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Reference #: VAL-1018-906338
Submit Date: 04/15/2002 16:21:15-0500
Presentation Type: platform
CONTACT: Dennis Valenzeno
Department of Molecular and Integrative Physiology University of Kansas
Medical Center 3901 Rainbow Boulevard Kansas City, KS 66160-7401
The Digital Photobiology Compendium: The
Future of Teaching and Learning
AUTHOR GROUP:
Dennis Valenzeno 1
Department of Molecular and Integrative Physiology University of Kansas Medical Center 3901 Rainbow Boulevard Kansas City, KS 66160-7401 1
ABSTRACT:
Will computers and the web have such a revolutionary impact that we will no longer have need for teachers and face-to-face interaction? Very likely, not, but there is the potential for a significant improvement in our instructional methods. Web-based educational aids can enhance active participation by learners and can foster discussion among learners and between a learner and instructor. If well designed, they can increase the amount of time that learners spend on task. These are all goals proposed by Seven Principles for Good Practice in Undergraduate Education (Chickering and Gamson, AAHE Bull., 1987). Web-based education offers scientific societies the opportunity to rejuvenate their role in fostering education. Societies are uniquely positioned to 1) act as forums for discussion regarding educational materials, 2) to organize groups of discussants to initiate action, 3) to serve as a focus to attract external funding, 4) to provide content experts to direct development of educational materials and 5) to provide experts for peer-review of new materials. The latter function, peer review, is critical in that it allows the materials to be posted as citable, peer-reviewed publications. To date, many if not most, web-based learning resources have been simply web pages that reproduce the printed page. The use of the web has been an afterthought . . . an add-on. From a cognitive science perspective, this educational approach is flawed. According to Reese (Med. Educ. Online 3(1) 1998), "Computers are a supplement that can enhance the effectiveness of all instructional techniques. However, their use must be integral to the instruction rather than simply being added on to existing courses." In photobiology the Digital Photobiology Compendium (DPC) is incorporating the principles described above. It consists of a set of interactive web-based modules that can be assembled into different Works to serve learners at multiple levels. The key feature of this Digital Compendium that sets it apart from other sets of learning modules is the integration of the modules, their organization into a matrix, as described below, and the ability to custom-assemble these modules in different orders. Interactive elements are being designed into the learning modules of the DPC from its inception, to engage learners in their own education.
Keywords: digital photobiology compendium, education, teaching, learning
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