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Conference Paper: Paperless classroom using tablet computers for teaching neuroscience, anatomy, and language

TitlePaperless classroom using tablet computers for teaching neuroscience, anatomy, and language
Authors
KeywordsLEARNING
TEACHING OF NEUROSCIENCE
LANGUAGE
Issue Date2005
PublisherSociety for Neuroscience
Citation
Neuroscience 2005, Washington, DC, 12-16 November 2005, Presentation no. 20.12 How to Cite?
AbstractThe goal of this project is the systematic replacement of paper by tablet PCs for the students, and replacement of the chalkboard for the instructor, with no decrease in learning by students. We started with two highly visual classes, Neuroanatomy and Mandarin. We then extended Tablet PC's to include special projects in Biomedical Engineering, Health Science and Technology, Business and in an anatomy class for medical students at HKU. Powerpoint files were converted to Journal files for presentations so the instructor could mark the slides and add drawings during lectures. We have obtained quantitative evidence for an increase in course material delivered and a sizeable increase in student performance. Some of the results to be discussed and illustrated at this presentation are: 1. Increased efficiency of knowledge transfers with more interactive lectures 2. Color figures delivered to the students without a 20-fold increase in copying cost 3. More conversion of course material to digital format: Faculty instructors increase their use of electronic delivery of lecture material, using PowerPoint, AVI files, and audio files for demonstrations. 4. A reduction in cost of AV equipment since multimedia demonstrations can be done on the computer in PowerPoint without the need for a tape deck, mixers, movie projector, overhead projector, and the disruption caused by the transition to each of these machines during class. 5. Enrichment of course content is easier for faculty. 6. More course material can be made available on the web. 7. Less time is spent on clerical work. 8. Online office hours for students increases faculty-student interchanges. E-Tablets allow quick drawings to be used in these interchanges.
Persistent Identifierhttp://hdl.handle.net/10722/95521

 

DC FieldValueLanguage
dc.contributor.authorEllis-Behnke, RGen_HK
dc.contributor.authorTay, DKCen_HK
dc.contributor.authorSinger, DAen_HK
dc.contributor.authorSo, KFen_HK
dc.contributor.authorWheatley, Jen_HK
dc.contributor.authorSchneider, GEen_HK
dc.date.accessioned2010-09-25T16:04:53Z-
dc.date.available2010-09-25T16:04:53Z-
dc.date.issued2005en_HK
dc.identifier.citationNeuroscience 2005, Washington, DC, 12-16 November 2005, Presentation no. 20.12-
dc.identifier.urihttp://hdl.handle.net/10722/95521-
dc.description.abstractThe goal of this project is the systematic replacement of paper by tablet PCs for the students, and replacement of the chalkboard for the instructor, with no decrease in learning by students. We started with two highly visual classes, Neuroanatomy and Mandarin. We then extended Tablet PC's to include special projects in Biomedical Engineering, Health Science and Technology, Business and in an anatomy class for medical students at HKU. Powerpoint files were converted to Journal files for presentations so the instructor could mark the slides and add drawings during lectures. We have obtained quantitative evidence for an increase in course material delivered and a sizeable increase in student performance. Some of the results to be discussed and illustrated at this presentation are: 1. Increased efficiency of knowledge transfers with more interactive lectures 2. Color figures delivered to the students without a 20-fold increase in copying cost 3. More conversion of course material to digital format: Faculty instructors increase their use of electronic delivery of lecture material, using PowerPoint, AVI files, and audio files for demonstrations. 4. A reduction in cost of AV equipment since multimedia demonstrations can be done on the computer in PowerPoint without the need for a tape deck, mixers, movie projector, overhead projector, and the disruption caused by the transition to each of these machines during class. 5. Enrichment of course content is easier for faculty. 6. More course material can be made available on the web. 7. Less time is spent on clerical work. 8. Online office hours for students increases faculty-student interchanges. E-Tablets allow quick drawings to be used in these interchanges.-
dc.languageengen_HK
dc.publisherSociety for Neuroscience-
dc.relation.ispartofSociety for Neuroscience Annual Meetingen_HK
dc.subjectLEARNING-
dc.subjectTEACHING OF NEUROSCIENCE-
dc.subjectLANGUAGE-
dc.titlePaperless classroom using tablet computers for teaching neuroscience, anatomy, and languageen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailEllis-Behnke, RG: rutledg@mit.eduen_HK
dc.identifier.emailTay, DKC: dkctay@hkucc.hku.hken_HK
dc.identifier.emailSo, KF: hrmaskf@hkucc.hku.hken_HK
dc.identifier.authorityEllis-Behnke, RG=rp00252en_HK
dc.identifier.authorityTay, DKC=rp00336en_HK
dc.identifier.authoritySo, KF=rp00329en_HK
dc.identifier.hkuros112831en_HK

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