Raymond Tedman

Evolution of Teaching and Learning Paradigms in Intelligent Environment

This book on the evolution of teaching and learning paradigms in intelligent environment presents the latest ideas pertaining to educational pedagogy. The following contents are included: Introduction to the Evolution of Teaching and Learning Paradigms; Why Designers cannot be Agnostic about Pedagogy: The Influence of Constructivist Thinking in Design of e-Learning for HE; Problem Based Learning in an E-learning environment A Case Study at Griffith University School of Medicine; Education Ontologies Construction for Personalised Learning on the Web; Sequencing in Web-based Education; From Dungeons to Classrooms; The Development of an Approach to Learning within the Middle Schooling Paradigm; Data Mining in E-Learning; Data Mining of Virtual Campus Data; Authoring and Management Tools For Adaptive Educational Hypermedia Systems; Technology and Pedagogy How to Learn Technique. This book is directed to teaching professionals of all disciplines.

Student perception of a new integrated anatomy practical program: does students' prior learning make a difference?

While there is evidence that science and non‐science background students display small differences in performance in basic and clinical sciences, early in a 4‐year, graduate entry medical program, this lessens with time. With respect to anatomy knowledge, there are no comparable data as to the impact previous anatomy experience has on the student perception of the anatomy practical learning environment. A study survey was designed to evaluate student perception of the anatomy practical program and its impact on student learning, for the initial cohort of a new medical school. The survey comprised 19 statements requiring a response using a 5‐point Likert scale, in addition to a free text opportunity to provide opinion of the perceived educational value of the anatomy practical program. The response rate for a total cohort of 82 students was 89%. The anatomy practical program was highly valued by the students in aiding their learning of anatomy, as indicated by the high mean scores for all statements (range: 4.04–4.7). There was a significant difference between the students who had and had not studied a science course prior to entering medicine, with respect to statements that addressed aspects of the course related to its structure, organization, variety of resources, linkage to problem‐based learning cases, and fairness of assessment. Nonscience students were more positive compared to those who had studied science before (P levels ranging from 0.004 to 0.035). Students less experienced in anatomy were more challenged in prioritizing core curricular knowledge. Clin. Anat. 24:664–670, 2011.

Problem-Based Learning in an e-Learning Environment: A Case Study at Griffith University School of Medicine

Increasing numbers of medical schools in Australia and overseas have moved away from didactic teaching methodologies and embraced problem-based learning (PBL) to improve clinical reasoning skills and communication skills as well as to encourage self-directed lifelong learning. In January 2005, the first cohort of students entered the new MBBS program at the Griffith University School of Medicine, Gold Coast, to embark upon an exciting, fully integrated curriculum using PBL, combining electronic delivery, communication and evaluation systems incorporating cognitive principles that underpin the PBL process. This chapter examines the educational philosophies and design of the e-learning environment underpinning the processes developed to deliver, monitor and evaluate the curriculum. Key initiatives taken to promote student engagement and innovative and distinctive approaches to student learning at Griffith promoted within the conceptual model for the curriculum are (a) Student engagement, (b) Pastoral care, (c) Staff engagement, (d) Monitoring and (e) Curriculum/ Program Review.

Integrating Regular, On-Line Evaluation by Students into the Curriculum Review Process in an Australian Medical Program

The School of Medicine Resources Management System (SOMRMS) supports the medical program at Griffith University via on-line delivery of various types of learning resources. One of the key functionalities of this system is the capacity for regular collection of on-line evaluations. PBL tutorial groups evaluate their perceptions of the groupâ??s learning against the stated learning objectives and these results are immediately available for review by staff. This paper presents data demonstrating the important role that this evaluation tool plays. It promotes student engagement by linking their evaluations to consequential course and curriculum improvements, highlights staff development needs and assists in the identification of students at risk.

Introduction to the evolution of teaching and learning paradigms

The increasing popularity of the move to e-learning or webbased education throughout the world has not only accompanied advances in information technology, but has brought about a recognition of the importance of the need for teachers to keep pace with changes in teaching and learning in areas of organisation, curriculum, infrastructure and pedagogy. Constructivism has been an underlying pedagogy that has influenced education since the middle of the twentieth century and continues to form an important foundation for e-learning. It continues to guide the move to help students acquire the higher level cognitive abilities of comprehension, application, analysis, evaluation and hypothesis creation. This chapter provides a brief overview of the changes in teaching and learning including the latest ideas, theories and technologies being applied in web-based education world-wide.

Bilateral Chondroepitrochlearis Muscle: Case Report, Phylogenetic Analysis, and Clinical Significance.

Anomalous muscular variants of pectoralis major have been reported on several occasions in the medical literature. Among them, chondroepitrochlearis is one of the rarest. Therefore, this study aims to provide a comprehensive description of its anatomy and subsequent clinical significance, along with its phylogenetic importance in pectoral muscle evolution with regard to primate posture. The authors suggest a more appropriate name to better reflect its proximal attachment to the costochondral junction and distal attachment to the epicondyle of humerus, as “chondroepicondylaris”; in addition, we suggest a new theory of phylogenetic significance to explain the twisting of pectoralis major tendon in primates that may have occurred with their adoption to bipedalism and arboreal lifestyle. Finally, the clinical significance of this aberrant muscle is elaborated as a cause of potential neurovascular entrapment and as a possible hurdle during axillary surgeries (i.e., mastectomy).