EEVeC – ASPECTS OF INFORMATION
1. The Timetable
2. Course Information
3. The Notice Board
4. Quality Enhancement
EEVeC – ASPECTS OF LEARNING
1. The Lecture Database
2. Discussion Forum
EEVeC – ASPECTS OF BUILDING
1. Editing pages
2. Constructing a quiz
3. Designing an Evaluation
THE TIMETABLE
Either the whole timetable can be shown or a personalised version for each student and each
member of staff. The timetable pages contain information about what the teaching item is
(lecture, tutorial etc), when it is scheduled, in which course it resides, which member of staff is
involved and which student group is involved.
The timetable pages can also be annotated with a personal diary
Lecture items are linked to the appropriate page of the lecture database.
SEE PAGE OF TIMETABLE
First year has paired lecture slots between 9 and 11 am
The staff member in charge
The location of teaching
Colour-coded by course
Wednesday 29 September
09.00 – 09.50
BS1
Lecture
Muscle and Tendons
Read more about this lecture
CN
CAL
10.00 – 10.50
BS1
Lecture
Forelimb of dog – 1
Read more about this lecture
CN
JMcL
11.10 – 13.00
CTD
Practical
Ultrastructure of cells
Y1 - CD
DR
GRA
11.10 – 13.00
CTD
Practical
Cells and Tissues in light microscopy
Y1 – AB
HL
AAM
This leads to the lecture database
The type of activity
There are four quarter class groups – A,B,C,D
And there are subdivisions of each quarter class for tutorials.
This links opens up the particular student group with photographs
SEE PERSONALISED VERSIONS
PERSONALISED TIMETABLES
When a member of staff chooses their personal timetable rather than the whole timetable, only their
own teaching shows. ‘CAL’ would see only this item.
Wednesday 29 September
09.00 – 09.50
BS1
Lecture
Muscle and Tendons
Read more about this lecture
CN
CAL
When a student chooses their personal timetable rather than the whole timetable, only their own
teaching shows. A student in the half class AB would see this, but not the half class practical involving
group CD
Wednesday 29 September
09.00 – 09.50
BS1
Lecture
Muscle and Tendons
Read more about this lecture
CN
CAL
10.00 – 10.50
BS1
Lecture
Forelimb of dog – 1
Read more about this lecture
CN
JMcL
11.10 – 13.00
CTD
Practical
Cells and Tissues in light microscopy
HL
AAM
Y1 – AB
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COURSE INFORMATION
Students have course books as a hard copy but the sections of the course book are
subdivided on the course book pages of EEVeC.
See example of a course page
eevec
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At The University of Edinburgh, Royal (Dick) School of Veterinary Studies
Cells Tissues and Development
The key to every biological problem lies in the cell (EB Wilson)
This course looks within the cell at the molecular machinery,
and beyond the cell at the interactions that form the basic tissues
and govern cellular behaviour
My EEVeC
Help
Lecture Database : Cells,
Tissues & Development
Course Aims & Content
Teaching and Learning
Assessment
Course book 2004-2005 W
Type=Word, size=313 kbytes
Lectures
Practicals
Resources
This down-loadable word document is also subdivided
into the sections shown here
Contacts
Exam Papers
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THE NOTICE BOARD
Staff can place a notice to students on the electronic notice board. This can be directed to
individuals, to groups or to the whole year. The notice can be set to appear for a fixed period
of time
SEE HOW TO SET UP A NOTICE
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At The University of Edinburgh, Royal (Dick) School of Veterinary Studies
EEVeC Notice Board
Send to whole BVM&S
The Notice Board allows staff to place electronic
notices with defined start and end dates
An example would be to flag up a rescheduled tutorial
or generally to notify the class, groups or individuals
of changed arrangements.
Exam results may also be posted here.
Send to prospective direct entry
Notice Board Guide for staff W
Send to whole of year 3
Send to whole of year 1
Send to whole of year 2
Send to whole of year 4
Send to whole of year 5
You choose from these options
for sending or reviewing messages
Send to individual students
Send to individual group(s)
My Current notices
My Non-current notices
OPEN A MESSAGE WINDOW FOR YEAR 1
eevec
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At The University of Edinburgh, Royal (Dick) School of Veterinary Studies
EEVeC Notice Board
Write your notice:This page allows you to write your notice and define its start and end time. Fill in the form below.
Year’s written to:
1:
Choose the date your message will be displayed (your message WILL appear on this date).
31-March-2005
You set the timescale for
displaying the message
Choose the expiry date for your message (your message will NOT appear on this date)
31-April-2005
Choose the wording that will appear on the My EEVeC page
A new CAL object
You choose a title
If you need to expand on the above, the text below will be attached to the notice.
A new CAL object on segmentation in the embryo
has been placed in the lecture database on the
page of Development lecture D3
You write the message
Allowed characters:
8000
Submit
You submit
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Quality enhancement
Each course has a staff-student liaison committee. This is chaired by an independent staff
advisor who is not involved in the teaching on that course. Students are encouraged to choose
representatives that cover the varied constituencies (such as graduate, Scottish Higher,
overseas etc) especially in the earlier years.
Meetings are held once a term and the minutes of the meetings are posted on the Quality
Enhancement pages.
SEE A STAFF-STUDENT LIAISON PAGE
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At The University of Edinburgh, Royal (Dick) School of Veterinary Studies
Year 1 (Veterinary Biomedical Sciences)
Independent Staff advisor
Colin Stead
Senior Lecturer, Orthopaedics,
Associate Dean for Students
Email – Colin.Stead@ed.ac.uk
Each course or year staff:student
Liaison committee has an
independent assessor who chairs the
meetings.
A meeting is in two parts. In the first ,
staff and students are present.
In the second, only the independent
assessor is present with the students
Tel. – 506080/506143
Student reps are
elected from different
constituencies in year
1 (Scottish Higher,
A-level, graduate,
overseas)
Mark Delaney
Anna Haw
Stuart Davenport
Lindsay Rochford
Minutes of Staff Student Liaison Meeting (yr1) on 29th October 2004 W
Minutes of Staff Student Liaison Meeting (yr1) on 7th February 2005 W
Records of meetings are posted
based on student minutes
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THE LECTURE DATABASE
In the lecture database, each lecture in the curriculum is assigned a page. That page contains
the learning outcomes for that lecture and may also contain lecture summaries, full lecture
notes, powerpoint presentations and relevant CAL objects.
A lecture database page is linked directly from the timetable, can be found through search, or
can be visited by working down through course and section to individual lecture
SHOW THE LECTURE DATABASE HOME PAGE
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At The University of Edinburgh, Royal (Dick) School of Veterinary Studies
Lecture Database Home Page
My EEVeC
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Body Systems 1
Search Lecture Database by key word(s)
Enter text to search
Cells, Tissues and
Development
Perform search
Animal Husbandry
Year 1
Submit
Director Shockwave
Require
Shockwave Flash
Require
Authorware Shockwave
Require
Animal Husbandry
Year 2
Infection and
Immunity
These down-loadable
players are required
for different types of
CAL object.
Body Systems 2
Locating material in the lecture database can be done in any of three ways -
IPC I
1. Entering a search word in the search box; this returns all
lectures containing that word.
IPC II
2. Locating the lecture within a particular course
IPC III
3. Linking to the lecture from the timetable.
Tuesday 19 October
14.00 – 14.50
CTD
Lecture
Hormonal control of the fed and fasted state
Read more about this lecture
CN
GRA
SHOW AN INDIVIDUAL LECTURE PAGE
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At The University of Edinburgh, Royal (Dick) School of Veterinary Studies
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Lecture Database: Hormonal control in the fed and fasted state
Code – 2/BS2/M/21
Lecture title – Hormonal controls in the fed and fasted state
Lecturer – Graham Pettigrew
Learning outcomes 1.Explain the division of metabolic labour between the tissues and organs of the mammalian body and the
role of the mobile fuel molecules carried in the blood.
2.Outline the energy content, nature and location of the different fuel reserves of the body.
3.Display graphically the changes in blood glucose and fatty acids in the fed and fasted states.
4.Explain the reciprocal control over glycogen synthesis and breakdown in the liver exerted by insulin and
glucagon.
5.Describe the reciprocal control by insulin and glucagon over gluconeogenesis and glycolysis in the liver,
emphasising the levels of control over existing enzyme activity and new enzyme synthesis (PFK and
PEPCK as the main examples).
6.Describe the controls over fatty acid synthesis and oxidation emphasising the role of malonyl Coenzyme
A
7.Describe the control of lipolysis by hormone-sensitive lipase
8. Outline the control exerted by insulin on the uptake of glucose by muscle and adipose (GLUT4
transporters) and the uptake of fatty acids by adipose (lipoprotein lipase)
9.Be able to summarise the overall pattern of control in the fed and fasted states.
Lecture summary – To a degree the tissues of the body show metabolic specialisation requiring different
input molecules and having different end products. The liver and adipose act as reservoirs of glucose (as
glycogen) and fatty acids (as triacylglycerol) respectively and may act either to build up these stores or to
make them available to other tissues. The blood stream acts as a conduit for the two way traffic of
molecules between the tissues but is itself a small contributor to the total energy reserves of the body. The
largest of these by far is the tracylglycerol in adipose (typically 85% of reserves) which is both extensive but
also high in energy content (because it is fully reduced) and compact (because it is unhydrated). In
contrast, glycogen is hydrated (and therefore bulky) and the carbon is already partially oxidised (and
therefore of lower energy content),. However, it is rapidly mobilisable. An important distinction is the ‘selfish’
glycogen of muscle and the’ unselfish’ glycogen of liver………..
Full lecture notes – not available
Date of preparation – August 2003
Some lectures have full lecture notes.
Others have down-loadable word or
powerpoint versions of the lecture
The learning outcomes are
what a student should be
able to do after studying
the lecture.
The lecture summary
captures the essential
‘story’ of the lecture
(This example is just part of a
lecture summary)
LEARNING TOOLS
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Lecture Database: Hormonal control in the fed and fasted state
My EEVeC
Help
Metabolic Pattern
in the fed dog
Lecture database pages contain learning tools relevant to that particular lecture
CAL
Metabolic Pattern
in the fasted dog
These are interactive tutorials containing illustrative animations and
questions. They require down-load of the Authorware ‘Webplayer’
CAL
Adrenalin and
Glucagon in the
control of Glycogen
breakdown in the liver
CAL
This is a multiple choice quiz
This is a database containing the
biochemical pathways and structures
These are past exam questions and model
answers related to this lecture.
Metabolism –
whole body controls
e
Quiz
Glycogen synthesis
and breakdown
v
Pathways and
Structures
Exam Questions and
Model answers
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THE DISCUSSION FORUM
There is an academic forum and a non-academic forum for each year. Either students or staff
can initiate a discussion thread to which others respond. This model has been quite
successful in generating a discussion about a set question arising from a current topic. It is
also a useful tool for staff to answer class questions about a topic, for example before an
exam.
SEE A DISCUSSION THREAD
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EEVeC Discussion
Reply to this topic
Author
A Discussion topic is posed
Students suggest possibilities
Topic: Why have opposing pathways in metabolism?
Graham
posted 11-oct-04 13.24
Report this message if inappropriate
PETTIGREW We have been studying metabolic pathways and we are seeing that, although there may be some reactions in
common between a catabolic pathway (eg glycolysis) and a biosynthetic pathway (such as gluconeogenesis),
there are always key differences. Can you offer any reasons as to why that might be so? Why is there not a single
pathway with reversible reactions which operates in the catabolic mode as the need arises and in the biosynthetic
mode as a different need arises?
0346029
Could it be that if the reactions were reversible then they would become futile if control was lost?
0455335
The prevention of futile cycling is very important; but is the finer control of metabolism through feedback
mechanisms also a factor?
0342936
Yeah I agree, I would think also that it may be harder at the chemical level to reverse some of the reactions. I am
sure some them prefer to go one way versus another and cost more energy. Additionally perhaps the pathways
have evolved to be the most energy efficient as well?
Graham
I think that we have the hints here of both the main points in an answer to this puzzle. Both students 0340029 and
PETTIGREW 0455335 refer to the importance of control. Remember that for a single reversible reaction, any control will affect
both directions equally. That is why you never get control at reversible reactions. If such a reaction were part of
both a biosynthetic and a catabolic pathway, then inhibiting it would block both biosynthesis and catabolism.
Student 0342936 hints at the different 'energy levels' of the beginning and end of a pathway. If a pathway
proceeds spontaneously with energy release in one direction, it will be unfavourable in the opposite direction and
would hardly occur at all. In general metabolism 'wishes' a good completion of a process and for opposing
processes, this can only be achieved if they contain different reactions. Hence 6 ATP are needed to power
gluconeogenesis to completion while only 2 ATP are released by glycolysis.
There is a summing-up process
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CONSTRUCTING A QUIZ
A quiz tool called ‘EROS’ (Edinburgh Re-usable Object Sequencer) has been developed for
use in EEVeC. Actually, as its name implies, it can also do the job of simply showing a
sequence of objects such as images. You can request that a module be set up for you
(steve.fox@ed.ac.uk). Your new module will then appear in a link on the left side of your home
page called MyCAL. It is a simple job to set up the pages in order to construct a quiz. A help
tool for this is available on the EEVeC entry page. The link below shows an example of a set
up page and then an example of a final page.
A MULTIPLE CHOICE QUESTION SET UP PAGE
Edinburgh
Reusable
Object
Sequencer
has several
options for types of CAL
Click
to build
up
comments
on this
INFORMATION
MATCHING
FREE TEXT
MATHS
Multiple Choice Question – Editing Mode
ESSAY
MCQ
This is the MCQ option
Step1:2:3
You are now editing an MCQ question
Question This transmission electron micrograph of a pancreatic acinar cell shows....
Options (Click to add more options)
Correct?
Specific Feedback
The cell may well have extensive Golgi but
that is not shown here.
1
..large amounts of Golgi consistent with its
secretory function
2
...large amounts of rough endoplasmic reticulum
consistent with its secretory function
Yes. The cytoplasm is packed with rough ER.
3
. ...large amounts of smooth endoplasmic
reticulum consistent with its secretory function.
No. The smooth ER does not have ribosomes
and is not involved in secretion
4
...large amounts of endosomal membrane
consistent with extensive endocytosis.
x
x
x
No The stacked membranes that you see are
rough ER
5
Next Step >>
Multiple options are supplied for a
question and one is indicated as correct
HOW DOES THE QUESTION LOOK
CTD
EEVeC CAL
Page 2 of 15
Score 1 from 1
Cell compartments
This transmission electron micrograph
of a pancreatic acinar cell shows…
1...large amounts of Golgi
consistent with its secretory
function
select
2...large amounts of rough
endoplasmic reticulum consistent select
with its secretory function
3. ...large amounts of smooth
endoplasmic reticulum consistent select
with its secretory function.
4...large amounts of endosomal
membrane consistent with
extensive endocytosis.
select
An image can be added
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EDITING IN EEVeC
You can ask for editing rights to pages in EEVeC. Pages that you may wish to edit include
course pages (as course organiser), lecture database pages and your personal page. The
right to edit is indicated by a small blue ‘e’ at the top left of a page.
e
The editor resembles the ‘Word’ interface and a help tool explaining the editor is available on
the EEVeC entry page.
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CONSTRUCTING AN EVALUATION (QUESTIONNAIRE)
The item ‘EEVeC Evaluations’ on the left side of your home page allows you to create a
questionnaire and subsequently view the results. There is a help tool available on the EEVeC
entry page. Questionnaires can be set up for whole courses or sections of a course or on a
very specific topic. The questionnaire appears as a pop-up window every time a student logs
in to EEVeC. The time window of appearance of the questionnaire can be set. The results are
presented in bar chart format and free text responses can be accommodated
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