Ambient Learning Spaces: Systemic Learning in Physical-Digital Interactive Spaces

Abstract

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Reconsidering laboratory‐based anatomy within the backdrop of digital transformation: Bringing an old practice into a new world

“…• Digitalization-for partnership between anatomy instructor and information technology (IT) specialist (anatomical data capture) in effective demonstration of anatomy (i.e., dissection approach, scripting and synchronous presentation, application of camera tools and basic cinematography techniques, capturing video, audio and still images, post-production editing of visual and audio materials, importing into VR and beyond) to bring students virtually into the laboratory and promote the "learn anywhere anytime" model of the flexible curriculum (Herczeg et al, 2021;Kumari et al, 2021;Sulla, 2021).…”

“…Learners using mobile devices, computers with online resources, and other devices (i.e., smart phones, tablet computers, gaming platforms, hand‐held ultrasounds, and head‐mounted displays) navigated their way through the real world of anatomy, dissection, and clinical imaging by contextualizing their learning within their surroundings (Langran, 2022). However, there is a need for a development of the ambient learning space (ALS) architecture (Herczeg et al, 2021), which could integrate all learning applications and would be able to initiate and organize learning activities to guide students in this process. The ALS architecture and associated media platforms need to be constructed as a cloud‐based databases to be accessible anywhere and anytime by students (Herczeg et al, 2021).…”

“…However, there is a need for a development of the ambient learning space (ALS) architecture (Herczeg et al, 2021), which could integrate all learning applications and would be able to initiate and organize learning activities to guide students in this process. The ALS architecture and associated media platforms need to be constructed as a cloud‐based databases to be accessible anywhere and anytime by students (Herczeg et al, 2021).…”

“…The process of digital transformation that occurs in three stages (Schmitt & Eilderts, 2018) can be adopted in the synchronous live streamed video generated cadaveric instruction model. These include digitization, digitalization, and the digital transformation itself: Digitization —for capturing and conversion of high‐quality visual data of authentic anatomy from clinical databases into a digital format (i.e., photography, videography, and 3D capturing) into transmittable assets. Digitalization —for partnership between anatomy instructor and information technology (IT) specialist (anatomical data capture) in effective demonstration of anatomy (i.e., dissection approach, scripting and synchronous presentation, application of camera tools and basic cinematography techniques, capturing video, audio and still images, post‐production editing of visual and audio materials, importing into VR and beyond) to bring students virtually into the laboratory and promote the “learn anywhere anytime” model of the flexible curriculum (Herczeg et al, 2021; Kumari et al, 2021; Sulla, 2021). Digital Transformation —resultant paradigm shift in how cadavers should be utilized for teaching and learning (i.e., dissection approaches, expert driven prosections, anatomical competency aligned learning tools, live stream synchronous instruction, and learner engagement).…”