Lab 6: Technology Showcase (Practice)
Purpose: Begin to define the learning environment that you will use for the rest of the semester.
Instructions:
1)
Complete this lab as a group.
2)
Due by 12 pm, Thursday November 2, 2023
3)
Submit in Mycourses - everyone must upload the document to receive credit
4)
name file: Lab6_Group#
5)
If absent, complete lab individually, name file Lab6_LastName_FirstName, and
enter another submission for your group.
6)
Please upload as word doc or pdf (no Pages for Mac users)
Present Lab Members:
Grading:
3 points – You successfully completed all of the lab exercise.
2 points – You successfully completed most of the lab exercise.
1 point – You only successful completed some of the lab exercise.
0 point – You did not successfully complete the lab exercise.
Task:
For this lab, you will create one technology showcase.
Use the Final Project Information (from Syllabus) below to help you create your technology
showcase.
Part 2 – Tech Showcase:
Needs to be a video or other media that demonstrates how your learners will use the technology
in your lessons. It must include (at least) the following components:
● Affordances and Barriers (specific to your population and environment)
Cost -> If purchased by an institution, $25 dollars USD per month (for up to 25 users) If
purchased individually, $15 dollars USD per month. You need a subscription to use this
app. If not, you can use the free version, which only includes 25% of the animations. This
is a problem given that the course covers a lot more musculoskeletal anatomy than this. A
subscription would need to be purchased. However, it should be used anyway as it can
greatly help students understand very difficult concepts rather than simply memorize
them. By doing so, we are forming better future rehabilitation professionals. UCAs must
also have a tablet. This is not the case for everybody. McGill would have to provide the
UCAs that do not have such a device with a tablet.
● Justification for use
○ Why did you choose this technology?
Educator (UCA)
- Easier to demonstrate function of the muscle than on the cadaver
Learners
- Visualizing function of the muscle through animation (allows them to understand the
function, rather than rote memorization)
- Apply knowledge of muscle fiber orientation (as seen in cadaver) to function (ie: how
does the parallel orientation of muscle fibers in the lateral deltoid contribute to
glenohumeral joint flexion?)
○ Why is this the best option?
Muscle and motion app allows you to have access to multiple resources all at once. It provides
visuals of muscles, nerves, joints, tendons and bones as well as the interactions that they make
with each other. The app also provides visuals of these structures in action, which allows
students to better visualize the content.
○ How is it appropriate for context (e.g., learners, environment, timeframe)?
Learners - Visualizing function of the muscle through animation (allows them to understand the
function, rather than rote memorization) - Apply knowledge of muscle fiber orientation (as seen
in cadaver) to function (ie: how does the parallel orientation of muscle fibers in the lateral deltoid
contribute to glenohumeral joint flexion?)
Environment - Cadaver Lab (Strathcona Anatomy and Dentistry Building, McGill University) IPad can be easily placed in a plastic bag (for sanitary reasons) Other Technologies: - Youtube
videos, GIFs demonstrating muscle contraction (not as interactive as Muscle and Motion, may be
hard to find certain smaller muscles and the app allows for interactive)
Timeframe- The total time of instruction will be 2 hours. During the first 5 minutes, the students
will be given an introduction to the lab. For the next 40 minutes, the undergraduate course
assistant will explain/identify all structures to students on the cadaver and fill in any gaps in their
knowledge from the associated lecture. Afterwards, the UCA will use the Muscle and Motion
app to facilitate the visualization of functions and understanding of how muscles and joints work
in relation to each other as well as exercise/stretching approaches that are relevant to treating
dysfunction of the structures. This will take 45 minutes. For the last 30 minutes, the UCA will
randomly assign a different practice question to each student individually for them to answer out
loud at the end of the lab.
● Demonstrate use
○ What does the technology do?
The UCA will use the Muscle and Motion app to facilitate the visualization of functions and
understanding of how muscles and joints work in relation to each other as well as
exercise/stretching approaches that are relevant to treating dysfunction of the structures. Muscle
and Motion would be used on the UCA’s iPad/tablet and displayed to all the students. We would
classify this integration of technology more as a modification to the lesson plan because it
enables for significant task redesign as students can actually see the movement of muscles and
joints, instead of simply pointing them out on a cadaver.
○ How does it connect to the subject and daily topics?
The Muscle and Motion app applies the lecture content onto cadaveric specimens.
- Students will be able to identify shoulder muscles, name associated functions, identify the
joints that they act on, how the ligaments support the joints and where they are located, identify
features of the proximal humerus, scapula and clavicle (important shoulder bones) by the end of
the lab.
○ How will learners be expected to use it to meet your learning objectives?
The UCA would show students the muscle on the cadaver. To complement this, the UCA would
then open up their iPad to the Muscle and Motion App, to show students the animation of that
muscle’s motion. This way, structure and function are both apparent to the learners.
The learners would be using the technology visually in the lab through the guidance of their
assigned UCA. If the learner realizes that the app is very beneficial, they might decide to
purchase it on their own device and use it at home to practice and keep up with their learning