Implementing Digital Media Presentations as Assessment Tools for Pharmacology Students
Implementing Digital Media Presentations as Assessment Tools for Pharmacology Students
复制标题
将数字媒体演示作为药理学学生的评估工具
DOI：
10.12691/education-4-14-1
复制
发表时间：
2016
期刊：
影响因子：
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通讯作者：
Kenneth J. Rodgers
中科院分区：
文献类型：
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作者：
Dr Jorge Reyna;P. Meier;F. Geronimo;Kenneth J. Rodgers
在理学院，我们介绍了使用数字演示作为三年级药理学学生的评估工具。一组167名学生自我分配成四人一组，并分配了一个与药理学讲座材料相关的主题。一个小时的讲座，讨论数字媒体的原则（视觉设计，视频组成，多媒体学习原则等）。以及如何应用这些来创建数字媒体项目。在实践课上，学生们开发了一个故事板，并从导师那里得到反馈和技术建议。在学期结束时，学生们将他们的初步报告上传到YouTube频道，并在提交最终版本之前收到讲师，导师和同行的反馈。在学期开始时，制定了一个标记规则并与学生分享。该研究采用混合方法来评估干预措施。一个全面的35个步骤的问卷调查，包括人口统计，学生对技术的态度，数字媒体的支持，对任务的理解，知识的建设和获得的技能。它还载有五个开放式问题。自愿调查的答复率很高（97/167）。此外，学生们还使用SPARKPlus回顾了小组成员的贡献，并将所获得的分数用于对问卷回答进行三角测量。总之，数据显示，学生们发现这项任务很吸引人，促进了学习和创造力，他们获得了与未来职业相关的额外技能。
At the Faculty of Science we introduced the use of digital presentations as assessment tools for third-year pharmacology students. A cohort of 167 students self-allocated into groups of four and were assigned a topic related to the pharmacology lecture material. A one-hour lecture was delivered to discuss digital media principles (visual design, video composition, multimedia learning principles, etc.) and how to apply these to create digital media projects. During practical classes, students developed a storyboard and received feedback and technical advice from tutors. Towards the end of the semester, students uploaded their preliminary presentations to a YouTube channel and received feedback from lecturers, tutors, and peers before submitting the final version. A marking rubric was developed and shared with students at the beginning of the semester. The study used a mixed-methods approach to evaluating the intervention. A comprehensive 35-step questionnaire was used, covering demographics, students’ attitudes towards technology, digital media support, understanding of the assignment, and knowledge construction and skills gained. It also contained five open-ended questions. A high response rate was achieved for the voluntary survey (97/167). Additionally, students reviewed contributions of group members using SPARKPlus, and the marks attained were used to triangulate the questionnaire responses. In summary, the data shows that students found the assignment was engaging, fostered learning and creativity, and that they gained additional skills relevant to their future careers.