Huang Yu ◽  
Cindee Quake-Rapp
Keyword(s):  
Gross Anatomy ◽  
Teaching Anatomy ◽  
Anatomy Laboratory
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