Multimedia Bootcamp

Looney, Ryan; Ramsey, Ellen

doi:10.1300/j115v25n03_08

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Medical Reference Services Quarterly

2006

DOI: 10.1300/j115v25n03_08

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Multimedia Bootcamp

Ryan Looney

Ellen Ramsey

Abstract: As students entering college, graduate, and professional schools have increased needs and preferences for multimedia in instruction, faculty need to learn appropriate techniques for integrating technology into their educational duties. Instructional designers at the Claude Moore Health Sciences Library at the University of Virginia developed and implemented aMultimedia Bootcamp to help faculty and their support staff develop the skills necessary to integrate technology into teaching.

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Cited by 4 publications

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E‐Teaching and Learning Preferences of Dental and Dental Hygiene Students

McCann¹,

Schneiderman²,

Hinton³

2010

Journal of Dental Education

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This project was conducted to identify student preferences for e-teaching and learning. An online Student Preferences for Learning with E-Technology Survey was developed to assess computer experiences, the use and effectiveness of e-resources, preferences for various environments, need for standardization, and preferred modes of communication. The survey was administered in May 2008 to all dental and dental hygiene students at Baylor College of Dentistry. There was an 85 percent response rate (n=366/432). About two-thirds of the students found college e-resources effective for learning. They preferred printed text over digital (64 percent) and wanted e-materials to supplement but not replace lectures (74 percent). They reported e-materials would "extensively" enhance learning, such as e-lectures (59 percent), clinical videos (54 percent), and podcasts (45 percent). They reported the need for a central location for e-resources (98 percent) and an e-syllabus for every course (86 percent) in a standard format (77 percent). One dificulty reported was accessing e-materials from external locations (33 percent). Students commented on the need for faculty training and standardization of grade posting. A qualitative theme was that e-resources should not replace interactions with faculty. Some infrastructure problems have been corrected. Planning has begun for standardization and expansion of e-resources. These improvements should enhance learning and increase the options for individualizing instruction, study strategies, and course remediation.

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E‐Teaching and Learning Preferences of Dental and Dental Hygiene Students

McCann¹,

Schneiderman²,

Hinton³

2010

Journal of Dental Education

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Effective Use of e‐Grading in the Dental Simulation Clinic

Morrow

Pulido

Smith

et al. 2014

Journal of Dental Education

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The purpose of this article is to describe the development and implementation of a grading software system, accessible from any platform, that engages today's generation of students and replaces paper grading. Set up at one U.S. dental school in an all-access, anytime (24/7) web-based program accessed through tablets, the software allows for a comparison between students' self-grading and instructor grading. This comparison facilitates student-faculty interaction, promoting discussion and student learning. The software can also be used for practical examination grading in which blinded grading between instructors is possible. The data gathered can produce descriptive reports students can draw upon to encourage self-learning and guided learning, propelling students to a better understanding of critical principles as they progress through multiple psychomotor skill sets. Other reports generated by the software allow for instructor calibration, exporting of grades directly into the university grading report system, and visual analysis of trends within each class. In a post-course survey, students (56 percent response rate) and faculty (79 percent response rate) agreed that the electronic grading was more eficient and allowed more time for faculty-student interaction than the previous grading system, thus creating an environment more conducive to learning. Overall, the software has improved students' perception of enhanced kinetic skills, while facilitating administration of preclinical projects and practical examinations.

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Podcasting at the University of Virginia Claude Moore Health Sciences Library

Ragon

Looney

2007

Medical Reference Services Quarterly

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The Claude Moore Health Sciences Library co-sponsors a History of the Health Sciences Lecture Series in the fall and spring of each year. Each lecture is produced and recorded for the benefit of the University of Virginia Heath System and members of the surrounding community. In the fall of 2005, the Library decided to begin podcasting the lectures via the Internet. This article describes the investigation process for creating access to the content via podcast, Webcast, and direct download. The article also addresses how the Library is teaching podcasting in its annual Multimedia Bootcamp and exploring additional uses for podcasting. doi:10.1300/J115v26n01_02.

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Multimedia Bootcamp

Cited by 4 publications

References 2 publications

E‐Teaching and Learning Preferences of Dental and Dental Hygiene Students

E‐Teaching and Learning Preferences of Dental and Dental Hygiene Students

Effective Use of e‐Grading in the Dental Simulation Clinic

Podcasting at the University of Virginia Claude Moore Health Sciences Library

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