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Evaluating Epidemiological Data

Evaluating Epidemiological Data. A case study in web-based learning. Glyn Jones York College. Objectives. To deliver AS Biology ‘Infectious Diseases’ and ‘Epidemiology’ topics via Internet. To experiment with on-line learning tools. To experiment with on-line assessment tools.

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Evaluating Epidemiological Data

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  1. Evaluating Epidemiological Data A case study in web-based learning. Glyn Jones York College

  2. Objectives • To deliver AS Biology ‘Infectious Diseases’ and ‘Epidemiology’ topics via Internet. • To experiment with on-line learning tools. • To experiment with on-line assessment tools. • To investigate potential of collaborative work using Virtual Learning Environment (Blackboard). • To re-purpose web-based material (especially on JISC servers) for educational use.

  3. Why? • New Learning Experiences. • Potential for ‘independent learning’ to reduce pressure on in-class contact time. • Potential to reduce staff marking burden. • Potential for distance learning / use on part-time courses.

  4. How? • Advanced Tutor Role. • JISC funding - remission time and hardware. • Lots of technical help!

  5. Benefits of on-line approach • Material presented in a novel format, e.g. animated presentations. • Interactivity - students engaged. • Differentiation - extension materials for stronger students, support for weaker ones. • Pace - students work at their own speed. • Students improve their IT skills.

  6. Possible difficulties • Lack of personal contact. • Technophobes / students with poor IT skills. • Monitoring student progress and chasing up stragglers. • Access for students with special needs.

  7. Assignment design • Simple worksheets. • VLE quizzes. • Interactive worksheets. • VLE Group work.

  8. Simple worksheets • Set of questions to be answered by visiting a website. • May involve calculations. • May involve relatively complicated interaction with website, e.g. AIDS data worksheet. • Can easily be printed off and kept in notes. • DISADVANTAGE : not easily tracked, unless e-mailed to teacher.

  9. VLE quizzes • Easily constructed within Blackboard. • Can be used to confirm learning at end of topic. • Non-threatening, can be re-taken. • Can give student thorough feedback. • Self-marking, and entered into spreadsheet. • DISADVANTAGES : some limits with question style. not suitable for assessment.

  10. Interactive worksheets • Unlike earlier worksheets, students enter their answers into a form of ‘VLE quiz’. • Answers are fed into ‘Gradebook’ spreadsheet. Monitoring is better. • Immediate feedback is possible. • DISADVANTAGE : Although answers can be printed off, they do not make very convenient notes for later revision.

  11. VLE group work • Students work together on a research project. • Research groups each consist of 3 students from different classes. • Communication is through VLE discussion boards. • Students’ contributions are logged, and progress can be tracked by teacher. • Teacher can intervene or chase if group is not making progress.

  12. Potential Key Skills (!) • Communication – clearly counts as a report, and use of 2 or more information sources. • Working With Others - possible whole key skill in one go (if some evaluation is added). • Depends on whether EdExcel will accept electronic evidence…

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