Using technology effectively to promote learning

Examples of my key innovations in eLearning and assessment include:

 

A. Integrated online formative assessments with feedback

  • One of the major challenges for University programs is to provide timely feedback to students on their learning. For that reason, I am passionate about the importance of formative assessment, and have pioneered web-based assessments of this type at UNSW for more than a decade.
  • Since 2003, I have conceived, created, implemented and evaluated integrated online formative assessments in the biomedical sciences within the Medicine program. In doing so, I have developed a body of work that encompasses ten assessments with automated feedback, each embedded within a specific Phase 1 Medicine course. This group of assessments now forms the cornerstone of feedback to students in Phase 1 Medicine at UNSW, and have significant impact on learning (Velan et al., 2008).
  • My expertise and experience in developing online formative assessments has been sought by professional bodies (RCPA), international Departments of Pathology (University of Iowa, Leeds) and at UNSW by Schools within Medicine, as well as other Faculties.
    • For example, I was invited to lead the design of online formative assessments in large undergraduate Physiology courses at UNSW (350-400 students per semester), which resulted in identification of students at risk of failure and improved learning outcomes. The results of this intervention have been published in an international journal (Marden et al., 2013).
    • I intend to disseminate online formative assessment and feedback practice throughout UNSW as part of my role as a Scientia Education Fellow.

B. High-stakes online assessments for medical students

  • In collaboration with Prof Philip Jones, I led the development and implementation of integrated online high-stakes summative assessments for Phase 2 and Phase 3 Medicine.
  • The assessments are constructed using Questionmark Perception™, and are delivered securely via UNSW's Learning Management System. Each online assessment runs simultaneously across geographically dispersed campuses throughout NSW, and utilises a variety of questions (e.g. image-based) that take advantage of the online platform.
  • Students appreciate the rapid turnaround of results and detailed feedback following online examinations, and teachers appreciate the benefits of being able to utilise additional question formats (e.g. feature identification on images). From 2014, this approach has expanded to Phase 1 Medicine.
    • I intend to contribute to the development and implementation of a UNSW-wide approach to online assessment and feedback practice as part of my role as a Scientia Education Fellow.

C. Virtual microscopy adaptive tutorials (VMATs)

  • Microscopy is a key component of learning in Pathology and several other disciplines in Medicine, but many students find interpretation problematic, while large practical class sizes make it impossible for demonstrators to assist all students with difficulties.
  • In collaboration with staff and research students in the School of Computer Science and Engineering (and now the commercial entity Smart Sparrow), I initiated the development of software that enables the development and deployment of online virtual microscopy adaptive tutorials (VMATs) in Pathology.
  • Utilising that software, I created a suite of VMATs, which are embedded in blended learning practical classes in Phase 1 and Phase 2 Medicine. These tutorials allow students to interact with macroscopic and microscopic images of diseased tissue, have demonstrated impact on learning (Velan et al., 2009) and are crucial to provide feedback on learning by students in the Medicine program.
  • In 2014, employing this technology I led the development and implementation of ground-breaking online summative practical examinations for Phase 1 Medicine, which improve reliability and efficiency of assessment (saving 40 hours of academics’ time per iteration), as well as facilitating provision of feedback to students (please see a recorded webinar at https://youtu.be/EY6gxfinRsE for details).
  • VMATs have received almost universal high praise from students and staff. There is also objective evidence of learning benefits (Velan et al., 2009).
  • My VMATs have been adopted for use by other Australian universities (Monash, Canberra and James Cook) and my expertise in this area has been sought by the University of Melbourne and at UNSW by the School of Medical Sciences.

 

D. Images of Disease (IOD) app

  • In 2012-2013, in response to the geographical dispersion of medical students and leveraging the increasing trend towards eLearning on mobile devices, I obtained UNSW Learning and Teaching Development funding to lead the transformation of the Images of Disease (IOD) collection (primarily comprised of macroscopic museum specimens) into an interactive web-based application (http://iod.med.unsw.edu.au), and subsequently into an app (IOD).
  • The web-based and app versions of IOD have been overwhelmingly positively received by UNSW students. I subsequently led the development of a commercial version of the IOD app (the first commercial app produced by UNSW), which has been downloaded by thousands of users globally.

E. Online Testable Concept/Knowledge Maps

  • I led the development of novel testable online concept maps with automated feedback at UNSW, which have been integrated into the curriculum for Phase 1 and Phase 2 Medicine, and which have had a significant impact on learning (Ho et al., 2014)
  • In 2015-2017, utilising a UNSW Learning and Teaching Innovation Grant, I led the development of a novel system for online automated assessment and feedback on knowledge maps. This system has been piloted with Medicine and Medical Science students, resulting in significant improvement in students’ perceived understanding of complex concepts.

F. Audience Response Systems to Facilitate Student Engagement

  • In 2010 I led the introduction of an Audience Response System ('clickers') for large group teaching in my School and Faculty, having obtained UNSW Information Technology Investment Plan (ITIP) funding. Many UNSW Medicine teachers have subsequently employed this system in lectures to provide instant feedback.
  • In 2014, I pioneered the use of LectureTools™ at UNSW. This software enables online interactivity and feedback prior to, during and following lectures.
  • Student feedback and engagement during the lectures was overwhelmingly positive, confirmed by observational reports from staff of the Learning and Teaching Unit, leading to a UNSW pilot of Echo360's Active Learning Platform (which incorporates LectureTools) in 2015-6.

G. eLearning Modules

  • I led the development of web-based eLearning modules for the Phase 3 Medicine curriculum, focusing on important but conceptually difficult topics for senior medical students. These modules have had a significant impact on learning (Velan et al., 2010; Morgulis et al., 2012) and play an important role in UNSW Medicine’s blended approach to learning and teaching.

H. eDiagnostic

  • In collaboration with Prof Rakesh Kumar, I obtained UNSW Learning and Teaching Development funding to lead the development, implementation and evaluation of an eLearning tool (eDiagnostic) to help medical students learn about the rational use of diagnostic investigations.
  • The tool is integrated with UNSW Medicine’s eMed system, and has been overwhelmingly accepted by students.
  • In 2015, I obtained Health Workforce Australia funding ($45,750) to convert eDiagnostic into a tablet-friendly version that students will be able to use at point of care.
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