SOUTH ORANGE COUNTY COMMUNITY COLLEGE DISTRICT
SABBATICAL REPORT FORM
Submit your completed Sabbatical Report as an email attachment (*.doc file, only), within 60 days of your
return to duty. Send your report to the Vice Chancellor of Human Resources & Employer/ Employee Relations,
David Bugay (dbugay@socccd.edu) with a copy to his assistant Beverly Johnson (bjohnson@socccd.edu).
The first page of this document is the first page of your report.
Submission of a final Sabbatical Report is a component of the sabbatical process. (See SOCCCD 2011-2014 Academic Employee
Master Agreement, Article XXVI, Section K-1, “Upon completion of the sabbatical and within sixty (60) days of the faculty
member’s return to duty, a narrative report shall be submitted to the Sabbatical Committee for Review and acceptance (or nonacceptance).”
COMPLETE ALL OF THE FOLLOWING:
Name: Dr. Jane E. Horlings
College: Saddleback College
Division/School: Math/Science/Engineering, Dept. of Biol. Sci.
Period for which your sabbatical was granted:
Academic year________
Fall______
Spring XXXXX 2013
Both______
Date and location of required presentation:
Department meeting, Friday, 4 October, 2013. “Development of a Hybrid
Distance Education (DE) Human Anatomy (Bio 11) Course for Saddleback College”
And on my website, http://www.saddleback.edu/faculty/jhorlings/index.html
Description and location of materials produced for college/district use (if applicable):
I am currently teaching this Hybrid Distance Education (DE) Human Anatomy (Bio 11) course at Saddleback
College. The Course Materials as a result of this Sabbatical are posted on the course Blackboard site for student
access. The entire sabbatical report and all appendices are being sent by email to all departmental and division
colleagues. Selected documents have been disseminated to the other current Anatomy instructors, members of
my division, the Distance Education Committee, and the CIDDE staff. These include lists of web links
applicable to our Anatomy labs, and lists of apps useful in the classroom, to our students, as well as as creation
tools.
Please attach a narrative that addresses each of the following:
1. Activities
a. Describe in detail the activities conducted
during the sabbatical p. 2-9
b. Explain how these activities achieved the goals
stated in your application
c. Provide a timeline or calendar showing when
these activities were carried out p. 10
d. Provide evidence of these activities p. 10
i. attach transcripts, letters from collaborators,
acknowledgements, news reports
ii. copies of papers written
iii. photographs of artwork, projects, etc.
iv. addresses for websites were work can be seen
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2.
3.
4.
Impact of these activities
a. On teaching and learning p.11
b. On the faculty member’s professional
development p.11
c. Benefit of these activities to students and the
district p. 12
Products of the sabbatical p. 13
a. List all products of the sabbatical
b. If appropriate, state the location and
accessibility of these products
Dissemination of results p. 13
a. Demonstrate that you have followed the
dissemination plan indicated in your
proposal
Narrative Report:
Development of a Hybrid Distance Education (DE)
Human Anatomy (Bio 11) Course for Saddleback College
Introduction
Building upon my hybrid DE Bio 20 course, and the DE Bio 40 course (entirely online), I began to develop a
hybrid DE Human Anatomy course. I have taught Human Anatomy F2F (face to face) for over 20 years, so the
first steps included preparing my course content for online delivery. I have the same objectives and the lectures
contain similar content as I taught in the traditional section, but it is presented in the form of PowerPoint (PPT)
presentations (and posted online in both Word and pdf formats). Rather than recording lectures, I have had
great success presenting my lectures as static PPTs, which are supplemented with active links, embedded
videos, and other activities to engage the student. However, when studying off-line, students have the printed
or saved static lectures to study like they would study their notes in any other class (with the added value of
having image-rich PPTs). Many students use the static PPTs and write on them (via various apps) in lab
lectures on their tablets, which are proving to be extremely useful for them.
I spent much time during the sabbatical investigating the technological tools that can be used to enhance my
lectures (and labs), comparing the LMS (learning management systems) that come with textbooks, learning
relevant apps, and “casting the waters” for neat and new technological tools that can be added to all of my
courses to engage my students. Much that was tried, read about, or reviewed was found to have limited utility,
and was cast aside, as is the case in much research. But the time allowed for the sabbatical resulted in a huge
sum of apps, websites, tools, techniques and tricks that are being used in not only the Bio 11 lecture, but are or
will be used in my Bio 20 and Bio 40 courses as well. I hope that some of what I have gleaned will also be of
utility to my colleagues in their courses, particularly if they are considering teaching an online or hybrid DE
course.
1a & 1b. Activities of the Sabbatical
I have listed in the following section, the objectives and goals of the sabbatical are put in italics, and in
green type, directly from my sabbatical proposal, and below each one is described the activities completed
to achieve each of the objectives and goals.
• I will develop the pedagogy for the hybrid DE Bio 11 course that I will teach in Fall 2013.
Initially, I had to prepare the online lectures for this course, as they needed to be in place before the addition of
any of the technology discovered in my sabbatical. I completed 13 lecture PPTs, which is equivalent to more
than 50% of my semester’s lectures. Each lecture represents 1 or 2 day’s lecture content. Each of these ranges
from 40-80 PPT slides, all rich with text and graphics, and the PPTs contain the information for the student to
learn, for that particular lecture. I have attached a sample lecture in Appendix A (Lecture 1.4; Articulations).
In addition, all lab lecture PPTs were revised (n=19), primarily for improved content and organization. We
have a new edition of the textbook and since the illustrations are significantly different, figures from the new
edition were inserted, for all slides that had diagrams from the Marieb et al. textbook.
Due to the hybrid nature of this course, the discussion section is significantly different from what I previously
taught. In past years, in my sections, the discussion was primarily a time to continue the lecture. Since the
lectures for this hybrid course are online (and can cover the entire lecture), new content for the discussions was
necessary. Some days are devoted to review of laboratory material (when close to a lab exam), or are a review
or expansion of lecture material (typically when closer to a lecture exam). All of this necessitated development
of new course content, and a total of 15 discussion section PPTs will be needed for this course (7 are completed,
the rest are in progress). As an example of one type of Discussion PPT, this one were designed to show
unlabeled structures in the first slide, then the next slide shows labeled structures, useful for showing in the
classroom (See Appendix B, a Discussion PPT from the Skeletal System labs). When this is made into a Print
File (with 6 slides per page), the students can print the file, cut it crosswise, then fold it in half to make
flashcards (structures unlabeled on front, labeled on back, as seen below).
I have done this for multiple discussion PPTs for each lab unit.
To keep the students up on the weekly lecture material, similar to what I do in my hybrid Bio 20 and the online
Bio 40, I wrote weekly online, open-note/open-book “quizzes” which I call OCWs (online course work). I
came up with this acronym for my first online class, looking for a term that was different from “quiz” (since it is
open-book), and not wanting to use the term “homework,” which often has a connotation of easy or not worth
much. The students take the OCWs on Blackboard, and the questions are posted as a pdf on BB so they can
look up the answers, and I even encourage students working together. They are graded and contribute a
significant portion of the students’ grade. Not only do the OCW questions keep the students current with the
lecture content, some of the questions (“Web Work”) require the students go to various websites for further
learning. I wrote the OCWs for the lecture section during the sabbatical, and inputted them into Blackboard.
Now I am modifying them for next year, based on student input and question, on a weekly basis this semester.
• Survey colleges teaching Bio 11 as a hybrid DE or DE course, and incorporate useful elements into my
course.
I looked at at the Fall 2013 course offerings at every Southern California community college, as well as many
other California community colleges, searching for online or hybrid Human Anatomy sections (see Appendix
C). I googled “Human Anatomy College Online” as well as various other permutations, trying to find hybrid or
DE Anatomy courses anywhere in the U.S. I contacted by email every professor I could find through these
searches. I emailed all Anatomy instructors who attended a Wiley Anatomy seminar I attended a number of
years ago, as the attendees were invited based on their high level of technical expertise in Anatomy. Overall,
the number of return respondents was low, and also, DE/hybrid Anatomy classes do not appear to be as
numerous as I had earlier presumed.
Over this past 9 months, I have had email and phone conversations with a number of instructors on this list, and
found that most instructors were at the same technological level as I am, far behind my proficiency, or teach
their classes in an entirely different way. None appeared to be far more advanced than my technical
proficiency, typically we just had different strengths. We discussed topics ranging from student engagement to
online tools and apps to the way that the class is presented. Not many professors had experience with iPads or
apps. Many of the other professors record their lectures (using Camtasia or other similar tools) and students
watch the lectures. I have the opinion and experience that for a class such as I teach, which is rather fact-driven,
and requires a high amount of memorization, a static PPT is an effective teaching tool, when combined with
textbook readings, and interactive learning tools to increase student engagement. Many professors did what I
do, and used videos such as those from Khan Academy to supplement static lectures.
Several online Anatomy instructors use McGraw-Hill’s LearnSmart, Wiley Connect or Pearson’s Mastering
Anatomy and Physiology to supplement lectures. I will be requiring my students to purchase the Pearson’s
Mastering as part of their textbook bundle next year. This year, it was impossible to include it in the
curriculum, as not all students purchased it. Many students purchased a used book, and some are using a
different authored text. Next semester, if a student doesn’t purchase a new, current edition textbook, they will
be required to purchase the Mastering Anatomy and Physiology separately. I will be integrating Mastering
more deeply into the course, and next year, questions from Mastering will be part of the OCW.
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• Survey technological tools, which will be used in the construction of the course
o Create a visually engaging syllabus
I have overhauled my syllabus, and included more engaging visuals. Many of these visuals are used in the other
handouts/posted documents such as the bookstore checklist, the weekly blogs, and the online coursework
documents to add visual continuity. The syllabus is attached (Appendix D). I have worked to make the
“semester-at-a-glance” for Bio 11/Anatomy lecture, Bio 11/Anatomy Lab, and Bio 40/Evolution, highly useful
documents for the student, and visually appealing as well (see sample in Appendix E). While not “technical,” I
believe that a high level of clarity and organization in the syllabus is critical for student success.
I email all students before school starts, introducing myself, and include the syllabus, the bookstore checklist,
and the online coursework document. I also include a document that introduces me, called “100 Things About
Jane” (which is, like it sounds, 100 facts about me). This year, additionally, I made a short video using the iPad
app Tellagami, which was in that first email to the students (see: https://tellagami.com/gami/L1Z213/).
My Tellagami avatar:
o Include QR codes in printed materials for lab
I have included QR codes in the printed materials for lab (Appendix F). This allows students, while working in
lab, to scan the QR codes with a QR code scanner app for their mobile device (phone or table), which are
readily available and free. Examples of scanning apps include Scan, QRReader and Qrafter. Each QR code is
unique, and links to a specific URL. For example, scanning the QR code below, on the right, links to a video on
the scapula, at http://www.youtube.com/watch?v=NOLiDKvF67g&list=TLsKgOIwM1Dts. This allows the
students, with a mobile device (iPad, iPhone or Android smartphone) to readily access and view videos related
to the current lab work. This is how they appear in the students’ lab notes:
To shorten the URLs, I used goo.gl, which is the Google URL Shortener service. This way, if a student had to
type in the URL, rather than scanning, it would be relatively short (e.g. http://goo.gl/xom2Q compared with
http://www.youtube.com/watch?v=dZ4LSEpVDWA). If they were wanting to view these on their laptop/main
computer, it is a great advantage for them to have the shortened URL.
To create the QR codes, I chose to use the QR code generator at MobileFish
(www.mobilefish.com/services/qrcode/qrcode.php#qrcode_result). One more benefit to using a URL shortener
is that it makes a QR code with less “detail” and that makes it is far easier for the student to quickly snap and
capture the URL with their mobile device than if it were made with the original, lengthy URL.
One difficulty with this part of the project, which I did not anticipate, was the relative paucity of good YouTube
videos for Anatomy. It has taken a great deal of searching to find decent and applicable videos for lab, and this
is one of the reasons that I think that our student-created videos will be so valuable to our future students (see
section on student-created videos). A large proportion of the YouTube videos available on Anatomical topics
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are inappropriate for use in our class as they are at a level lower than we teach or of poor quality (poor audio or
poor video quality, with mispronunciations or factual errors, or all of these). Many are made by students in the
classroom, and are simply not even worth linking to.
o Use Vocaroo or Voki to record comments on student work, so that they can hear lengthy critiques
(* Chose not to use those programs; instead learned to use a tool from Turnitin. Discussing
everything relating to Turnitin in this section)
I watched a number of the Turnitin webcasts, to increase my knowledge of how to mark papers using Turnitin.
I use this online tool to grade my students’ research papers and any other written work. Specifically, one of the
seminars was on providing voice comments on student work. It makes sense to use the Turnitin Voice
Comment capability rather than Vocaroo or Voki, which require a student to access an external link to hear my
comments, so I will use Turnitin’s Voice Comments later this semester when marking my students’ papers
using GradeMark.
Turnitin now has an iPad app, and I will try that out when my Bio 40 students turn in their research paper, later
this fall, as well as when I receive the video scripts from my Bio 11 Students.
Turnitin Seminars that I watched during my sabbatical:
• More than Words, Using Voice Comments. One presenter was Saddleback’s Renee Bangerter who
discussed how to put in voice comments as clickable feedback to students. This is in beta now. This will
increase the quality and quantity of our feedback to students- and should save time. I hope it does! Will be
used in conjunction with GradeMark, which I already have used, when marking and grading student’s work
(separate tool from Turnitin, different from their Originality Check, which is the plagiarism detector).
• Closing the Gap; What Students Say About Instructor Feedback. An important thought that I took
from this seminar was that students value rapid feedback that is of shorter length rather than feedback later that
is more detailed. Much discussion about online grading using rubrics, which I don’t really use (have my own).
• GradeAnywhere; Turnitin for iPad became available in late summer, 2013. The iPad version allows
voice comments and all of the other things an instructor normally does, using Turnitin. Everything I use is
available on the iPad, can see the originality check, can do GradeMark with QuickMark comments, and can
even save their papers and work on them when offline, and sync next time when online! Turnitin is only for
instructor’s use; they can’t use their iPads to turn in their papers. Can add Voice Comments with the iPad.
• From the Margins: Providing Effective Feedback. Using the comments in the margins for feedback
to students on their papers. Turnitin has really neat tools that you can use—and customize! —to provide
detailed feedback to students. After all, isn’t the feedback really more valuable to them than the grade alone?
o Have students use Googledocs to collaborate on a project
Students in my Bio 11 and Bio 40 class are currently signing up for their video topics (Bio 11) and research
paper topics (Bio 40) on a online Google document. See
https://docs.google.com/spreadsheet/ccc?key=0AiZBWO3bz9rqdFdrdDUxdTFSaGVJWTNkQ2NQUmpWUmc
&usp=sharing for Bio 11 signup, and
https://docs.google.com/spreadsheet/ccc?key=0AiZBWO3bz9rqdHhIVW00WEdRbWp2NmhMWnI5TkV5MU
E&usp=sharing for Bio 40. This serves as an introduction to the capabilities of online, cloud-based real-time
shared documents for my students, the majority of whom have never used a resource such as Google Drive.
Further, in the Anatomy Video Project, students will learn about cloud-based collaboration; they will upload
their video script to a cloud-based storage service. They can pick which one they want– Google Drive, iCloud,
Dropbox or something similar. They will then send the link to me, as well as one of their lab partners, and their
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lab partner and I will access and critique the document from the cloud. This part of the assignment will teach
the students a little about the capability of cloud-based storage, backup, and sharing, and collaborative sharing
and editing. If nothing else, it will show students that there are free places online that they can store their files.
I have had so many students tell me that they have lost files. This will show them that there are places to keep
their documents that are reasonably reliable.
o Apps and technological tools available, such as those apps for iPads and mobile devices will be
investigated for their inclusion in the course.
• Background:
This “Apps Project” turned out to be a very extensive, time-consuming and yet rewarding part of the
sabbatical. I read Mashable and Zite (for technology) apps for tech news every night, and many new apps are
discussed in both of those resources, in addition to lots of great technological tips and tools. Other sources for
learning about apps, educational tech, and technology in general that I read on a daily or weekly basis include:
• Profhacker column for the Chronicle of Higher Education (chronicle.com/blogs/profhacker/).
• Wired Campus (daily email from Chronicle of Higher Education, to which I subscribe)
• iPadApps4School (daily email) ipadapps4school.com
• Free Tech 4 Teachers (daily email) www.freetech4teachers.com
• Campus Technology (daily emails) campustechnology.com/Home.aspx
• MakeUseOf (daily email) www.makeuseof.com
• FacultyFocus (weekly email) www.facultyfocus.com
• New York Times Technology (weekly email) www.nytimes.com
• The 8 Blog (weekly email) the8blog.wordpress.com
• OS X Daily (daily email) osxdaily.com
• Podcasts: Engadget, Bits; Tech Talk, The Apple Junkies, Macworld Podcast, and The Apple Byte
From my daily reading, I save pdfs of many articles in the form of manuals (saved on computer) or flag for
future reference by saving onto my Pocket page (www.getpocket.com), and I have recently started saving many
by pinning them onto my Pinterest page (www.pinterest.com/bioprof/boards/) (I have boards on Apps & Tips,
Infographics for Class, Science, Science Geeks, Teaching, Technology, Tech Infographics, Work, & Videos 4
Class).
All of this reading resulted in downloading/trying out many more apps than I even have reported on. For every
app that is of use and worth reporting on, I investigated one or more that proved not to be useful and was often
discarded. My focus has been on iPad apps, though many are iPhone apps. I don’t own Android devices,
though many of the iOS apps have Android versions.
• The Apps
I have put together a spreadsheet of the apps I found useful (Appendix G). Apps are grouped in categories:
Anatomy, Creation, Creation Tools, Education, FlashCards/Clicker, Lists, Notes & Notetaking, Productivity,
Science, Screencasts, Social Media, Utility, and Weather. I investigated primarily iPad apps, although some of
these are iPhone apps (double in size for use on iPads). Where possible, I mentioned if this was available on the
Android/Google-based platform- as well as if it is available in a web-based version, which is useful for many
apps (Evernote and Dropbox are great examples of this).
The spreadsheet includes the name, the price, and columns for a survey of the utility of the app, and pros/cons.
The final column contains a link to the iTunes webpage for that app (which would link to the iTunes page where
it could be downloaded), and often links to articles that discuss and/or review the app for further information. I
designed this as a reference for other faculty in my department and division, and designed it so that subsets may
be disseminated to my students. I will also send subsets, including sections on homework and flashcard apps,
and others of more general utility to members of my division, the DE committee, and the CIDDE staff.
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The Apps Project is being disseminated to my students in various ways. Students in both classes have received a
subset of this large spreadsheet in the form of General Apps for Students (See Appendix H), and Anatomy
students receive these unit by unit, as they apply (e.g. Appendix I, Apps for the Muscular System Unit). I ask
students, as they use these, to give me both feedback, and suggestions for new apps as well.
o Survey college websites for tools and good examples of comprehensive online-supplemented
learning in Anatomy
College websites were surveyed, and many were included in my revision of the Web Link Lists. The web link
lists are something I have done for several years, and while on sabbatical, all of my lists were updated and
expanded. The Web Link Lists contain sections such as Cat Dissections, Models, and Histology, and each web
link is titled, with a short description, often including the college source (makes it easy for students to remember
and distinguish between the web sites) (see sample in Appendix J, the Web Links List from Lab Unit 2).
These lists are made available to my students at the beginning of each lab unit by posting on Blackboard. Also, I
email them to all Anatomy instructors (full time and part time) at the beginning of each lab unit. I know from
feedback that both instructors and students appreciate these lists.
o I will investigate online tools and incorporate them into the pedagogy of the Anatomy course.
Much of this included working on the Web Links Lists (see above), and adding online tools into the lists made
available to students in each lab unit via Blackboard.
I have been integrating photographs of cadavers and photomicrographs from Pearson’s PAL into my PPTs. The
instructor resources that come with our textbook include 3D visualizations similar to some online. Many new
images were added to my PPTs, both lecture and lab, from various online resources (especially the Visible
Human Project www.nlm.nih.gov/research/visible/animations.html). Other tools such as Zygote Body still have
limited utility in the classroom. Actually, my students see Zygote Body regularly in YouTube Anatomy videos
that show 3-D animations as part of the video.
I attended an online webinar demonstrating Anatomy & Physiology Revealed (McGraw-Hill) and I didn’t find
it to be more compelling than the Practice Anatomy Lab (already available to our students as we use a Pearson
textbook, currently).
o I will attend virtual seminars, and I will also collaborate online in an Anatomy “chatroom” space,
with colleagues teaching hybrid DE Anatomy courses via iTeach Anatomy & Physiology (a
Collaborative Learning Space for A&P Instructors).
I receive and carefully read the weekly digest from iTeach Anatomy & Physiology (http://www.iteachap.com/main/summary). Most week’s discussions don’t relate to teaching with technology, but are related to
Anatomy teaching topics. One week’s discussion included posts on webcams and their use for students taking
exams in remote locations, but in most weeks, there was little of interest. Some discussions on flipping the
classroom were interesting, but no one mentioned any technological tools that I didn’t already have.
Other virtual seminars were discussed in a section near the end of the report, and in the section on Turnitin.
I attended 2 training sessions at the CIDDE (one on the new Blackboard and the other on Grading in
Blackboard) as well as 2 individual training sessions with Valerie Senior during the spring and summer ’13
(using learning modules and how to add Google calendars to Blackboard). I have not decided to arrange my
class structure on Blackboard into learning modules yet, and adding a Google calendar doesn’t seem necessary
now that Blackboard has a very functional calendar.
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• Attend the HAPS (Human Anatomy & Physiology Society) 27th Annual Conference, May 2013 in Las Vegas.
I did not attend this conference after seeing the conference schedule. Nothing of interest relating to teaching
with technology was seen, to warrant attending an out-of-town conference.
• Attend the Online Teaching Conference in early summer, 2013 (Orange or San Diego County).
I attended the Online Teaching Conference in June 2013 at Long Beach City College. As always, I learn a lot
of small technological tools, often not what I expected, at this conference. I signed up for a ½ day session for
Intermediate Level users of iPads, and didn’t learn much at all. However, a presentation during the following
day on using screencasting apps was worth the whole 3 days of attendance! The presenter compared and
contrasted the various whiteboard/screencasting apps and we tried to make short videos using each, which
showed the strengths and weaknesses of each in varying uses. I learned a number of other useful apps (such as
Socrative), and got the usual set of tips and techniques that always make attendance well worth it.
• Compare the online LMS (Learning Management System) offered by Pearson (Mastering Biology), McGraw
Hill (ConnectPlus and LearnSmart), and others with the top Anatomy texts.
I attended an online demonstration of McGraw-Hill’s Anatomy and Physiology Revealed. This is a virtual
human dissection program, and it could be used in both lecture and lab, and could also be used for “virtual
practicals.” It has obvious utility, but to make it work for us, we would have to require all students to purchase
it. Since we do not use McGraw-Hill’s textbook for Anatomy currently, it’s unlikely we’d adopt this as a standalone. However, features of this program that appear quite valuable include the extensive number of modules,
the animations (which can be then put into the instructor’s PPT), the histology, radiography/medical imagine,
and the practice tests. There is a camera tool and you can take a picture of the dissection at any time to put into
the instructor’s PPT. It appears very easy to customize; you can make a list of what you cover, and then it
applies to everything (tests, dissection, etc.). Would take a long time to do, but then would be used by everyone
that uses this course. A cat version is coming soon, which might make it worth taking a second look at that
time. Would it be worth switching books? Maybe not. But it we were to use McGraw-Hill textbook in the
future, we should utilize this.
I attended a Wiley webinar on RealAnatomy. This goes with the Wiley textbook, and their Wiley Connect
LMS. It has a web-based version for both Mac and PC, as well as a mobile app for both iPads and Android
tablets. Similar to the A&P Revealed, it does dissections, which start at skin level. While doing the dissection,
on the right is the information window, with a lot of information. The dissection sliders allow you to range
from superficial to deep, and dissections can be rotated. There are 40 levels of dissection, with the first level
showing just the epidermis removed, next the rest of the skin. When any structure is clicked, it is highlighted
and information appears to the right. Impressed with the level of detail! Like A&P Revealed, there is histology
included, in the context of that area of dissection or level, an image capture tool, and student-useful tools like
pronunciation and quizzing. There are 12 system modules for student learning.
The PAL (Practice Anatomy Lab) which our students get with their textbook or can purchase (I will require
this next semester) is Pearson’s dissection practice and study tool. For starters, the images of the cat, models,
cadaver, and histology are indispensible to me, as well as the student. It also includes an interactive cadaver,
which students can also dissect by removing layers to view cadaver photographs. The interactive histology
section also allows students to view the histology photographs by sliding the magnification. There is also a
quizzing section, with fill-in-the-blank practice practicals, pronunciation.
The PAL also has an iPad app, which works slightly differently from the DVD/web-based program
(https://itunes.apple.com/us/app/practice-anatomy-lab-pal3/id555681061?mt=8). The tablet version uses pinchto-zoom, tapping and double-tapping gestures to control the level of zoom, identification of structures etc. The
pronunciation of structures can be turned on or off, labels can be turned on or off, and you can click for
animations or videos where the little video icon is seen. Practicals are taken in a similar fashion as the
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DVD/web-based version, and new practicals are generated each time the student takes it. Some images, like
bones, can be rotated, which is very useful in understanding the spatial relationships of the bones.
After reviewing these three competitors, I’m not certain that one stands out above the others. Honestly, I think
it’s simply useful for our students to have access to whatever one can be most cheaply bundled with their
textbook. Any can be bought as a stand-alone product, but it’s cheaper for the student to bundle these with the
text, which we do. However, next year, I am planning to require it for my students, and if they get a used book,
older edition, or book by a different author, I will require them to buy it online.
• I will investigate the apps available for the iPhone, iPad, and Android phones that will be useful for this
class.
This objective was redundant with the objective listed earlier in this document: Apps and technological tools
available, such as those apps for iPads and mobile devices will be investigated for their inclusion in the course.
• Investigate creation of interactive online ‘books’ for iOS and Android devices.
I investigated apps used for creation of books/learning modules (See Apps Project). One of the seminars I
attended at the Online Teaching Conference in Long Beach was on Creation Tools and Apps. However, I did
not have the time to create an online book. I had intended to do this for my lab manual, but there was not time to
take on a large project such as this (I did revised my entire lab manual, but not via an authoring app). It is now
unlikely that I will teach the lab for this course in the future, so I will direct my authoring energies toward
lecture-related projects.
•
Incorporate student created videos into the Anatomy class plan.
My students are each creating a video on a bone as part of their grade for Human Anatomy. Although
collaboration is encouraged, each student will create a video on one bone (which, given a class of 32 students
should cover the major bones as well as some unique topics, such as the knee, the osteon model, and the bones
of the orbit). These videos will be very useful next semester, as they cover the structures in the level of depth as
is necessary for our students to learn. Students have signed up on a shared Google spreadsheet in Google Drive.
They will submit their scripts via a cloud-based storage service of their choosing (e.g. Dropbox, Google Drive
etc.) for their lab partner and me to proof. The video will ultimately be uploaded to YouTube, and ultimately
will reside on a class YouTube site. I hope that this entire project will teach them some useful skills, from
cloud-based storage to video making. The handout for my students is attached (Appendix K).
1c. Timeline:
It is important to note that the proposal for my sabbatical was written in early Fall 2011, and my sabbatical
began well over a year later, and some of the work continued until the present, Fall 2013. In this time, the
growth of technological tools available grew, and even the tools that were in use in Fall ’11 changed
dramatically by Fall ’13. The primary goals of the sabbatical remained unchanged, but the time required for
some projects was grossly underestimated. Further, it was necessary for me to create the lectures for this course
before the technology could be layered on. Therefore, much time was spent in the early months of the
sabbatical doing two things: learning about technology and writing lectures. It was not until the period of time
spanning from late spring to the current time that I have been able to add the technology to the class…. in
essence, adding the icing to the cake. I want to continue adding technological innovation to this course, as I
hope to continue to teach the lecture section in spring ’14.
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Below is the timeline for the sabbatical, with the time frames in brown. Again, I list the objectives of my
sabbatical in black, and in italics.
Much of this work continues to the present, as I never stopped working on these after the spring semester
sabbatical. I developed the class for my sabbatical and am now teaching it, and so am continuing to learn new
things and add technological elements to the course.
• I will develop the pedagogy for the hybrid DE Bio 11 course that I will teach in Fall 2013.
Writing lectures for class, March to present. Writing OCWs, April and May. Lab lecture PPT revision,
May to present.
• Survey colleges teaching Bio 11 as a hybrid DE or DE course, and incorporate useful elements into my
course.
March and April: Survey colleges to find DE Anatomy courses, and then instructors were emailed.
Email conversations ranged from April to June.
• Survey technological tools, which will be used in the construction of the course
o Create a visually engaging syllabus: May and June
o Include QR codes in printed materials for lab: May and June
o Use Vocaroo or Voki to record comments on student work, so that they can hear lengthy critiques
Learned about Voice Comments from Turnitin, July
Other Turnitin webinars, November ’12 to May ‘13
o Have students use Googledocs to collaborate on a project; May and June
o Apps and technological tools available, such as those apps for iPads and mobile devices will be
investigated for their inclusion in the course: January to present
o Survey college websites for tools and good examples of comprehensive online-supplemented
learning in Anatomy January to present
o I will attend virtual seminars, and I will also collaborate online in an Anatomy “chatroom” space,
with colleagues teaching hybrid DE Anatomy courses via iTeach Anatomy & Physiology (a
Collaborative Learning Space for A&P Instructors). Fall ’12 to July ‘13
• Attend the HAPS (Human Anatomy & Physiology Society) 27th Annual Conference, May 2013 in Las Vegas.
Did not attend
• Attend the Online Teaching Conference in early summer, 2013 (Orange or San Diego County). June
• I will investigate the apps available for the iPhone, iPad, and Android phones that will be useful for this
class. Redundant with objective listed earlier
• Investigate creation of interactive online ‘books’ for iOS and Android devices.
Investigation of book creation apps during survey of apps; January to present
• Incorporate student created videos into the Anatomy class plan.
Planning phase January to present; implementation during present class
1d. Attachment of evidence:
Appendix A. Lecture 1.4; Articulations
Appendix B.
Appendix C.
Appendix D.
Appendix E.
Discussion PPT from Skeletal System labs
Anatomy DE College Survey
Syllabus, Bio 11, Fall 2013
Semester “Glance”
Appendix F. QR Code sample page from Bio 11
Lab Directed notes
Appendix G. Apps Review
Appendix H. General Apps for Students
Appendix I. Apps for the Muscular System Unit
Appendix J. Web Links List from Lab Unit 2
This sabbatical report and the attachments are available on my faculty website,
http://www.saddleback.edu/faculty/jhorlings/index.html.
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2. Impact of these activities.
2a. On teaching and learning
The development of the lecture section for this hybrid Bio 11 section has allowed us to offer a distanceeducation section of this course. Currently, Professor Elizabeth Ininns is proposing a hybrid DE section of
Microbiology (Bio 15) for her sabbatical in 2014. I look forward to collaboration with her; showing her what I
have learned, and sharing together as we both teach Hybrid sections. These sections, along with my Bio 20 and
Bio 40 classes provide opportunities for distance education for students in our department at Saddleback
College.
I believe that my course offers a high quality section; equal in rigor and content to the F2F sections of Bio 11,
with the added opportunity to take the lecture section as distance education. Although this is based only on
anecdotal and observational evidence, I have seen no significant difference in class grades between the F2F
sections of Bio 20 and Bio 40, which I previously taught F2F, and the hybrid/DE sections that I teach now. I
perceive no significant differences in the drop rates.
I have found that the mode of delivery of lectures that I have adopted has worked well for my students. Students
tell me that, compared to DE classes where they have to watch videos of the lecture delivery, they like the
course content delivered in PPTs. Some students print the PPTs and study it at their convenience, though many
students save the lectures in iBooks. In iBooks, a student, on their iPhone or iPad can go through the lecture,
slide by slide, and study it at their own pace. I believe that the majority of students (or at least science students)
are visual learners, and my PPTs are rich with graphics (often from their textbook) and related graphics that
support the text on the slide. I include ways to remember facts, interesting trivia, and even cartoons in the
PPTs, all of which come together to provide a visually rich learning mode. So many students have told me that
my lecture delivery is highly functional for them, and that is certainly my goal.
I am incorporating a number of technological aspects to the class(es) this semester that are very useful tools to
students outside my classroom. I am teaching them how to put documents on servers in the cloud and how to
collaborate by editing that document in the cloud. I know the utility of cloud-based servers (Google Drive,
Dropbox and others) to share and store documents and I know that our students will benefit from learning tools
such as this. Further, my students are already excited about their video project, and I have talked to many about
the content for their script. They will be videoing their projects using a smart phone, and they will be learning
more about how to make an effective video through this assignment. Lastly, the project serves the students in
next semester’s class, as they will benefit from the 30+ videos produced this semester. They will be able to
access this set of videos that covers the bones to the level of detail that our students are required to learn. In
Spring ’13, students will produce videos on musculature, and I envision that they will show both the muscle on
our excellent human models, as well as demonstrating it on the cat dissection.
I must include a description, however, the difficulty I have had with implementation of technological tools in
the Anatomy classroom. The WiFi in the laboratory areas is so weak that students cannot reliably get online
with their laptops or cell phones. I can’t expect a student to use their cellular data plan to stream video in the
classroom on their phone or tablet. I have contacted IT about this, but so far there is no solution or resolution to
this problem. This has really impeded me implementing technology like “clickers” (using mobile apps),
streaming videos in class, and much more!
2b. On the faculty member’s professional development
During the sabbatical, I had the time to investigate the technological tools, especially iPad apps that I would not
have had the opportunity to do otherwise. The time spent reading blogs and articles kept me abreast of current
developments and changes, and allowed me to investigate what would be useful to my courses.
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The sabbatical afforded the time to begin designing the lectures and other class materials for the new hybrid DE
section. I have taught this class for many years, but putting one’s lectures online, in whatever form the faculty
decides, is extraordinarily time-consuming. I wrote the PPTs for more than half of the semester’s lectures, and
wrote and posted to Blackboard the online “homework” that accompanies the lectures.
Lastly, online webinars, an in-person conference, and sessions on campus were attended, all of which gave me
further instruction, illustrated various Blackboard capabilities, and allowed me to make educated decisions as to
what best to include in my classes.
2c. Benefit of these activities to students and the district
My students learn all of the content that every student enrolled in Human Anatomy at Saddleback College will
be expected to learn. I hope that by using technology that is appropriate, useful, and interesting, my students
may have increased retention, and perhaps increased efficiency of the learning process. Hopefully I can make it
enjoyable as well, by using apps, videos, etc. Ultimately, my goal is to increase their success as students, to
improve retention, and to give them learning tools that they can employ as they progress through our courses,
on their path to a career in the Health Sciences, and their lives beyond.
My increased proficiency in technology also has been of benefit to the community. Between the times I wrote
the sabbatical proposal and the current date, I have given 4 more “Tech Talks” in our community. One more
was given on October 1st to a PEO group in San Clemente. Something interesting came about when I was
updating the last tech talk I gave (May 2013) for the October presentation. Almost every slide needed to be
updated; everything from Google image search to Google maps to the apps I wanted to demonstrate. Pages had
changed in format, layout, and the tools available on the pages had expanded, changed etc. Google Maps now
has an air flight tool directly on the maps page that pulls up the best flights and cost between two points! It
amazes me the rapidity of the change in technology; there have been 2 iPhones released since I proposed the
sabbatical (the sabbatical proposal was submitted before the 4S came out!). These “Tech Talks” have been
given to various local women’s organizations, and my goal is to educate them about topics ranging from Google
to Facebook to internet scams, and as also as an emissary from Saddleback College, to give them a good
impression of our college.
3. Products of the sabbatical
This sabbatical report and the attachments is available on my faculty website,
http://www.saddleback.edu/faculty/jhorlings/index.html. My Human Anatomy hybrid DE class itself is the
product of the sabbatical, and course materials are available to my students on the Saddleback Blackboard
website.
4. Dissemination of results
I gave a talk on “Technology, Tips, Tools & Techniques” in the Spring ’13 Flex week, and there simply was no
available time to schedule a similar presentation during Fall ’13. As stated in my proposal, I am disseminating
and sharing this sabbatical report by email, which summarizes the tools that I have learned, with members of
my department and division. I am summarizing the sabbatical at the Department meeting on 5 October, 2013. I
am sharing the sabbatical report—and the attachments, by putting it on my faculty website. I have sent the link
for this to my department and division. I have sent the link for the Apps List to the membership of the DE
committee, the CIDDE staff for their use or reference, and a number of other faculty members who I know have
iPads or utilize technology. Applicable materials have already been sent to the other Anatomy instructors.
Of course, my students are the primary recipients of my “results” as they receive materials weekly, on
Blackboard, which are greatly enhanced by what I learned and developed during my sabbatical.
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