Apps i anatomiundervisningen - perspektiver for et nyt learning design
DOI:
https://doi.org/10.7146/lom.v9i15.23081Keywords:
universitetspædagogik, learning design, informationsteknologiAbstract
Dansk Formålet med denne artikel var at diskutere, hvordan Learning Design kan anvendes ved implementering af mobile platforme i undervisningen på universitetsniveau. Med udgangspunkt i teoretiske modeller og undervisernes overvejelser diskuteres brug af Learning Design og implementering informationsteknologi med afsæt i anvendelse af applikationer til tablets og smartphones i anatomiundervisningen på Aarhus Universitet. Sekundært præsenterer artiklen resultater fra et pilotprojekt i anatomiundervisningen på medicinstudiet, Aarhus Universitet, der viser, at de studerende er positivt indstillede over for informationsteknologi i undervisningen, at de er teknologiparate, og at anatomiapplikationerne forbedrer de studerendes oplevelse af tredimensional forståelse. Ved anvendelse af et veltilrettelagt Learning Design kan undervisningssessioner og kurser designes til i højere grad at anvende informations- og uddannelsesteknologi i integrerede læringsforløb. English The purpose of the this study was to discuss how Learning Design can be used when implementing mobile learning devices in education at universities. Based on theoretical models and the teachers’ thoughts and reflections, the use of Learning Design and implementation of information technology is discussed on the basis of using tablets and smartphones with anatomy specific applications in anatomy courses at the School of medicine, Aarhus University, Denmark. Secondarily, the results from a pilot project including tablets in anatomy teaching are presented, showing that the students have a positive attitude towards information technology in education, that they are used to using information technology in education, and that anatomy applications improve the students’ understanding of anatomy in three dimensions. By application of a well-designed Learning Design, teaching sessions can implement information- and educational technology in a combination of in-class and out-of-class.Downloads
References
Aarhus Universitet, Institut for Biomedicin. (2015). Kursuskatalog, makroskopisk anatomi. Retrieved from http://kursuskatalog.au.dk/coursecatalog/Course/show/57708/
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., . . . Wittrock, M. C. (2001). In Anderson L. W., Krathwohl D. R. (Eds.), A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Pearson: Allyn and Bacon.
Brooks, W. S., Woodley, K. T., Jackson, J. R., & Hoesley, C. J. (2015). Integration of gross anatomy in an organ system-based medical curriculum: Strategies and challenges. Anatomical Sciences Education, 8(3), 266-274.
Christensen, R. (2002). Effects of Technology Integration Education on the Attitudes of Teachers and Students. Journal of Research on Technology in Education, 34:4, 411-433.
Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., . . . Bower, M. (2013). The larnaca declaration on learning design – 2013. Retrieved from www.larnacadeclaration.org
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Sciences, 35(8), 982-1003.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319-339.
Dee Fink, L. (2013). Chapter four: Designing significant learning experiences II: Shaping the learning experience. Creating significant learning experiences: An integrated approach to designing collage courses. San Francisco: Jossey-Bass.
Eizenberg, N. (1988). Approaches to learning anatomy: Developing a programme for preclinical medical students. In P. Ramsden (Ed.), Improving learning: New perspectives Kogan Page.
Ellaway, R., Dalziel, J., & Dalziel, B. (2008). Learning design in healthcare education. Medical Teacher, 30(2), 180-184.
Friesen, N. (2012). Report: Defining blended learning. Retrieved from http://learningspaces.org/papers/Defining_Blended_Learning_NF.pdf
Garg, A. X., Norman, G., & Sperotable, L. (2001). How medical students learn spatial anatomy. Lancet (London, England), 357(9253), 363-364.
Godsk, M. (2006). Power to the teachers! empowering teachers to author web-based learning material with easy-to-use tools. Proceedings of the 12th International Conference of European University Information Systems. University of Tartu. 278-282.
Godsk, M. (2013). In Bastiaens T., Marks G.(Eds.), STREAM: A flexible model for transforming higher science education into blended and online learning. Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE).
Griksaitis, M. J., Sawdon, M. A., & Finn, G. M. (2012). Ultrasound and cadaveric prosections as methods for teaching cardiac anatomy: A comparative study. Anatomical Sciences Education, 5(1), 20-26.
Huang, J. -., Lin, Y. -., & Chuang, S. -. (2007). Elucidating user behavior of mobile learning: A perspective of the extended technology acceptance model. Electronic Library, 25(5), 585-598.
Knezek, G., & Christensen, R. (2008). The importance of information technology attitudes and competencies in primary and secondary education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (Vol. 20, pp. 321-331). New York: Springer US.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Meyer, H. (2005). Ti kendetegn på den gode undervisning. Hvad er god undervisning? [Was ist guter Unterricht?] (1.th ed., pp. 23-37). Danmark: Gyldendals lærerbibliotek.
Mor, Y., Craft, B., & Maina, M. (2015). Introduction: Learning design: Definitions, current issues and grand challenges. In M. Maina, B. Craft & Y. Mor (Eds.), The art and science of learning design (pp. ix-xxvi). The Netherlands: Sense Publishers.
Moravec, M., Williams, A., Aguilar-Roca, N., & O'Dowd, D. K. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE Life Sciences Education, 9(4), 473-481.
Pandey, P., & Zimitat, C. (2007). Medical students' learning of anatomy: Memorisation, understanding and visualisation. Medical Education, 41(1), 7-14.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
Reeves, T.C. (2011). Can Educational Research Be Both Rigorous and Relevant? Educational Designer, 1(4).
Smith, C. F., & Mathias, H. S. (2010). Medical students' approaches to learning anatomy: Students' experiences and relations to the learning environment. Clinical Anatomy (New York, N.Y.), 23(1), 106-114.
Sweetman, G. M., Crawford, G., Hird, K., & Fear, M. W. (2013). The benefits and limitations of using ultrasonography to supplement anatomical understanding. Anatomical Sciences Education, 6(3), 141-148.
Wilhelmsson, N., Dahlgren, L. O., Hult, H., Scheja, M., Lonka, K., & Josephson, A. (2010). The anatomy of learning anatomy. Advances in Health Sciences Education: Theory and Practice, 15(2), 153-165.
Winkelmann, A. (2007). Anatomical dissection as a teaching method in medical school: A review of the evidence. Medical Education, 41(1), 15-22.
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 Tidsskriftet Læring og Medier (LOM)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the Journal of Learning and Media are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported Licens.
Authors retain copyright and grant the journal right of first publication; simultaneously articles are licensend under the Creative Commons Attribution license: Attribution-NonCommercial-NoDerviatives (by-nc-nd). Read about this license at https://creativecommons.org/licenses/by-nc-nd/3.0/
---
At LOM.dk, you will also find articles from the discontinued Journal for the Continuing and Further Education of the Danish Universities (UNEV). Note that special rules apply to UNEV articles:
It is the authors and any other copyright holder who have the copyright of articles published under the auspices of UNEV, and access to the articles is contingent on users acknowledging and complying with the associated legal guidelines:
- Users may download and print one copy of any UNEV publication for private studies or research.
- The redistribution of articles or the use of these for revenue-funded activities or commercial purposes are not allowed.
- It is not allowed to distribute the URLs of UNEV articles.
