The Future

Using Technology and Fostering Improvements in Learning

• Learning Management Systems

  • More faculty should make an effort to use additional methods for disseminating knowledge, such as video clips, podcasts, online powerpoints, etc.

  • More and more faculty are making own course materials, be it University only materials or specific to that year and course (Herried & Schilling, 2013). The Anatomy course has developed it's own manual completed by students and edited by myself and the professor of the course. I would like to see online materials equivalent to this idea

  • Course Capture is the University of Delaware's version of Screencast-o-matic. It works best with power points displaying what is shown on your screen. Using a touch screen that allows drawing would open this technology to lectures like Anatomy or Physiology where professors still draw on the board.

    • LiveMark is a new app added to UD Capture that allows students to "tag" slides and make annotated notes so when they then go home to study they have their own personalizes version of that lecture, allowing them to mark what they specifically need assistance with

• Creating a page for Anatomy students to supplement hands-on dissections with virtual reality dissections

  • Maza (2010), discussed how the Apple application of QuickTime Virtual Reality movie modules aided veterinary students in their studying and gave them more options for studying which assisted in dealing with the ever-growing student body.

• Mobile learning

  • In addition to online dissection guides to assist laboratory learning, studies have begun to look at mobile apps. The Nutribiochem app (Teri, et.al., 2013), allows students to view what looks like "flash cards" right on their phones, allowing them to study at anytime, anywhere.

• Worrilow Hall Renovations

  • The ideal complete renovation will make Worrilow compatible with UDL learning and re-connect it to Townsend Hall.

  • Anatomy Lab would become a much more technological and mobile environment, allowing students to easily move to and share their dissections with classmates.

    • Moving stationary objects to the outside walls, such as sinks would open the floor for more free-flowing movement

    • Lighting and camera systems would allow students to project their dissections around the classroom so they can aid each others learning