We are what we do: Examining learner‐generated content in the anatomy laboratory through the lens of activity theory

Abstract

Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have been explored within educational research, virtually no studies have investigated the use of learner-generated video and photograph content within anatomy dissection laboratories. This study outlines an activity involving learner-generated video diaries and learner-generated photograph assignments produced during anatomy laboratory sessions. The learner-generated photographs and videos provided instructors with a means of formative assessment and allowed instructors to identify evidence of collaborative behavior in the laboratory. Student questionnaires (n = 21) and interviews (n = 5), as well as in-class observations, were conducted to examine student perspectives on the laboratory activities. The quantitative and qualitative data were examined using the framework of activity theory to identify contradictions between student expectations of, and engagement with, the activity and the actual experiences of the students. Results indicate that learner-generated photograph and video content can act as a rich source of data on student learning processes and can be used for formative assessment, for observing collaborative behavior, and as a starting point for class discussions. This study stresses the idea that technology choice for activities must align with instructional goals. This research also highlights the utility of activity theory as a framework for assessing classroom and laboratory activities, demonstrating that this approach can guide the development of laboratory activities.

Use of High‐Definition Audiovisual Technology in a Gross Anatomy Laboratory: Effect on Dental Students’ Learning Outcomes and Satisfaction

“…Successful implementation of teaching innovations in a gross anatomy laboratory is one way to help increase student learning outcomes whether computer‐aided 4 or web‐based instruction 5 or employing 3D anatomy software 6 and dissections videos 7 , 8 . The literature is rich with studies using videos to enhance learning; examples include 2D and 3D anatomy videos, 7 streaming web videos, 11 and learner‐generated videos 12 . The increasing use of multimedia and simulation programs for anatomy instruction, however, continues to raise questions concerning their efficacy.…”

“…Videos are the most favored approach when teaching the anatomy laboratory because learning anatomy is a visually based endeavor. Video‐capturing methods such as 2D and 3D videos, 7 streaming edited web videos, 11 and learner‐generated videos 12 are methods of visualization used for teaching anatomy. To help improve the students’ anatomical learning experience at the University of Detroit Mercy School of Dentistry, the gross anatomy laboratory was upgraded with a dissection camera and sound system.…”

Don’t shoot! understanding students’ experiences of video-based learning and assessment in the arts

“…The use of learner-generated video to reflect on practice has been reported in a range of disciplines, including nurse education (Marita et al 1999;Pereira et al 2014), anatomical sciences (Doubleday and Wille 2014), mathematics (Borko et al 2008), surgery (Vaughn et al 2016) and sports education (Walters et al 2015). Taylor (2013) has proposed that "vlogging [video blogging] is an ideal medium for producing knowledge and sharing digital stories" precisely because it allows an informal channel where students can discuss and reflect on their own work.…”

Development of a Novel Peer‐sharing Application to Supplement Learning from Cadaveric Dissection

“…Learner‐generated content has become ubiquitous due to the emergence of platforms such as blogs (Dowling, 2013), Wikis (Philip et al, 2008; Wheeler et al, 2008), media sharing applications (Doubleday and Wille, 2014), and websites including YouTube (Orús et al, 2016), and social networking sites (Jaffar, 2014). Furthermore, LGC can take many forms, including digital media content such as podcasts, videos, and images (Lazzari, 2009; Doubleday and Wille, 2014; Orús et al, 2016), written content such as commentaries and discussions (Philip et al, 2008; Wheeler et al, 2008), and activities involving question generation (Sivagnanam et al, 2006; Davis, 2013; Yu and Chen, 2014). This strategy places learners in the role of content creators rather than just content consumers, engaging them in a creative and often collaborative process that is believed to promote learning (Doubleday and Wille, 2014).…”