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This is a demonstration of selected parts of 'Animal stack', an interactive computer simulated animal dissection that aims at facilitating independent student learning.In the Faculty of Agriculture, second year students learn about the structure and function of animals. This an is essential basis for later studies into appropriate management strategies that will ensure the welfare and therefore the productivity of domestic animals. However, students have difficulties learning the anatomy and physiology of animals from formal lectures in which they cannot observe organs and tissues directly to achieve a deep understanding of the relationship between form and function. They could achieve this understanding if they could dissect animals in their own time and at their own pace. This is not possible with real animals, but it can be achieved with a simulated animal.
To address this problem we are developing 'Animal Stack', an interactive computer simulation that allows students to learn the structure and function of animals independently, by interacting with simulated animals while having control of their learning strategy. This learning tool can be used under supervision or for independent study.
To address this problem we have introduced a system in which students learn independently physiology topics of their choice and present them to their colleagues. Later, students dissect a whole sheep under the supervision of academic staff. Students take 4 or 5 hours to dissect the animal, with several breaks, so that they can take their time to assimilate what they are learning. Projecting movies or slides could not achieve the same educational outcome: if students had to watch a 4 hour movie showing the dissection of a sheep they would lose interest quickly. Also, movies would not allow students to learn at their own pace and to examine the appearance, and three-dimensional structure of organs and their spatial relationship to other organs. Students find dissection classes essential to achieve a deep understanding of the relationship between structure and function. However, they have difficulties following the talks given by their colleagues, as they are similar to formal lectures, and they would achieve a deeper understanding of the structure and function of animals if they could dissect animals as they study the theory. This could never be achieved with real animals because dissections using domestic animals are costly and they cannot be conducted on native animals. Also some students cannot undertake animal dissections for personal reasons.
'Animal Stack' will enable students to become independent learners, which is the basic tenet in adult education to achieve motivation and deep learning (Knowles 1984). Students will have control of their learning strategy, which increases motivation and improves learning outcomes (Laurillard 1988). Interactive computer learning also brings about individualisation and motivation which facilitate students' learning (Bork 1987).
The 'Animal Stack' has been mainly structured in a non-linear approach that we believe will give the expected freedom and stimulate curiosity to explore the animal's body with its structure and functions. Starting from a picture of the whole animal, the user can 'dissect' it into several layers with the use of special tools such as scalpel blade, cross-sections, organs nomenclature, rotations, real dissection photographs. With these tools students are able to reproduce procedures similar to those used in dissection classes.
The great advantage here is that students are allowed to go back and retrace their steps. This, of course, contrasts with real dissection where often students make mistakes that ruin the specimen, and they cannot start again.
A special tool allows students to connect the structure to the functions of specific organs when clicked with the mouse. Students then go through a sequence of cards that demonstrate the physiology, microanatomy and relation to anatomy with coloured pictures, animation, sounds and text. Links to related topics are also available at this level. Returning to the anatomy level students then choose another part to explore.
An independent SPOT (Student Perception Of Teaching) survey of these students showed that 100% of them believed that 'Animal Stack' helped them to understand important concepts and enabled them to be responsible for their own learning. However, only 65% of respondents preferred the computer based learning sessions to traditional tutorials, 10% had no opinion and 25% preferred traditional tutorials. The fact that a quarter of the students prefer traditional tutorials to the use of computers, even though 100% recognised that 'Animal Stack' is an excellent learning tool, indicates that there is some resistance to change and to the use of innovative technology. This means that the introduction of 'Animal Stack' in tertiary courses will need to be accompanied by some coaching in the use (and acceptance) of computers as study tools.
In 1997 we plan to build self assessment modules into 'Animal Stack'. These modules will encourage deep learning approaches by testing students on the link between the structure and function in animals.
Students will have a choice to have their assessment recorded for their own use or for the final assessment of the unit. The removal of fear and anxiety from the process of assessment will encourage students to engage in self assessment. To further remove anxiety, students will be allowed to sit for the assessment modules more than once to improve their understanding of the subject as well as their marks. We believe that by introducing assessment within 'Animal Stack' we can make it an even more effective learning tool.
Knowles, M. (1984). The Adult Learner: A Neglected Species. Houston, Gulf Pub. Co.
Laurillard D. (1988). Computers and the emancipation of students: giving control to the learner. In P. Ramsden (ed), Improving Learning: New Perspectives. London, Kogan Page, 215-251.
| Authors: Roberta Bencini and Werner S. Hennig Animal Science, Faculty of Agriculture The University of Western Australia Email: rbencini@agric.uwa.edu.au, whennig@agric.uwa.edu.au Please cite as: Bencini, R. and Hennig, W. S. (1996). 'Animal Stack': A computer simulated animal dissection. Different Approaches: Theory and Practice in Higher Education. Proceedings HERDSA Conference 1996. Perth, Western Australia, 8-12 July. http://www.herdsa.org.au/confs/1996/bencini.html |