Introducing University of Thistleton to distinct technologies

A Recommendation Report to enhance learning and teaching:

Introduction:
University of Thistleton is a renowned institution looking forward to implementing appropri
ate technological advancement relevant to their development in the most efficient manner.
The main focus will be on the first-year undergraduate course by the name of Fundamentals
of Bioscience. The subject will give the students necessary skills and knowledge which can b
e demonstrated in specific fields such as health nursing, acute care, mental health nursing a
nd paramedic practice. Teaching staff have consistently outlined that students find it challen
ging to retain a large amount of subject material and are concerned about the content cover
ed. Accelerated Nursing and Paramedic degrees necessitate students to learn a vast amount
of content in less time. Hence this problem needs to be tackled appropriately to ensure a fo
undation for both the teachers and the students.

Contribution of technology in successful orchestration of content:

Developing meaningful, knowledgeable and easy to understand content:

New technology for unit content is one important to motivate educators for teaching and students f
or study. As technology has developed in many areas, it has affected the method of teaching in class
es. Even though the world has become a developed society with new technologies, educators' classr
oom methods are still based on a two-dimensional teaching style. However, several new technologie
s can develop the content in medical science classes.

3D anatomy lab: 3D anatomy lab is a kind of three-dimensional anatomy educational resource. 3D a

natomy software or applications offer three-dimensional models of a specific part of the body to hel
p for understanding the human body. For example, Complete Anatomy Lab, one of the 3D anatomy a
pplications, can support users to experience virtual bodies through their monitors [1]. The users can c
ontrol the body and check the movement of the muscle inside [1]. They can see through the body stru
cture and inside each part of body components by cutting them in the application [1]. All these works
can be displayed as three-dimensional animation [1].

[1] 3D4Medical. (2016). Introducing Complete Anatomy. [Online Video]. June 2016. Available from:
<https://vimeo.com/170163106>. [Accessed: 25 August 2016].

Mapping Brain: Mapping Brain is a technology of mapping our brain in the three-dimensional graphi
c. It helps to understand the structure of the brain and offers 3D visualized brain map to explore. It s
ounds like similar material as 3D anatomy software. However, for example, 3D Brain application expl
ains more details of functions of each brain part and how they interact as well as structure [2].
[2] Cold Spring Harbor Laboratory. n.d. Genes to Cognition Online. [ONLINE] Available at:<http://ww
w.g2conline.org/2022>. [Accessed 25 August 2016].
The benefit of this technology is a safe environment for medical science education. The cadaveric lab
is a common way for medical trainees to practice surgical anatomy techniques and have a look inside
the body. Still, it is a limited experience for them [3]. Every day students use the material for embalmi
ng is formalin (aqueous solution of formaldehyde) [4]. It means that anatomists, anatomy trainees, an
d students are continually exposed to formaldehyde during their courses or classes [4]. This exposure i
s enough to cause eye irritation upper respiratory tract [4]. The use of 3D anatomy software can reduc
e and replace this risky task. Furthermore, as a corpse has some differences from the actual body, it
supports medical education more successfully than analyzing dead bodies.

[3] de Ribaupierre, S, Wilson, TD, 2012. Construction of a 3-D anatomical model for teaching tempor
al lobectomy. Computers in Biology and Medicine, [Online]. Vol. 42, issue. 6, pp. 692-696. Available a
t:<http://www.anatatorium.com/CRIPT/Publications_files/11%20deRibaupierre%2712%20Tempora
l%20Lobectomy.pdf>. [Accessed 25 August 2016]
[4] Raja, DS, Sultana, B, 2012. Potential Health Hazards for Students Exposed to Formaldehyde in the
Gross Anatomy Laboratory. Journal of environmental health, [Online]. Vol. 74, issue. 6, pp. 36-40. Av
ailable at: <http://search.proquest.com/docview/916365323?pq-origsite=gscholar> [Accessed 25 Au
gust 2016]

Live demonstration of surgery: Live demonstration of surgery is a live video streaming of real-time
medical surgery. One of the successful live demonstrations of surgery is a high-definition (HD) trans
mission of live surgery from Korea to Japan [5]. A new established medical community system betwee
n Japan and Korea in 2003 allows streaming service of real-time surgical images through the internet
with original quality[5]. A new challenge to provide more efficient medical science education and opp
ortunities for clinical training [5].
[5] Han, HS, Okamura, K, Shimizu, S, Tanaka, M & Yamaguchi, K, 2007. Live demonstration of surgery
across international borders with uncompressed high-definition quality. HPB, [Online]. vol. 9, issue.
5, pp. 398-399. Available at: <http://onlinelibrary.wiley.com/doi/10.1080/13651820701589257/full>
[Accessed 25 August 2016].

The application of this technology will bring some benefits. Significantly, the audience can imagine th
e actual surgery situation, and as they experience the real surgery indirectly, they can react quickly i
n some situations that they watched. Another benefit is sharing techniques of medical operation in r
eal instead of theoretical teaching methods. The visualized surgery situation helps understand the su
rgeon's technique which is taught theoretically.

Interestingly delivering content:

Delivering content is an essential aspect as learning, in students, depends on the delivery m
ethod. The following delivery methods can be undertaken to maximize learning in students:

Virtual Reality: Virtual Reality can present complicated learning material in an accessible wa
y to students, which is both fun to use and easy to learn. At the same time, students can inte
ract with objects in particular environments (in this case, anatomy) to discover more about t
hem [1].

Virtual Reality is available on many platforms, and there are abundant hardware options. Stil
l, Google Cardboard virtual reality is a device that is affordable but has great functionality at
the same time. Recently, the device has been integrated with various apps, including Cardio
VR. This application, available on multiple platforms, is an immersive simulation game that
will let you enter a virtual reality doctor's surgery where the user will have to search for the
patient's ailment using x-ray vision [2]. Google cardboard also incorporates an app named Ra
ndom42, enabling the user to take a visually stunning and scientifically accurate 3D ride insi
de the human body [3]. By January 2016, over 5 million Cardboard viewers had shipped, and
over 1000 compatible applications had been published [4].

Google Cardboard is easy to set up and run but do not function appropriately on low-resolu
tion phones. Hence, it is vital to incorporate smartphones with good hardware specifications
[5]
. Another issue can be the affordability of such smartphones, which come at a cost. Still, re
cent technological advancement has led to the creation of cheap options with satisfactory h
ardware quality required for VR. Smartphones from Motorola and Vodafone contain high-re
solution displays at a reasonable price, and the easy to use interface allows users to learn an
d adapt quickly.

Online Video Stream:

Video in education facilitates many benefits for both the students and the teachers. In some
cases, video can be as good as an instructor in communicating facts or demonstrating proce
dures to assist in mastery learning. The student can view the complex clinical or mechanical
procedure as many times as needed [6], which is a must-have for the university's objective to
enhance knowledge in the field of anatomy and medical science.
Online Streaming facilities can be easily accessed at affordable price ranges, mainly because
of the recent increment of streaming engines and websites. One such streaming engine is W
OWZA media systems that incorporate secure Wowza Streaming EngineTM software that e
nables universities to stream live or on-demand video in multiple formats to any screen. This
cost-effective option integrates with custom or off the shelf software [7], making it a flexible
engine.

The following diagram provides a demonstration of how Wowza Powers Streaming for Educ
ation [8]:
Video Streaming is an e-learning technology that transmits a continuous video stream over t
he internet as digital codes, reinterpreted as moving images via the help of a synchronized
web browser [9].

The University of Kentucky (UK) applied streaming video technology to develop a webcast m
odel that allowed the institution to broadcast live and pre-recorded surgeries. They successf
ully broadcasted a pre-recorded surgery video using desktop computers equipped with off-t
he-shelf, streaming-enabled software and standard hardware and operating system. A web-
based user interface enabled easy access to the educational material and allowed users' par
ticipation via online chat and email. The users easily identified all anatomic structures and fo
llowed the surgical procedure. At the same time, they were able to ask questions and make
comments via the email/chat module [10].

Facebook live is one of the most renowned live-streaming platforms, which has gained popu
larity recently and is an excellent place to start digging to find the problematic aspects of liv
e streaming. Unlike a television network, the same attributes of Facebook Live's popularity li
mit the company from identifying, disrupting or removing offensive or undesirable videos be
fore it goes live. Even though the videos are removed from Facebook, they circulate in privat
e channels and other mediums [11]. Hence, it is imperative to void such occurrences in a learn
ing environment by whatever means necessary, which can be accomplished by reviewing th
e videos before making them available in the live streaming engine.

Assessing content and providing helpful feedback:

Academic Analytics is the improvement of organizational processes, workflows, resource all
ocation and institutional measurement through learner, academic and institutional data [12].
Analytics benefits the tutor, thereby providing information about which students require ext
ra care and also helps in identifying the teaching method which has the best impact on indivi
duals. At the same time, analytics incorporates interactive visualization of complex informati
on where students can concentrate on a particular aspect of that content and evaluate their
own progress to determine activities that produce the best results [13]. Academic Analytics is
a cost-effective method that initiates improved knowledge flow across the organization and
enables improved resource allocation, thereby maintaining up to date information within th
e organization.

As user interfaces, mockup dashboards of visual analytics can incorporate the learners and t
he teachers in an end-user experience. The dashboard is the sense-making component of th
e system, presenting visualized data to assist individuals in making decisions about teaching
and learning [14]. The analytics engine is the central component of the LA system. It is a frame
work for identifying and then processing data based on various analysis modules [15]. The das
hboard can be accessed from a desktop or personal computer. The learner's dashboard prov
ides basic statistics on attendance, participation rate, online test grades, assignment grades
and exam marks obtained. The system suggests various pathways via which the student can
become a more specific learner, and possible learning paths are recommended based on pre
vious activity and performance. It also comes up with a strategical approach if it falls behind
the rest of the class [16].

The following diagram gives an overview of the learner dashboard [17]:

From the teacher's end, the priority is to track and gain insight into the different factors imp
acting sustained learner engagement in the unit's first year [18]. The tutor dashboard incorpor
ates aggregate usage of the content available and provides insight into students self-reporti
ng their progress. This data can then be compared to anonymized datasets within the facult
y and with data from similar courses in other universities [19]. Using this model, the tutor can
make appropriate changes to the course material to engage more students and make sure t
he content is comfortable for the students to work with [20].

The following diagram gives an overview of the tutor dashboard [21]:

Student data privacy should be considered a significant consideration, and the mishandling
of sensitive data can lead to unintended consequences. Besides, it is also essential to addres
s the issue of the accuracy of the suggested pathways. A secure and accurate system can be
maintained by implementing encryption software to ensure that the data is untouched. At t
he same time, multiple peers of the same subject should review pathways inferred by the an
alytics engine of the system before it is suggested to the learner to make sure the best possi
ble suggestion is extracted.

Retention and Access of Data:

The challenge is to teach information that can be retained as schematic long term memory.
Digital technology can be utilized extensively to achieve this. It can be present in the learnin
g environment in several forms, such as visual and verbal technology, practice programs and
quizzes and project-based learning.
Visual and Verbal Technology:
Many studies have shown that visual aids in learning assist retention of information and are
more effective than a class based on verbal information only. Images, videos, symbols and p
hotos, for example, illustrate a concept while words are abstract and more difficult for the h
uman brain to recall. [22] A study outlined in Psychology Today tested the retention rate in st
udents who were asked to remember groups of three words. The study concluded that stud
ents who made visual associations with the words were more successful than those who reli
ed solely upon repetition for recall.

While visual graphs and diagrams are also helpful, non-essential information must be remov
ed from the lecture material. Students only have a limited capacity to memorize, and additi
onal material is therefore nonproductive. Lectures should not be read 'word-for-word' as thi
s doubles the amount of information that the student needs to process. Careful preparation
of well-organized slides can break the content into smaller segments. Suppose the content i
s too complex and delivered at a high pace. In that case, it enables the student to process th
e information. 'Clickers' could be introduced to keep track of how the class is absorbing the i
nformation.

Another simple strategy that may provide a mechanism for retaining information is the 'isol
ation effect'. Both educators and students should be encouraged to highlight information w
hen reading on tablets or present Powerpoint presentations to assist in retaining vital infor
mation.

Additionally, students should be allowed to reflect upon the presentation through discussio
n with peers after the lesson. [23] Students can gain the perspectives of others, question conc
epts and articulate their knowledge. This strategy is part of the Constructivism Learning The
ory, which recognizes mindful thinking as a tool for effective learning.

An extension upon this is using networked computers for online discussion, allowing student
s to communicate with parties relevant to their learning (such as experts in the field, other t
eachers and students), thus exposing the student to engaging ideas and questions. [24] Accor
ding to the theory of Constructivism, this form of focused learning will assist students in reta
ining information because of the level of engagement in acquiring the information.

Educational games, Quizzes and Practice programs:

Research shows that educational games help improve student engagement. However, it has
not been proven to be helpful as a retention tool. An example of one such study is Melanie
A Hicks, who measured educational games' impact on cognitive retention. [25]
Quizzes and practice programs, however, can be utilized to assist in information retention e
ffectively. Studies have proven that 'active repetition' is a far more effective tool than 'passi
ve repetition'. Software delivery of small, multiple-choice questionnaires for repeated testin
g provides an environment where the student can calculate whether information has been r
etained and update non retained information. An example of a software solution can be fou
nd at http://mcq.bostes.nsw.edu.au/course/higher-school-certificate/software-design-and-
development/

Fig: The positive impacts of regular testing and feedback [26].

Project-Based Learning:
Project-based learning allows students to research and present information on a topic that i
s relevant to the student. Students must research information, clearly understand the topic,
discuss and share the content, and gain a thorough understanding to demonstrate it. An ex
ample of the effective use of project-based learning would be extensive online research com
bined with discussion, culminating in a Powerpoint presentation to the class. The online rese
arch is relevant and self-guided and, therefore, more likely to be retained. The production o
f a computerized presentation is twofold - to ensure comprehensive understanding that imp
roves memory and serves as a tool to reinforce the information.

Issues to consider:
Digital divide:
Socio-economic: The use of technology to implement strategies to improve information rete
ntion may be hindered by student access to computers and other forms of technology.
Age gap: Mature students may find it challenging to use and understand the hardware and s
oftware.

Security:
According to the Educause Center for Analysis and Research, three security areas make up 8
3% of all data breaches in higher education, the largest being due to hacking and malware (3
6%), unintended disclosure (30%) and a lost, discarded or stolen portable device (17%)

Fig: Types of Data Breaches in Higher Education, 2005-2013(ECAR data set, n = 551) [27]

Assessment:
It is recommended that students' overall performance is not assessed entirely based upon m
ultiple-choice quizzes. It has been found that this does not give an accurate indication of the
ir actual ability.

Recommendation:
Our endeavour in this recommendation is to focus on new technological procedures to ensu
re maximized content and a better understanding of concepts. Hence, it is essential to imple
ment a fully fletched solution that will embody new and advanced development, delivery, a
nd assessment of content across technological platforms. Simultaneously, it is essential to e
nsure content is best suited to cognitive schematic retention. High emphasis has been place
d on these strategies because it is pointless to introduce new technologies if cognitive reten
tion is not increased.

The introduction of virtual Reality alongside online streaming facilities can boost content qu
ality and make it easier to absorb. 3D anatomy lab and Mapping brain applications can be in
corporated into the virtual Reality and video streaming platforms to give learners a more we
ll-rounded experience in carrying out procedures and gaining valuable knowledge about ana
tomy and medical science.

Visual aids, including projected images, videos, symbols, and photos, should be utilized in le
ctures, non-essential information discarded and essential information highlighted. 'Clickers'
to gauge student comprehension could be introduced, subject to cost-effectiveness. Portals
should be set up for online discussions and live and recorded lectures.
Online quizzes are a cost-effective method to increase information retention. They have aut
omated marking, and a simple user interface is required; therefore, they are suitable when c
onsidering the digital divide. Ensure all technical software solutions are constructed in such
a manner to enable the best cognitive retention. Teachers should ensure that project-based
learning is incorporated, enabling students to research and retain information using technol
ogy.
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