JISC

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The aim of this project was to understand the impact of reusable learning content on anatomy and physiology on the learning and practice of undergraduate paramedic students through redesigning and developing an existing module offered during year 1 of undergraduate degree preparation.

Executive Summary

The overall aim of this project (ADAPT) was to:

1. understand the impact of reusable learning content related to anatomy and physiology on the learning and practice of undergraduate paramedic students through redesigning and developing an existing module offered during year 1 of undergraduate degree preparation
2. utilise reusable learning objects (RLOs) that have been created and held by other institutions and organisations; identify, access and evaluate useful materials on line that could be deposited and incorporated into a repository and repurpose existing learning and teaching materials and activities to support the objectives of the project and student learning activities

In the process of achieving these aims, three reusable learning objects (RLOs) were developed.  The RLOs were in the form of a learning package that utilised a range of individual items, such as diagrams and pictures, to create a larger more complex RLO in its own right.  These were called ‘learning packages’ to differentiate them from individual images or objects such as pictures, slides, diagrams etc. The learning packages developed as a result of repurposed materials were:

• Understanding Body Fluid Balance
• A Neuro Primer ( supporting study of the Central Nervous system)
• Pain theories – this was designed to use individually designed, institutionally owned images developed for the SONIC project .  This RLO also incorporates the RLO developed by the project team for the JISC ReProduce project, BioPeL.  All images have been repurposed within a contextual frame of new text and learning strategies

These RLOs were built using Wimba, formerly Course Genie. 

Permission to use resources was sought through repurposing the letter and licence agreement developed by the ReVOLVE .team These RLOs used sourced objects and images that were externally sourced and repurposed.  Copyright issues were problematical; with limited response from owners and authors. The complexity of the paperwork seeing copyright permission was cited as a factor in refusing permission to use existing objects.  Publishers refused copyright requests

Internally, the project provided the team members with the opportunity to enhance and refresh existing resources located in module e-learn sites, not just for the module that provided the vehicle for the project, but across other similar modules.  It is noted that a number of repositories are growing, although not all provide materials that are suitable for the use in the teaching of anatomy and physiology. 

The RLOs developed by the project will be made available to Jorum and be made available for use across the University of Central Lancashire through networking and internal dissemination activities.

The project successfully redesigned and developed an existing module to act as a vehicle for the development of RLOs and to provide a base from which new approaches to the teaching of anatomy and physiology for undergraduate healthcare students could be developed.  A small survey was carried out during the project to explore students perceptions of the range of learning objects being made available to them via the virtual learning environment (e-learn).  The students were positive about the usefulness of a variety of learning materials and methods of delivery, which suggests that the students like the traditional lecture format but also like a variety of other approaches to support the delivery of their course.  Tutor contact in the classroom remains an important factor in supporting learning.

The project highlighted the complexity of dealing with copyright and intellectual property rights in the development of RLOs; this factor may be an insurmountable issue for individual lecturers developing RLOs.  A wide range of good quality materials are widely available on the internet from publishers of anatomy and physiology texts.  It is simpler to provide students with appropriate links to websites, although these should be regularly reviewed for accuracy and effectiveness in promoting understanding and self assessment.  Some sites may also limit access to materials.  Increasingly creative commons is noted on sites that make materials available to individuals.  Anecdotally, students prefer to use the materials supplied in the virtual learning environment by their lecturers as the  materials are perceived to be ‘quality assured’.

Repurposing learning materials for use in a local context is costly in terms of time and challenging to lecturers who have not gained IT skills or can confidently use web based tools.  The project did not allow evaluation of the useful life of the RLOs that were developed, although lecturers refresh and check access to objects on e-learn at the beginning of the academic year.

The team will continue to develop module based virtual learning environments and reflect on associated pedagogical approaches to the teaching of anatomy and physiology to healthcare students.  The development of institutional repositories may offer a way forward in respect of sharing existing materials, although RLO development appears to be driven through projects such as the JISC ReProduce programme.  Without the drivers to develop RLOs the impact they will make on student learning may be of limited value.

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