We plan to convert these ‘pot’ resources to 3/d animations so students have 24/7 access again. However, viewing ‘pots’ in a museum space was a collective experience. Students would question each other and discuss the specimens. Online access of 3D animations will enable better visualisation of specimens than is possible from 2D images, (Brenton, 2007). But by moving the resources online, the collective learning experience and potential for peer feedback is lost.
We will use the animations as part of a teaching package (John, 2007) that can simulate some of these lost experiences, by designing learning pathways around the specimens. Formative assessment, and the use of Peerwise (University of Auckland) will allow students to create questions of their own around the models.
This poster explains the process by which we engage with pathology staff to develop 3/d models of pathological specimens and incorporate them into a more complex learning pathway.
Brenton, H.et al, ‘Using multimedia and Web 3D to enhance anatomy teaching’. Computers and education. Vol 49, issue 1, Aug 2007, Pg 32-53
John, N. ‘The impact of Web 3D technologies on medical education and training’. Computers and education. Vol 49, issue 1, Aug 2007, Pg 19-31
PeerWise -Paul Denny (Department of Computer Science, The University of Auckland) https://peerwise.cs.auckland.ac.nz/
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