How is it possible that someone who has been involved in developing 3D anatomy technologies for 12 years took 7 of those years to find a way to teach with it effectively?
I prided myself on being a great teacher. In every possible sense – a good explainer, an innovator, a student advocate. And I was killing it in the lecture hall and in the lab, teaching in the ways that I learned from my great teaching mentors. So how was it that after 7 years of working with 3D anatomy technologies as a product developer (Cyber-Anatomy/VIVED Learning), I wasn’t really using the technology that much in my teaching?
I think a part of me was afraid of technology failures. I knew that running a huge simulation over the web just fails sometimes. I was also discouraged when I saw students starting to work with the software themselves. They clicked around aimlessly, and turned to ask the exact same question they asked in the cadaver lab – “What am I supposed to see here?” So I held back my trust and kept doing what I’d always been doing – PowerPoint-based lectures and dissection labs.
That is, until I had a problem in my dissection labs that I just couldn’t fix.
- Coding bootcamps could benefit from flipped learning - August 18, 2022
- Why mobilized dining could reinvent campus food services - August 17, 2022
- Are your digital learning tools helping STEM faculty and students? - August 16, 2022