--Mark Hill 03:56, 26 October 2009 (UTC) We need to look through your analysis of the quizzes and questionaires from last weeks lab.
MH - I will always add my new comments at the top of this current page, so you do not have to scroll down.
--Mark Hill 09:46, 26 August 2009 (EST) Templates for content that appears on all or a set of pages, which also allows easy updating and changing of content on multiple pages without having to go through all the pages. Here is some background reading Help:Templates and here is a page with links to some I have used so far Embryology Templates. Templates are great for navigation windows, headers and footers.
--Mark Hill 16:35, 18 August 2009 (EST) Page Nomenclature OK so we have to decide
- Heart or Cardiac Embryology, I have been using heart to date but I am open to new ideas.
- I will already probably have my own set of notes on heart development so should avoid the simple titles.
- We should make sure that the nomenclature also suggests that it is a Learning Module or some such.
- Have you though about how the concepts will be presented an overarching structure which gives familiarity to your resource
- "chunckification" - reducing webpage content to small "digestible" parts.
Page Nomenclature Ideas (you come up with a few as well) Help:Page_name They prefer to capitalise only the first word so all titles below after the first word would be lower case, though I guess after a hyphen you could then use a capital again.
Heart Learning Module
- Basic 1, 2, 3, 4...
- Intermediate 1, 2, 3, 4...
- Advanced 1, 2, 3, 4...
These are all just examples.....
or something simple Heart - basic 1. germ layer origin
- Sample individual components making up most learning modules: (1) organizational numbering system; (2) general statement; (3) task statement; (4) learning activities; (5) self-assessment; (6) answer key; (7) remediation activities.
- Here are some additional ideas for content structure: University Designing modules for learning | High school level | iROCKET Learning Module Toolbox
- We should also think about categories to allow grouping of your pages. I will discuss this with you.
--Mark Hill 10:02, 11 August 2009 (EST) I have had a look at your planned layout and it looks like a good start. A few construtcive comments.
- I like the green, yellow, red coding for easy, intermediate, hard. I am not so sure about the B I A lettering though. Either an icon to suggest the different levels on the coloured background or spell out a brief word.
- The table looks good, though not "neat" (I know no other way to put it). I understand that as you increase in difficulty it should take you longer, but it just looks better to have a rectangular table. I should be obvious from the box content and number of boxes that it will take you longer.
- Here is a thought, perhaps the coloured buttons could have times 10 min, 20 min, 30 min... or something to suggest how long it would take a "typical" user to work through the section, same for the table. Some students like to know how much time it will take. I would suggest that you could insert the quizzes at the bottom of sections, pages or what ever to suggest whether they have understood the module and are ready to progress. Or alternatively have the quiz linked to the module on a separate page. Some draft examples of both options 2009 Lecture 5 Mesoderm Development and Quiz.
- Have you also thought about access options for readers with disabilities? Some options include the ability to easily increase text size or have an audio button that links to a recording of the page being read. National Center for Accessible Media
--Mark Hill 09:37, 9 August 2009 (EST) Have a look at this recent article Concepts of cardiac development in retrospect. van den Berg G, Moorman AF. Pediatr Cardiol. 2009 Jul;30(5):580-7. Epub 2009 Jan 30. PMID: 19184179 | PMC: 2691808
--Mark Hill 10:33, 4 August 2009 (EST) Quizzes You may wish to consider including some assessment quizzes at different stages of the learning activities. I have implemented a Quiz extension in the Embryology site and I am currently testing it for the Science Undergraduate course and general Embryo knowledge Quiz Example
--Mark Hill 08:45, 29 May 2009 (EST)The Web search table seems to be a good start and I like what you have done in the way of analysis. As a technical comment, I would have used a better page name as there is no indication of "what" the online information is about, and there may also eventually be several resources on this site which will be "online resources for medical students", perhaps heart embryology on the web or some descriptor which will better identify content.
--Mark Hill 13:44, 14 May 2009 (EST)
Project Code: F3E-CB4
Project Title: Cardiac Embryology
Aims of the project
Develop an online module on cardiac development as part of the UNSW Embryology educational resource.
The current undergraduate medicine course lacks content coverage on cardiac development, which is key to future understanding of newborn, infant and later postnatal abnormalities of cardiac development. The project would allow a student to develop using the existing online material and newly developed content a module for students to access and work through key features of both normal and abnormal cardiac development.
1. Normal cardiac development will be described. 2. The typical abnormalities of cardiac development will be described. 3. The current clinical treatments for abnormal cardiac development will be identified and illustrated.
1. Understanding of existing literature on cardiac development and clinical practice. 2. Understanding the basis of presenting medical information and education. 3. Develop an understanding and interaction with both clinical experts and patients affected by cardiac developmental abnormalities.
1. Hill MA. UNSW Embryology version 7.5 2008 (online) 2. Hill MA. Early human development. Clin Obstet Gynecol. 2007 Mar;50(1):2-9. 3. Mohun T, Sparrow D. Early steps in vertebrate cardiogenesis. Curr Opin Genet Dev. 1997 Oct;7(5):628-33. Review. 4. Tanner K, Sabrine N, Wren C. Cardiovascular malformations among preterm infants. Pediatrics. 2005 Dec;116(6):e833-8.