ELDG 2010 Reports

Name: Dr Pasquale Berlingieri
 Department: Medicine/Obstetrics & Gynaecology
 Title: Establishing the first academic collection of simulated surgical procedures videos: training the digital generation via self directed learning with the aim of improving patients' safety.
 Summary:  The aim of the project was to build an academic video collection of simulated gynaecological procedures. To our knowledge this is the first initiative of its kind allowing medical students and healthcare professionals to access such educational resource.

Medical students and healthcare professionals regularly attend the Royal Free Medical Simulation Centre to learn how to perform minimally invasive procedures. It has appeared evident, since its early conception, that a collection of videos of simulated procedures was needed in order to provide them with an important reference point when they initially familiarise with the procedures on the simulator. As a result, our long-term plan is to establish a complete collection of simulated surgical procedures videos to be uploaded on YouTube, Moodle and our website in order to allow students and healthcare professionals to learn the basic steps of the procedures before practicing on the high fidelity simulators.
 Resources: Full Report (.pdf) / Video / Student Report (.pdf) / Student Portfolio

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 Name: Dr Amanda Cain
 Department: Structural and Molecular Biology
 Title: How well do current entrance qualifications prepare students for our first year courses?
 Summary: The aim of this project was investigate the background learning of our incoming undergraduates and to determine how well the different A level Boards prepare them for university study.

We analysed the subjects taught by the different syllabi to determine the range of subjects and the level of detailed covered. After our initially investigations we then prepared a question bank and from this we created a quiz that we asked our new undergraduates to take in the first week of term. The results from this quiz were used in a comparative analysis and also to stream the students into ability sets for our first year tutorial programme.
 Resources: Full Report (.pdf)

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 Name: M. Callanan & S.Pickering
 Department: Slade School of Fine Art
 Title: Slade Knowledge Base
 Summary:

This project creates a new online knowledge base for resources and techniques in Digital Media, Electronic Media, Digital Print and Photography. This knowledge encompasses best practice and will ensure consistently high quality information is provided to all students equally. When a student starts to explore a new technique, this will ensure they are given the same basic and correct grounding on which to develop.


Prior to the Knowledge Base staff usually provided assistance to students individually, in person or via email. There is a basic level of information which remains the same, which we provided as handouts, during workshops, or in reply to student emails. By making this information availble online for students to access as they need, it not only allows staff to spend more time on the deeper levels of teaching, but also allow students to browse and discover new ideas serendipitously.

 Resources: Full Report (.pdf) / Visit Slade Knowledge Base

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Name: Dr Alena Chong
 Department:
Primary Care & Population Health
 Title:
Use of Personal Response System (PRS) technology as to promote safe clinical decision making amongst UCL medical students.
 Summary:

New medical graduates are expected to "make clinical judgements and decisions, based on the available evidence" and "medical schools should take advantage of new technologies to deliver teaching" (Tomorrow's Doctors, 2009). However, 44% of healthcare professionals felt that Foundation Doctors were unprepared to make clinical decisions (Illing, 2008).


The aim of this project was to incorporate more opportunities for final year medical students to demonstrate decision making, through the use of Personal Response System (PRS) technology and the design of suitable materials.

 Resources:
Full Report (.pdf)

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Name: Prof Sue Lightman, Dr Lavnish Joshi, Dr Amy-Lee Shirodkar, & Dr Simon Taylor
 Department:
Institute of Ophthalmology
 Title:
Reusable Learning Objects- Virtual patients in Ophthalmology for undergraduate medical students and postgraduate MSc students
 Summary:
We aimed to develop electronic virtual patients (eViP), where clinical scenarios are played out on a computer screen and the learner can interact and make clinical decisions and see their consequences. We will used open source software to develop an eViP with a “red eye”, the first of its kind in the specialty. Several other common presentations (eg "Blurred vision") will also be created. This branched eViP system allows users to determine their own path through the case, to explore the options and potential consequences of the path they choose.

These eViPs will be used for undergraduate medical students and postgraduate MSc Clinical ophthalmology students. Although UG students have found current Moodle ophthalmology teaching content useful to learn the basics of eye examination (eg audiovisual features) and eye pathology, they have commented on how they were unable to apply their knowledge to diagnose real-life conditions (ie problem-solving skills). PG students were using these case-based learning scenarios already but feedback for these were given on a one-to-one basis.
 Resources:
Full Report (.pdf)

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Name: Dr Jenny Marie
 Department:
Centre for the Advancement of Learning and Teaching (CALT)
 Title:
Resources for the Development of Key Skills at UCL
 Summary:
UCL conducted a questionnaire with students from across UCL at the beginning of 2010, which asked what resources they wanted UCL to provide to facilitate their key skills development. Over 50% replied that they would like advice and activities to develop particular skills. This project aimed to create a moodle course providing such advice and activities and that would act as a portal to other key skills resources at UCL, such as the Key Skills System, MyPortfolio and the key skills website.

The project was seen as a particular priority because key skills development is an institutional learning and teaching priority, relating also to employability and the internationalisation of the curriculum agenda and the project has institutional reach.
 Resources:
Full Report (.pdf) / Video Presentation (UCL authentication)

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Name: Dr Stephen Marshall
 Department: Bartlett School of Planning
 Title: Doctoral Grapevine - a Doctoral Network on MyPortfolio
 Summary: The aim of the project was to explore the potential for UCL's MyPortfolio to create a 'Doctoral Grapevine'. This will involve (1) 'populating' MyPortfolio with research students' profiles and technical content, and encouraging feedback to/from others elsewhere in UCL; (2) assessing the use of MyPortfolio, across two dimensions: (a) for different 'purposes', (b) at different 'levels', to see what might be the most useful level(s) of engagement for those purposes.

The project sought to gain insights such as the added value of contact between known individuals within UCL (where follow-up face to face contact would be possible); academic feedback; information awareness and enhanced social networking within UCL. As well as exploring the potential of MyPortfolio itself, the project anticipated building actual social networks and ‘social capital’ within the lifetime of the project.
 Resources: Full Report (.pdf)

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Name: Dr Jean McEwan
 Department: Division of Medicine
 Title: Role reversal: Teaching the teachers about the potential of e-learning
 Summary:

Senior Clinical Teachers are at least 35 years old, the majority of them from the Baby Boomer Generation with limited understanding of the learning styles of clinical students or of their use of new media in study or social networks.

In order to increase awareness of the potential for electronic communications, electronic information systems and the UCL Moodle system to enhance teaching and learning, I proposed to develop a small team of student teachers to engage with senior teachers who wished to expand their knowledge base. The objective was the creation of a small guiding coalition of senior teachers, who would positively respond to the need to develop ne e-learning resources, particularly in the context of the revised MBBS curriculum, due to launch in 2012.

 Resources: Full Report (.pdf)

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Name: Peter Sammonds, Alexis Cartwright-Taylor, Danuta Kaminski
 Department: Earth Sciences
 Title: Creating a Moodle-structured online hazard exercise for Earthquake Seismology and Earthquake Hazards module
 Summary: The overall aim of the project was to create a Moodle-structured online earthquake hazard exercise for the Earthquake Seismology and Earthquake Hazards masters-level module.

The ELDG project was considered worthwhile because, by including it in the Moodle page for the module, it has enabled this practical to be moved to an online learning environment. In so doing, it has modernised the format, bringing it in line with student expectations of online availability of course activities and materials.

It also makes the earthquake hazard scenario more realistic by encouraging the students to use their computers to find and receive information and communicate with each other. It also makes it easier to modify and update the materials required for the practical.
 Resources: Full Report (.pdf)

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Name: Dr Andrea Sella, Dr Simon Banks & Prof Julian G E Evans
 Department: Chemistry
 Title: Mathematical Practice Resources through Moodle
 Summary: Talk to any academic in the sciences across the UK and they will invariably express concern about the decline in numeracy of incoming cohorts of undergraduates. Numerous attempts have been made to address this issue through the development of remedial courses at first year level or intensive seminars (Applicable Maths) for ancillary students. A key problem identified by academics (and by students in course evaluations) is the lack of opportunity for practice (drill), since this is the key to developing confidence in mathematics.

We wish to develop an extensive set of problem-based resources in algebra, logarithms, and calculus to give students in Chemistry and the Life Sciences greater confidence in approaching quantitative material in their courses. With last year's ELDG grant we assembled several hundred questions within Moodle, including some covering maths. The questions we developed were rated in course evaluations as being an “essential resource” by students. However, the maths questions were identified as a weak point as it proved exceptionally difficult to code questions and avoid students being marked wrong. This led to significant frustration so we are rebuilding and extending the existing questions using a combination of simple multiple choice questions as well as others based on SAGE, STACK, and the Algebra modules, which are currently being tested on the Moodle Development Server.
 Resources: Video

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Name: Dr Eleanor Tillett & Mr Paul Thawley
 Department: Institute of Sports Medicine, Exercise & Health
 Title: Development of a Fully Distance Learning MSc in Sports Medicine, Exercise and Health: Single Module Trial of Resource Development
 Summary: The Institute already runs a successful MSc in Sports Medicine, Exercise and Health and in 2012 we are looking to launch a fully distance learning MSc format. The challenge is how to take a programme that has a strong emphasis on clinical skills and ensure that distance based students receive an equally high quality learning experience.

With this grant we were able to focus on one module (Sports Injuries of the Lower Limb) and look in detail at how this might be delivered by trialling some techniques with current MSc students on campus.
 Resources: Full Report (.pdf) / Video Presentation (UCL authentication)

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