|Best CD-ROM Project||Phonetics: An Interactive Introduction, Dr Nicholas Reid
University of New England
|Best Web Project||The Health Care Game, Dr Johanna Westbrook
University of Sydney
|Highly Commended||Magnetic Resonance Technology CD-ROM, Lara Ross
University of Queensland
Samples of the entries were shown at the awards presentation during the Closing Ceremony of ascilite 2000. The award categories were judged by UoW and UWS. Thanks to Helen Carter, Russ Pennell and the judging team.
Phonetics: An Interactive Introduction
DATE PRODUCTION COMPLETED
This product was initially developed for external 1st year Linguistics students at the University of New England. Since its production, its audience has expanded to include tertiary level students enrolled in Introductory Linguistics and Speech Pathology units at numerous universities around Australia. In addition, the program is increasingly being picked up by High Schools for use with year 11 and 12 students.
Phonetics is a very sound-based subject best suited to experiential style learning where students can practice sound production and the sounds' symbols over and over again in an environment of informed and continuous feedback. For internal students the mechanism for teaching the articulation of non-English sounds is through intensive face-to-face tutorial style interaction. However for our external students, despite well-developed print materials, we were unable to provide a comparable learning experience. Cassette recordings of speech sounds make multidirectional sound comparisons difficult, and we'd been limited to, though unhappy with, brief tutorial-style phonetics classes during residential schools.
The shift to computer-based delivery of audio and text with this CD has overcome this problem, and allows our external students to easily listen to, and compare, any speech sounds, and to equate these sounds with their International Phonetic Alphabet symbol. As frequently as they wish, and at times of their own choosing, our students can now undertake structured exercises with instant feedback - an experience better than face-to-face tutorials.
Phonetics is also a subject best suited to visual learning, and many of the topics we teach, such as dynamic articulatory gestures, are far best represented visually than through print-based materials.
Phonetics: an Interactive Introduction is a freestanding resource focussing on the specifically visual and sound-based areas of phonetics. It is also suitable for use with any general introductory phonetics textbook.
The CD has multiple uses:
- It fosters independent learning. For external students, I supply them with the CD at cost price, and they play it on desktop computers in conjunction with their print-based unit materials. They work through structured interactive modules integrated with their study guide.
- It combines modelling techniques, self-navigation, and instant targeted feedback to provide a learner controlled and student centred experience.
- Interestingly, Phonetics: An Interactive Introduction has not only solved a problem that disadvantaged our external students, but it has turned out to be a superior teaching method than the tutorial format we used to provide for our internal students. This in turn has led to revision of practice, and we now also use the CD as part of our offering to internal students as well. By projecting it onto a screen we can readily play videos, animations and sound files to demonstrate points in lectures. We also take lab sessions with internal classes, demonstrating the navigation and scope of the CD, before setting students specific interactive learning tasks.
Our greatest innovation has been to use the medium to best advantage. Phonetics: An Interactive Introduction takes full advantage of the possibilities of multimedia delivery, by including numerous video resources (such as my vocal folds using flexible endoscopy, laryngectomised patients speaking using esophageal air, etc.), and numerous animations demonstrating features of sound articulation.
This CD is unique - no other product like it has been developed in Australia or overseas. There are a few simple web-based programs and other CDs that provide audio for students of phonetics, but none have attempted to compile the range of sound, animation and video resources that we have, none offer such a full range of topics, and none exploit this technology by taking interactivity to such advanced levels across all modules.
Some of the content of this CD required the development of innovative uses of advanced technology. For example, the module on phonation includes a lot of video showing close-up views of the vocal folds during speech. We were able to capture this footage by adapting endoscopic equipment used by ENT surgeons.
Also for the first time we have been able to demonstrate complex articulatory gestures (such as the production of 'click' sounds, and esophageal speech techniques) through the combination of real video with clear sectional graphics which animate these same gestures.
Despite its innovative approach, the content of the CD is quite stable, thus ensuring this product's durability.
It was because of innovative features such as these that the CD was short-listed for the Australian Awards for Excellence in Educational Publishing in 2000.
The development of this CD was instigated to correct the inequity outlined in section 5. above. During development the product went through several iterations, informed by formative and impact evaluative techniques (Phillips, 1997). Ongoing evaluation of this program will allow us to quantify its effectiveness in improving student learning outcomes. An initial survey of students has been conducted by the Teaching and Learning Centre, and early indications are that external students using the program have not only achieved parity with internal students in their assessment for this topic, but that the average performance of both external and internal students has been raised across the board. Student evaluation of the CD so far has been overwhelmingly favorable.
Fuller evaluation of the CD will be undertaken following November examinations this year, focusing on its impact on students' grades and qualitative changes in learning styles.
An independent review of this software notes;
This package is clearly the result of a great deal of experience, combined with a genuine insight into students' needs and the best ways of learning. It makes full use of the latest multimedia techniques in very appropriate ways. I have only one complaint - I wanted more of it. [A. Butcher, Prof. of Communication Disorders, Flinders University]
Academic author: Dr Nicholas Reid
Instructional Design: Robyn Smyth
Programming: Malcolm Abel
Graphic Design: Ross Hinkley and Ivan Thornton
Academic contribution: Dr Helen Fraser
Estimated at about 38 weeks spread over several years. The bulk of the serious work was carried out between July 1998 and December 1999.
We received a grant of $20,490 from CAUT (Committee for the Advancement of University Teaching) to initiate this project. UNE's Teaching and Learning Centre additionally contributed instructional design and programming time.
The program was written in Authorware on a Macintosh. The CD itself is playable in either Windows or Macintosh machines.
Dr Nicholas Reid. Senior Lecturer.
School of Languages, Cultures and Linguistics
University of New England
Armidale, NSW 2351
ph: 02 6773 3400
fax: 02 6773 3269
The Health Care Game
DATE PRODUCTION COMPLETED
December 1999, pilot testing occurred in 1998.
Undergraduate health science students
Three key learning problems were identified for undergraduate health science students who need to understand the Australian health care system: i) students struggle with the complexity and diverse nature of the system, ii) students tend to view the health system from their own perspective and not consider other frames of reference, and iii) the health system changes and students require information-seeking skills which will allow them to maintain their knowledge throughout their professional careers. The Health Care Game focuses on the development of generic professional skills including: information-seeking skills, problem-solving, group skills and critical analysis. This contrasts to the previous teaching of this subject about the Australian health care system which concentrated on the transfer of 'factual' information from lecturer to student. The Health Care Game allows students to experience the health system from a consumer perspective. While there is an evolving process in health science education to focus on the patient or consumer the majority of course contents concentrates on the role and perspective of the health professional.
The Health Care Game is a heuristic web-based game which presents health-related scenarios involving Australians from different cultural, socio-economic and demographic backgrounds. Students log onto the game website and are introduced to four Australian families who encounter a series of health events. Working in competing teams students must interact with the real health care system to investigate health events and answer specific questions. Students communicate with team members online and complete a discussion log of their information-seeking activities, eg which health organisations they have contacted and what information was obtained. Students obtain consensus regarding their answers to questions and submit team answers online. Feedback is provided online to students individually, in relation to their contributions to their team's discussion log, and teams are given marks for answers to event questions. A scoreboard allows teams to monitor their performance against other teams. Detailed information regarding correct event answers is available online at the completion of each event.
The Game can be used as a distance subject, supplemented by lectures and/or reflection sessions, or as tutorial exercises. The Health Care Game provides great flexibility with a database of health events from which a selection can be made by the course presenter depending upon students' needs. This ensures information remains up to date and relevant.
The game consists of two websites. The first is accessed by students to play the game http://www.itl.usyd.edu.au/health. The second is the administrative website http://www.itl.usyd.edu.au/health/admin via which lecturers select the events to be included in a game profile, enter students, mark answers and provide feedback, and add new or edit existing events/answers. To view the demonstration administration site use the URL http://www.it.usyd.edu/health/admin with the username of Guest and the password of Guest. Note that the guest user does not have the facility to edit or add new events or questions. From the admin site it is possible to log out directly to the game site. Alternatively the game URL, http://www.itl.usyd.edu.au/health may be entered using the username of guest and the password Guest.
The Health Care Game is innovative for several reasons. Firstly, it changes the focus from teacher-centred learning to student-centred learning. Traditionally students are taught via lectures how the health system works in theory. The game allows students at a very early stage in their health sciences course to engage in and experience the health system in practice. Secondly, the Game encourages students to adopt different frames of reference and experience the health system as different members of the community experience the system. For example, events put students in the shoes of someone new to Australia who cannot speak English. Thirdly, the Game is innovative because it focuses on the social context of potential patients. In most health science courses the focus is on the treatment of a specific disease. The Game reminds students that for a consumer issues regarding health care are broader, eg how will they access appropriate care, what options are available, how will treatment be paid for, how does health insurance work, can I obtain a second option, who will look after my children if I need hospital treatment? Fourthly, events also focus on health issues beyond the acute encounter and look at community based services. Fifthly, the Game encourages students to develop independent and group learning strategies and contains assessments which reward both. Finally, the Game is fun and students respond to the competitive team nature of the game.
Pre and post Game surveys were used to assess the impact that the Game had on learning outcomes, eg knowledge of the health system, confidence in finding information and navigating the system, and factors influencing health decisions. The impact of the Game on student's views of the use of computers in learning and group work has also been measured. These analyses included comparison with a control group of students who completed the traditional lecture presentation of the subject.
Technical features of the Game have been assessed by students. Focus groups with students have provided qualitative data about the extent to which students found participating in the game to be a positive learning experience.
The Game's role in achieving learning outcomes has also been assessed by examining the correlation between exam marks for individual students with performance in the game. The influence of factors, such as individual's experience and access to computers, on performance in the Game has also been evaluated.
Results have shown that the Game improves learning outcomes above that achieved with the traditional presentation of the subject (eg greater knowledge, ability to identify multiply sources of information, able to identify multiple factors which influence health decisions). More than 90% of students agreed that participating in the Game improved their knowledge of the health system and how to find information. Students' ratings of their knowledge of the health system significantly correlated (r=0.5, p<0.01) with their exam marks. Further detailed information regarding evaluations may be obtained from the lead author (JW) .
From start to finish 2.5 years
The Game was primarily designed to function using Explorer 4 or later browser on a PC computer. The software used in the design included Cold Fusion, Access, Photoshop & Illustrator.
Dr Johanna Westbrook
School of Health Information Management
Faculty of Health Sciences
PO Box 170
University of Sydney
Ph 02 9351 9494
Fax02 9351 9672
Centre for Magnetic Resonance (CMR)- Magnetic Resonance Technology CD. Disk 1, Version 3
DATE PRODUCTION COMPLETED
18 September 2000
This CD was created for off-campus university students in the field of Magnetic Resonance Technology.
This CD was developed as part of the course materials for Magnetic Resonance Technology. It was decided that the best way to teach concepts associated with magnetic resonance was with animations and interactions. These allow the students to experiment with concepts such as waveforms, and allow users to manipulate formulae and see consequences as a result of their manipulations.
The lecturers in this field do not teach face-to-face classes. This CD would, however be a great teaching tool in a classroom context also, as the animations, graphs, diagrams and interactions cleanly and accurately exemplify the educational concepts being presented. The CD is also being used by Ph.D. students and new research staff to introduce the underlying principles of magnetic resonance. A colourful, interactive graph or diagram as presented on this CD is a much more informative teaching tool than a photocopied handout or page in a textbook. The primary educational rationale, then, is the notion that students are constructing their understanding of the theories and their practical application through interacting with the materials and concepts.
As this is the first course of its kind in the world, this CD breaks new ground in the field of Magnetic Resonance Technology.
The Magnetic Resonance Technology CD is used by post-graduate, distance students. It forms part of the students' learning package of materials for up to 13 subjects with CMR. There is also a companion website for these CMR subjects, a listserve has been set up for continuous feedback and tutorial purposes, and readings are available on the website. These readings are searchable pdf documents, available at point-of-need. The CD takes the place of the traditional textbook and learning guide. The CD also contains pdf documents for all text and still graphic material. These documents can be accessed from the multimedia package, and printed as required.
In place of using traditional textual materials and traditional classroom models of teaching and learning, the CMR CD approaches the learning of complex concepts through interaction, simulation and animation. Unlike textbook or paper-and-pen exercises, students get to manipulate data and explore the function of various scientific equations on-screen. The instant visual feedback users get from such interactions is a valuable learning aide, bringing the student to a deeper understanding of difficult theories.
To test the effectiveness of this CD, the client has requested continuous feedback from students using the listserv set up for CMR subjects. The lecturer is currently drawing up further evaluative measures.
From Educational Multimedia Services Queensland University-
Ms Jing Zhang
Ms Helen Holland
Mr Geordie McCabe
Mr Paul Smith
Mr David O'Shea
Mr Michael Scott
Ms Donna Stewart
Ms Cathy Stephens
Ms Vanessa Kessler
Ms Ann Russell
Mr Chris Frost
Mr David McMahon
Ms Leah Barnett
Ms Penn Short
Ms Greta Kelly
Ms Lara Ross
From the Centre for Magnetic Resonance:
Dr Graham Galloway
Professor David Doddrell
Dr Ian Brereton
Dr Gary Cowin
Dr Stuart Crozier
Professor David Doddrell
Mrs Gail Durbridge
Dr Graham Galloway
Dr Katie McMahon
Professor Gerard Milburn (Department of Physics, UQ)
Dr William Munro (Department of Physics, UQ)
Ms Erica Maddock
Ms Annette Thomas
Mr Daniel Barnes
CD3 took a total of 6 weeks to develop, using code developed for previous versions of the CMR CD.
This CD was produced for the Magnetic Resonance Teaching program of the University of Queensland, with financial support from the Vice-chancellor's Strategic Initiative Fund, and the Teaching and research funds of the Faculty of Engineering, physical Sciences and Architecture and the Faculty of Health Sciences.
This CD was developed using Macromedia Director 7. The simulations were developed using Blender.
Lara J Ross, Project Manager
Educational Multimedia Services
Teaching and Educational Development Institute
University of Queensland
Brisbane, QLD 4072
Phone: +61 7 3365 3068
Fax: +61 7 3365 1966