Educational methods and technologies in undergraduate veterinary medicine: a case study of veterinary teaching and learning at Glasgow, 1949-2006

This case study, of veterinary education at Glasgow between 1949 and 2006, was undertaken to provide an illustrative account of learning and teaching practices over time. Ultimately the aim was to inform discussions on curriculum reshaping in undergraduate veterinary education at Glasgow. A questionnaire was distributed to 2360 alumni, 513 students and 50 teachers, to obtain quantitative data on the availability and perceived usefulness of different educational methods and technologies, analysed using SPSS. Qualitative data were sought principally through ten student focus groups and interviews with over thirty current and former staff, theoretically coded using NVivo. Questionnaire responses (from 11.5% of alumni, 23.8% of students and 72% of teachers invited to participate) revealed that lectures, printed notes, tutorials, practical classes and clinical training were used consistently over time and rated highly by stakeholders, confirming the importance of didactic teaching methods coupled with discussion and practical hands-on experience. The focus groups with students highlighted their strong desire for earlier clinical training, with the recognition that a case-based approach resulted in more meaningful learning. The interviews with staff revealed that whilst all staff welcomed the opportunity for increased vertical integration, problem-based learning was rejected as a wholesale solution. Highlights of the school’s curricular innovations to date include the clinico-pathological integrated sessions, the lecture-free final year, and the introduction of a veterinary biomolecular sciences course that allowed for a seamless vertical integration in years 1 to 4. However, recent efforts to implement self-directed learning and assessment strategies have been hampered by the fact that these were isolated innovations set within a traditional teacher-centred paradigm. There was little support among stakeholders for undergraduate specialisation. There is still a perceived need for veterinarians to have omni-potential – if not to be omnicompetent. However, it is recommended that the current system of tracking be replaced with a more streamlined core-elective system, to allow students to pursue specific topics of interest in the later years of the course. Teachers and students cited attributes of ‘good’ teachers. These generally did not change over time, although technologies did change. Good communication appears to be central to good teaching, with an in-borne desire to enthuse and motivate students to learn for the pleasure of learning rather than the need to hurdle-jump examinations. Both teachers and students cited good teaching characteristics in terms of the teacher as authority and motivator, rather than as a facilitator of independent learning, reflecting the nature of the traditional, didactic course. There was little evidence of pedagogical change resulting from technological innovations. If anything, newer technologies compounded surface learning approaches and low level cognitive processing, rather than promoting deep learning and higher order thinking skills. Identified barriers to teaching innovations included lack of time, reward and support (for teachers and students). Future curricular innovation will require a substantial investment in the scholarship of teaching – rewarding staff for excellence in teaching, putting it on a par with research excellence, and ensuring the necessary support mechanisms and infrastructure are in place to ensure the success of a self-directed learning curriculum. A guided discovery learning curriculum is recommended, a compromise between traditional teaching and a fully problem-based curriculum. The study did not specifically focus on assessment, but it is recommended that learning, teaching and assessment practices should be constructively aligned

Student transitions to blended learning: an institutional case study

This paper examines the experiences of students transitioning to blended learning in the University of Glasgow as part of the QAA Enhancement Themes work on Student Transitions. We draw here on exploratory, qualitative research to examine the benefits, challenges and skills developed by students during transitions to blended learning as a means of advancing understanding, and informing future curriculum design. Data from home undergraduate and international postgraduate students were collected over two years through focus groups, individual interviews and end-of-course quality assurance surveys. We found that while home/undergraduate and international/postgraduate students have similar transition experiences, international taught postgraduates encounter additional challenges in terms of acclimatising to UK higher education (HE), especially within shorter programmes of study and where pedagogical and language differences exist. The findings are integrated in a conceptual framework highlighting the importance of access, acculturation (attitudes) and attributes (skills) to enable learner autonomy to engage effectively in blended learning. The findings have implications for institutional infrastructure, curriculum design and learner development. Further research is required to collect a larger data set as a means of developing the study’s conceptual framework, in order to better understand and support diverse student transitions to blended learning

Learner experiences of a blended course incorporating a MOOC on Haskell functional programming

There is an increasing move in higher education to blend university courses to include a Massive Open Online Course (MOOC). This article reports on the learner experiences of such a course, which incorporated a purposely designed MOOC as part of the blend, to teach Haskell functional programming. A survey revealed that students most valued the programming exercises, quizzes and instructional videos, while the follow-up focus group highlighted the flexibility of the MOOC, usefulness of the videos, drop-in sessions and programming exercises. The overall mix of activities was regarded as particularly useful. While discussions were not rated as highly in the survey, students in the focus group commented on their value, particularly for getting support from external learners. The perceived lack of face-to-face contact was the biggest issue; however, this reflected a lack of awareness of lab sessions which could have been better signposted. There was perceived to be a gap between the MOOC and the rest of the course in terms of level of difficulty and authenticity of learning tasks. These issues were positively addressed in subsequent runs of the course. The outcomes of this study are relevant to educators seeking to incorporate MOOCs into blended courses

How a MOOC can effectively facilitate student transitions to an online distance postgraduate programme

A Massive Open Online Course (MOOC) was developed to help promote awareness of, and support student transitions into, a fully online distance, credit-bearing postgraduate certificate (PGCert). A qualitative study using semi-structured interviews was undertaken with participants on the PGCert to investigate learner experiences of both the MOOC and PGCert, and to establish the extent to which the MOOC supported learners’ transitions into the PGCert in terms of their (1) foundation knowledge, (2) study skills, (3) digital literacies, (4) readiness for self-directed learning, and to determine whether additional efforts could have been directed to more effectively support student transitions. Findings revealed that the MOOC informed participants’ decision to undertake the fully online PGCert, and that this was due to the effective learning design and a strong teacher presence throughout. The participants already possessed some background knowledge and a number of essential learning skills (though not uniformly), questioning assumptions around MOOCs as an aid to widening participation in higher education; however, the MOOC helped to enhance and unify these. Not surprisingly, there were some challenges encountered on entering online postgraduate study that the MOOC design could not anticipate or solve; therefore, we recommend that online learners are appropriately supported throughout their studies. This work has implications in terms of how MOOCs may help facilitate student transitions into other fully online, credit-bearing programmes of study

Assessing reproductive and endocrine parameters in male largescale suckers (\u3ci\u3eCatostomus macrocheilus\u3c/i\u3e) along a contaminant gradient in the lower Columbia River, USA

Persistent organochlorine pollutants such as polychlorinated biphenyls (PCBs), dichlorodiphenyldichloroethylene (p,p′-DDE), and polybrominated diphenyl ethers (PBDEs) are stable, bioaccumulative, and widely found in the environment, wildlife, and the human population. To explore the hypothesis that reproduction in male fish is associated with environmental exposures in the lower Columbia River (LCR), reproductive and endocrine parameters were studied inmale resident, non-anadromous largescale sucker (Catostomus macrocheilus) (LSS) inthe samehabitats as anadromous salmonids having conservation status. Testes, thyroid tissue and plasma collected in 2010 from Longview (LV), Columbia City (CC), and Skamania (SK; reference)were studied. Sperm morphologies and thyrocyte heights were measured by light microscopy, sperm motilities by computer-assisted sperm motion analysis, sperm adenosine triphosphate (ATP) with luciferase, and plasma vitellogenin (VTG), thyroxine (T4), and triiodothyronine (T3) by immunoassay. Sperm apoptosis, viability, mitochondrial membrane potential, nuclear DNA fragmentation, and reproductive stage were measured by flow cytometry. Sperm quality parameters (except counts) and VTG were significantly different among sites, with correlations between VTG and 7 spermparameters. Thyrocyte heights, T4, T3, gonadosomatic index and Fulton\u27s condition factor differed among sites, but not significantly. Sperm quality was significantly lower and VTG higherwhere liver contaminants and water estrogen equivalents were highest (LV site). Total PCBs (specifically PCB-138, -146, -151, -170, -174, -177, -180, -183, -187, -194, and -206) and total PBDEs (specifically BDE-47, -100, -153, and -154) were negatively correlated with sperm motility. PCB-206 and BDE-154 were positively correlated with DNA fragmentation, and pentachloroanisole and VTG were positively correlated with sperm apoptosis and negatively correlated with ATP. BDE-99 was positively correlated with sperm counts and motility; T4 was negatively correlated with counts and positively correlated with motility, thus indicating possible androgenic mechanisms and thyroid endocrine disruption. Male LSS proved to be an informativemodel for studying reproductive and endocrine biomarkers in the LCR

Titanium stable isotope investigation of magmatic processes on the Earth and Moon

We present titanium stable isotope measurements of terrestrial magmatic samples and lunar mare basalts with the aims of constraining the composition of the lunar and terrestrial mantles and evaluating the potential of Ti stable isotopes for understanding magmatic processes. Relative to the OL–Ti isotope standard, the δ49Ti values of terrestrial samples vary from −0.05 to +0.55‰, whereas those of lunar mare basalts vary from −0.01 to +0.03‰ (the precisions of the double spike Ti isotope measurements are ca. ±0.02‰ at 95% confidence). The Ti stable isotope compositions of differentiated terrestrial magmas define a well-defined positive correlation with SiO2 content, which appears to result from the fractional crystallisation of Ti-bearing oxides with an inferred isotope fractionation factor of View the MathML source. Primitive terrestrial basalts show no resolvable Ti isotope variations and display similar values to mantle-derived samples (peridotite and serpentinites), indicating that partial melting does not fractionate Ti stable isotopes and that the Earth's mantle has a homogeneous δ49Ti composition of +0.005 ± 0.005 (95% c.i., n=29). Eclogites also display similar Ti stable isotope compositions, suggesting that Ti is immobile during dehydration of subducted oceanic lithosphere. Lunar basalts have variable δ49Ti values; low-Ti mare basalts have δ49Ti values similar to that of the bulk silicate Earth (BSE) while high-Ti lunar basalts display small enrichment in the heavy Ti isotopes. This is best interpreted in terms of source heterogeneity resulting from Ti stable isotope fractionation associated with ilmenite–melt equilibrium during the generation of the mantle source of high-Ti lunar mare basalts. The similarity in δ49Ti between terrestrial samples and low-Ti lunar basalts provides strong evidence that the Earth and Moon have identical stable Ti isotope compositions

Flow of excitation energy in the cryptophyte light-harvesting antenna phycocyanin 645.

We report a detailed description of the energy migration dynamics in the phycocyanin 645 (PC645) antenna complex from the photosynthetic alga Chroomonas CCMP270. Many of the cryptophyceae are known to populate greater depths than most other algal families, having developed a 99.5% efficient light-harvesting system. In this study, we used femtosecond time-resolved spectroscopy and global analysis to characterize the excited-state dynamics of PC645. Several different pump colors were selected to excite different fractions of the four phycobiliprotein pairs present in the complex. Measurements were also performed at cryogenic temperature to enhance spectral resolution and selectively promote downhill energy transfers. Upon excitation of the highest-energy bilins (dihydrobiliverdins), energy is transferred from the core of the complex to the periphery within 0.82 ps. Four bilins (mesobiliverdin (MBV) A/B and phycocyanobilins (PCB) 158C/D), which are responsible for the central band of the absorption spectrum, show concerted spectral dynamics. These chromophores show a biphasic decay with lifetimes of 0.6 ps (MBV) and 5-7 ps (PCB 158) to the lowest bilin pair (PCB 82C/D) absorbing around 650-657 nm. Within this lifetime of several picoseconds, the excitations reach the PCB 82 bilins on the two poles at the smaller sides of PC645. A slow 44-46 ps energy transfer step to the lowest-energy PCB 82 bilin concludes the dynamics. © 2011 Biophysical Society