 |
| PROJECT NUMBER: 04 |
|
INSTRUCTOR(S):
K. Donohue, J. Gillen, Hostos Community College, CUNY
|
TITLE:
The Heart, Arrhythmias, and Drugs
|
PROJECT DESCRIPTION:
Students see the anatomy and physiology of the heart; and the effects of drugs on abnormal heart rhythms. |
DISCIPLINE:
Biology
|
|
|
SUBJECT AREA:
Biology/Nursing |
GRADE-LEVEL:
Undergraduate |
INSTRUCTIONAL
GOAL: (competency that students should be able to demonstrate
upon completion
of the entire unit)
Develop the ability to learn complex concepts and test their own competence.
|
PERFORMANCE
OBJECTIVE: (use an action verb in a description of a measurable
outcome)
To be able to learn difficult content, self-test comprehension of material, use modular format to determine learning needs, be guided to use internet resources.
|
RATIONALE:
(brief justification -- why you feel the students need to
learn this topic)
Complex cardiovascular concepts are more easily comprehended by students utilizing a multimedia approach in both nursing and biology courses.
|
LESSON
CONTENT: (what is to be taught)
The normal heart and its anatomy and physiology, rhythms, and conductivity. Abnormal rhythms and the effects of medications on these arrhythmias.
|
INSTRUCTIONAL
PROCEDURES:
a. Focusing event (something to get the students' attention):
Interactive materials where students are able to test their skills. |
b. Teaching procedures (methods you will use):
Video technology, Flash animations, non-linear storytelling strategies, external links |
c. Formative check (progress checks throughout the module):
Multimedia quizzes, fill-in questions with expert checks, critical thinking. |
d.
Student Participation (how you will get the students
to participate):
Students self-learn at their own pace, and test themselves. |
e. Closure (how you will end the module):
Students are encouraged to go to external links for more detailed learning. |
|
EVALUATION
PROCEDURES: (how you will measure outcomes to determine if
the material has been
learned)
Students completed a survey developed by the authors. Changes were made in content and navigation as a result. Students determine their own competency by tests and feedback.
|
MAJOR
TECHNOLOGY:
Flash
|
OTHER
REQUIRED TECHNOLOGY: (what students will need in order to experience
this module online--plugins, viewers,
etc.)
Video |
CONTACT
INFORMATION:
| First
Name: J. |
Last
Name: Gillen |
| Email
Address: jgillen@hostos.cuny.edu |
Phone: |
|
ABSTRACT:
Hostos Community College has encouraged its faculty to develop projects across departmental lines as well as to be technologically aware. In teaching the cardiac system to both biology and nursing students at the community college level, two faculty members became cognizant that other teaching methods needed to be instituted. After review of the multimedia literature, the authors developed the beginnings of an interactive project, using Flash animation with the technical support of the Advanced Educational Systems Lab, NYU School of Medicine, and later, our own college's Instructional Technology division. The main goal of the project is to present complex cardiovascular concepts in an interactive fashion utilizing a multimedia approach in both nursing and biology courses. Students learn by doing in a self-paced approach, with frequent feedback provided. After learning the anatomy and physiology of the heart, patients are presented using a video format, followed by non-linear storytelling and interactive learning of abnormal heart rhythms and medications used for treatment. |