–Dr. Tim Kochery–
Clint Reading, Instructor Zoology/Biology and Chair of the Science Program
He began experimenting with a flipped classroom design for his ZOO 2020 Anatomy and Physiology II course to overcome some of the enrollment and classroom availability constraints that he observed within his program. He also knew from his observations of the current generation of Digital Native learners, that they would like having the anytime/anywhere access to his recorded lectures and course resources. Clint designed a hybrid flipped course. He records lectures and then makes them available to students, in addition to meeting once a week for discussions and/or laboratory activities.
Based on his experiences with developing this hybrid course, Clint was asked to develop a complete online version of the course. At first, he was a bit uncertain, he recognized the challenges of creating the laboratory components which had been predicated on live “hands-on” exercises. However, knowing that many educational institutions were providing competition by offering online versions of similar courses, and that the new generation of learners embraces the emerging technologies, he gave it a try! Clint has now developed an online version of the Anatomy and Physiology II course which is in high demand at LCCC. The laboratory aspects of this course continue to pose challenges, but he has found some creative approaches for these exercises. He has designed take-home lab assignments such as various urinalysis tests; white blood cell differential analysis using digitized images captured from a microscope that students analyze and identify, and cardiovascular measures with a stethoscope and blood pressure meter . In addition, the publisher’s website, provides an animated “virtual dissection” simulation that allows students to separate and examine layers of the anatomy to reveal and identify various structures, sections and elements of the human body.
Clint has also found other virtual lab kits that have been commercially developed and he hopes that in the future he their cost will be affordable by LCCC students. In addition, there is continuous growth in the medical field with virtual realities and three-dimensional simulations that allow various forms of manipulations to perform anatomical observations and
experimentations. As these continue to be developed and the costs come down, more of these will become affordable and available for educational use to reproduce laboratory exercises. Despite these challenges to developing certain course activities, Clint has found many of the D2L tools to be very useful for delivering course materials and communications. The students use the Dropbox feature for submitting completed written assignments, generate lab reports, and to analyze case studies. Students also use the Discussions to post questions on the areas they have found most difficult, to research ,and provide additional information on the units/topics they have found most interesting.
Clint was the initial user of the course template designed by the Center for Learning Technologies and likes the way it serves to organize the course materials and provide a standard flow of the instructional resources and activities. He also found that he received constant support, rapid response, and excellent guidance from the CLT team.
CLT and Clint are pleased that this online offering meets the needs of many students who have moved and would not be able to come to campus, and that the course now serves students from California, Ohio, Texas, and across Wyoming.