ONLINE THEORY DELIVERY AND ASSESSMENT (NDLR PROJECT) Rationale: The final year BSc Optometry module “topics in modern optometry” contains a topic entitled “refractive surgery”. This topic has been given one contact hour a week across nine weeks. Ideally this topic should have lectures, practicals, clinic visits and group project tutorials. To facilitate all of this within the nine week slot, it was decided that all the lecture material would be delivered and assessed online. The ADDIE system was used to design the online material A – analyse D – design D – develop I – implement E – evaluate Design: We looked at various software packages and chose Adobe Presenter because it is compatible with webcourses, it is cheap and it has a small file size making it easier to download with slow internet connections. For assessment of the material I decided to use the MCQ assessment facility already within webcourses. To allow for the fact that the material would be delivered online (and therefore the students would not have the opportunity to ask questions as they would in a lecture) I gave them discussion board assignments. Thus the breakdown of the assessment of the module is as follows: MCQs 27% Discussion board 7% Attendance 4% Group project 62% Develop: Seven lectures were made in Adobe Presenter (interactive powerpoint). They contain graphics, videoclips, audioclips and MCQs (embedded within the presentations). The presentations have a menu in the sidebar so that students can navigate to whichever slides they want. To accompany the presentations, PDF handouts were made with notes indicating where there were video clips etc in the presentations. Example of screenshot The MCQs are a set of seven MCQs taken randomly from a bank of 21 MCQs. The students have 14 minutes in which to complete the MCQs. Random selection of the MCQs and randomisation of answer ordering was done to minimise the possibility of students cheating and/or working collaboratively. Implement: The first lecture the students had was a contact lecture where the entire module and assessment thereof was explained to them. The students know that each week a new lecture becomes available and that they have a week in which to complete the accompanying MCQs and discussion board topics. Evaluation: The students will be given anonymous questionnaires at the end of this topic to evaluate all aspects of the topic delivery and assessment.

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ONLINE THEORY DELIVERY AND ASSESSMENT (NDLR PROJECT)

Rationale: The final year BSc Optometry module “topics in modern optometry” contains a topic entitled “refractive surgery”. This topic has been given one contact hour a week across nine weeks. Ideally this topic should have lectures, practicals, clinic visits and group project tutorials. To facilitate all of this within the nine week slot, it was decided that all the lecture material would be delivered and assessed online.

The ADDIE system was used to design the online material

A – analyseD – designD – developI – implementE – evaluate

Design: We looked at various software packages and chose Adobe Presenter because it is compatible with webcourses, it is cheap and it has a small file size making it easier to download with slow internet connections. For assessment of the material I decided to use the MCQ assessment facility already within webcourses. To allow for the fact that the material would be delivered online (and therefore the students would not have the opportunity to ask questions as they would in a lecture) I gave them discussion board assignments. Thus the breakdown of the assessment of the module is as follows:

MCQs 27%Discussion board 7%

Attendance 4%Group project 62%

Develop: Seven lectures were made in Adobe Presenter (interactive powerpoint). They contain graphics, videoclips, audioclips and MCQs (embedded within the presentations). The presentations have a menu in the sidebar so that students can navigate to whichever slides they want. To accompany the presentations, PDF handouts were made with notes indicating where there were video clips etc in the presentations.Example of screenshot

The MCQs are a set of seven MCQs taken randomly from a bank of 21 MCQs. The students have 14 minutes in which to complete the MCQs. Random selection of the MCQs and randomisation of answer ordering was done to minimise the possibility of students cheating and/or working collaboratively.

Implement: The first lecture the students had was a contact lecture where the entire module and assessment thereof was explained to them. The students know that each week a new lecture becomes available and that they have a week in which to complete the accompanying MCQs and discussion board topics. Evaluation: The students will be given anonymous questionnaires at the end of this topic to evaluate all aspects of the topic delivery and assessment.