1. Zip1/0502/calembed1 Embedding computer-assisted learning (CAL) in curricula Dr Michael Hollingsworth University of Manchester

2. Zip1/0502/calembed2 Types of CAL programs Tutorial type Problem-solving Practical simulation [Excluding distance e-learning, virtual campus, etc.]

3. Zip1/0502/calembed3 Barriers to embedding Cost –Software –System for delivery –Hardware

4. Zip1/0502/calembed4 PCs for students of Biological Sciences in Manchester

5. Zip1/0502/calembed5 Barriers to embedding Technical support Organise at Faculty or University rather than departmental level

6. Zip1/0502/calembed6 Barriers to embedding - staff Survey in 1996: Markham et al, 1998 339 UK Pharmacologists surveyed as to their teaching methods and what influenced their choice Only 23% of staff used CAL packages in their teaching

7. Zip1/0502/calembed7 Results of 1996 survey Inadequacy of hardware and support Cultures that did not promote non- traditional approaches to teaching Lack of time to develop supporting material to enable successful integration

8. Zip1/0502/calembed8 Barriers to embedding - staff Survey in 2001: Hughes 342 UK pharmacologists surveyed (56% return) 97% aware of pharma-CAL-ogy software 62% used such software [only 23% used any CAL in 1996] Neutral on adequacy of hardware [-ve in 1996] Positive that technology-based materials aid student learning

9. Zip1/0502/calembed9 Influences on student usage of CAL material Dewhurst & Hughes, 1999 Made available – 12% used Shown in lecture - 65% used Embedded in course and assessed - 100% used

10. Zip1/0502/calembed10 Ways of using CAL Snapshots in a lecture Supplement to reinforce concepts covered in a lecture –e.g. drugs and the ANS

11. Zip1/0502/calembed11 Using CAL Replacement of part or all of a lecture course –e.g. Drug disposition unit

12. Zip1/0502/calembed12 Using CAL Practical simulation type –Use before an actual laboratory practical (e.g. mousewatch)

13. Zip1/0502/calembed13 Using CAL Practical simulation type –Use in place of a laboratory practical (e.g. Experiments on guinea pig ileum)

14. Zip1/0502/calembed14 Using CAL Make the CAL program the basis of a student activity (e.g. Teaching and Learning Resource Packs) e.g. Problem-based learning scenario: “Susan had shown that salbutamol produced a relaxation of isolated hobbit airways of rapid onset.”

15. Zip1/0502/calembed15 Using CAL CAL programs as a resource for student-led learning

16. Zip1/0502/calembed16 Usage in a PBL course 52 students asked about 9 CAL programs, whether used and useful 60% return of questionnaire 61% usage of CAL programs 92% of users thought them useful

17. Zip1/0502/calembed17 Summary Usage of CAL programs is increased if: Embedded in curricula Students perceive them as a part of the curricula Their content is assessed