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  • Welcome
  • Module 1: Online learning: introduction and design
    • eLearning Ideas
    • Share your eLearning idea
  • Module 2: Online teaching techniques and tools
    • Structure and preparatory readings
    • Week 1: Introduction
    • Week 2: Tools and methods for collaborative online groupwork
    • Week 3: Gamification within e-learning
    • Week 4: Open and inclusive teaching approaches
    • Week 5: Final Assignment
    • General e-Learning Resources
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A SPLOT on the Web: DIGIHEALTH.

Blame cogdog for the TRU Collector Theme, based on Fukasawa by Anders Norén.

Enhancing the Teacher Presence in the Dental Anatomy and Morphology Course

Faculty: Dentistry

Course Name: Dental Anatomy and Morphology

Category: Core

Level: first year

Redesign the course:

1) Why (Aim and Objectives)

This course primarily runs through the goal–action–feedback–revision cycle, the modelling cycle. The current plan allows student to receive comments on their work and modify the work automatically in accordance. We aim at adopting a more active environment where the learner can develop an intrinsic feedback.

2) How (Activities)

We will embrace strategies of both instructional and learning experience designs through:

– Supporting students with animation videos to set the rules of the lab work and to highlight the important issues that guide the students during practice. In addition, videos illustrating the mechanism of carving teeth models would be added to all studied teeth after the related sessions.

– Brainstorming students’ minds via setting images of erroneous carving or drawing of certain teeth and the students should find out where the wrong practice lies. This can be done as an individual game, embedded in a discussion forum in Moodle or both.

– Helping the learners acquire knowledge from experience gained through comparing their drawings with standards, as we will create transparent background, standard images of the studied views of the teeth and upload it in our Moodle for the students to compare it with their drawings.

– Gaining feedback from our students at a regular basis using mentimeter®.

3) Outcome /Output (Main Results)

Enhancing the teacher presence through providing support to the students to sustain the good work and facilitation to learn evaluating other artifacts. This can definitely enhance their capabilities and understandings of the components and dimensions. With the proposed design, the learners should be enabled to identify teeth morphology and become more aware of their work.

4) Intended Outcome Learning (Expected Impact)

Create a supported, active environment, where the students are encouraged to develop their own evaluations.

5) Necessary persons and support (do you need some specific technical skills or specific support to make the project happen?)

No specific skills are needed.

Participants: Adnan Barakeh, Nesrin Khankan.

Shared by: Nesrin Khankan
Image Credit: Nesrin Khankan

  • May 14, 2020
  • In: Arab International University, Syria
  • Tagged: Active, Facilitate intrinsic feedback., Support

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2 Comments

  1. Fabio Nascimbeni

    June 1, 2020

    Very nice project, congratulations. I appreciated the gamification component in the brainstorming part, and I suggest you explore the option of using a collaborative (and not an individual) gaming approach.
    Best,
    Fabio Nascimbeni

    Reply
  2. Nesrin Khankan

    June 3, 2020

    Thank you Fabio for the feedback. I will follow your suggestion and incorporate team games in my course plan.

    Reply

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