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

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