Curriculum guide to teach computed radiography at El Camino College

The purpose of the project was to design a curriculum guideline for educators to teach computed radiography. This project can be used as a stand-alone course, or integrated into existing radiologic technology courses

Interactive 3D Digital Models for Anatomy and Medical Education

This chapter explores the creation and use of interactive, three-dimensional (3D), digital models for anatomy and medical education. Firstly, it looks back over the history and development of virtual 3D anatomy resources before outlining some of the current means of their creation; including photogrammetry, CT and surface scanning, and digital modelling, outlining advantages and disadvantages for each. Various means of distribution are explored, including; virtual learning environments, websites, interactive PDF’s, virtual and augmented reality, bespoke applications, and 3D printing, with a particular focus on the level of interactivity each method offers. Finally, and perhaps most importantly, the use of such models for education is discussed. Questions addressed include; How can such models best be used to enhance student learning? How can they be used in the classroom? How can they be used for selfdirected study? As well as exploring if they could one day replace human specimens, and how they complement the rise of online and e-learning

VCU Media Lab

We propose the establishment of a VCU Media Lab – a professional creative media technology unit whose mission is to support the development, design, production and delivery of innovative media, multimedia, computer-based instruction, publications and tools in support of VCU education, research and marketing initiatives. This centrally administered, budgeted and resourced facility will acknowledge, refine, focus and expand media services that are currently being provided at VCU in a decentralized manner

Incorporating 3D virtual anatomy into the medical curriculum

The introduction of the Visible Human Project by Ackerman in 1995, described in the seminal paper in 1996, brought a promise to anatomists that these two frozen, milled, and digitized cadavers--the Visible Male and Female--would revolutionize anatomy teaching by providing the most complete and detailed anatomical images ever. This vision could be compared to the proverbial "man on the moon" program for medical education and has proven to be much more challenging than expected. Although the ramifications of this project are not of the same scale as the shock created five centuries ago by the Padua physician Andreas Vesalius when he challenged the ancient Greek physician Galen's description of the human body, the original interest created by the availability of the Visible Human data was enormous

Graduate Course Descriptions, 2005 Fall

Wright State University graduate course descriptions from Fall 2005

Graduate Course Descriptions, 2006 Winter

Wright State University graduate course descriptions from Winter 2006

Using time-lapse and stroboscopic photography to enhance student understanding of plant growth, structure, and pollination: an inquiry-based study

This study was designed to evaluate the effects of allowing students to generate their own images in a science class as opposed to using pre-existing images. The participants in the study were 7th grade science students enrolled in a small, rural, Louisiana school. A mixed methods design was used so that call available data was collected and analyzed. The lessons used in the study were based on plant structure, growth, and propagation which fit into the mandated 7th grade science curriculum. The students were involved in the taking of still, time-lapse, and stroboscopic images throughout the study. Although an analysis of the quantitative data showed a significant increase in the test scores for both the control and treatment groups but no significant difference when they were compared to each other, the results of the qualitative study revealed many important findings about the value of the image-based learning interventions for enhancing students’ inquiry skills, on-task behavior, and observable satisfaction with studying science