Anatomical Terms of Motion

Support Materials for Nursing Students

Word Count: 3583 Excluding the References

Human Body (Deyo)

Dana Karem Manukau Institute of Technology 7/15/2009

Assignment 3

E-Learning Design Plan

Dana Karem

Introduction:

Understanding and recognition of anatomical terms are essential to studying nursing and medicine. Anatomical terms constitute a distinctive categorization of vocabulary (originally derived from Latin) to explain and exemplify the various parts of the human body. Anatomical terms of motion are a specific category of terms used to describe and recognize the admissible movements in the joints (Gray, 1918a).
Part One: Describe the unit of learning for which you have chosen to plan an e-learning component.

Course Title: Anatomical Terms of Motion Level and Size: The course consists of ten learning hours (mainly online) to be introduced and delivered to first year nursing students to support and enhance their learning. Learning Outcomes To support the students to learn independently with the web and understand the format of web designed lessons To assist the students to be able to: o Identify anatomical terms of movement o Describe briefly and demonstrate the commonly named movements of the human musculoskeletal system
OVERVIEW OF LEARNING, TEACHING AND ASSESSMENT STRATEGIES

Students are asked to visit the proposed online lessons and participate actively in the different interaction activities offered. Questions and different formative assessments are also proposed to enhance further interactions with the computer and their peer students. Synchronous and asynchronous communications are recognized in the plan. Feedback and other forms of informal responses are also intended and considered. Student Group: Location: Nursing department: MIT Age groups: 18-55 years old Diverse cultural and educational backgrounds Part time and full time students Characteristic features of adult learners: motivation, commitment, enthusiasm, interest, life skills, social problems, etc.
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Assignment 3

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Learning Needs: Differ and vary from notably confident and positively knowledgeable, experienced and competent to confidence deficient students who are less knowledgeable and skilled. Students will have access to the internet both at home and on campus. Students will have easy access to external resources such as books and materials. The computer skills of the students are diverse, from being highly computer literate to being extremely computer deficient. E-Learning Strategies Benefits to Learners: The course will provide them with animation, online resources that will explain theoretical terms and expressions effectively. The teacher will give the students some information in the class and students will gain more theoretical information from textbooks and lecture materials. This course will enhance their learning tactics and approaches through animation and visual demonstration of the anatomical terms, providing further explanation of the original meanings of the terms. Teachers in some countries do not use technologies in their teaching because of a variety of reasons including unavailability and costs of equipment, internet, software and technical support, teacher's own knowledge and understanding of equipment, etc (Lai, 2005). According to the Ministry of Education (n.d.), for individual learners, e-learning can advance the access, quality of education in different ways. This includes connecting learners with an infinite use of information, development of information literacy, enhancement of how people can learn and offer new methods in which learners can be empowered to build, design and manage learning experiences. For nursing students in this particular course, the benefits are numerous and may include flexibility of time and place, repetition and reiteration to learn terms and movements, appropriate feedback and collaborative design and catering for a wide range of visual demonstrations and support of theoretical expressions. Academically, nursing students in their very first year will have a number of issues including understanding sophisticated terminology and vocabulary. Anatomical terms of movements can be really perplexing. Hypothetically, the terms can lead to a number of misinterpretations, uncertainty and confusion with other practical musculoskeletal movements.

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Assignment 3

E-Learning Design Plan

Dana Karem

Learning Theories and Models: The e-learning models emphasized and considered in this planned e-learning lesson are aimed to build up frameworks to deal with the issues of the learner and the challenges introduced by the technology so that online and computer based learning can occur successfully. The proposed models provide useful tools for evaluating preexisting e-learning schemes and ideas. Cognitivism is a model to understand the machinery that allowed humans to process information, data and facts mentally and intellectually. It has also become a mentor as the computer has become a powerful influence. Cognitivism is a field of cognitive psychology incorporating learning perceptions into experimental methods of experimental psychology (Andrews & Haythornthwaite, 2007). Van Wagner (2009) suggests that the main topics discussed in cognitive psychology are perception, language, attention, memory, problem solving, decision making and judgment. On the other hand constructivism is also considered in this course as a theory of learning. The main idea of it is that learning is an active process of constructing, rather than gaining data, information and knowledge. Learners and individuals according to this school of learning theory will bring distinctive earlier and former knowledge and thoughts to a learning circumstance. Knowledge then will be constructed distinctively and separately, in various ways, through a number of tools, resources, and materials. Learning, therefore, is both an active and reflective course of developmental learning. We make sense of the world by gathering, accommodating, and rejecting new information. Social contacts and personal communications and past experiences induce multiple perspectives on learning. Learning is maintained, kept, controlled and mediated internally and individually by the learner (Burns, Heath & Dimock, n.d.). Therefore, the applicable learning theories in this online course are mainly cognitvism and constructivism.

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Assignment 3

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Part 2: Describe the teaching and learning, assessment and support strategies to be used for the unit of learning.
Nursing students in their real classes will be given basic theoretical information about both microscopic and macroscopic structures of the human body. Lecturers also deliver a number of hypothetical tutorials and lectures about systematic and topographical anatomy of the human body including a wide range of anatomical terms of motion. The following anatomical movements are briefly discussed in class (Totara & Nielson, 2009): Movement Description

Flexion Extension Abduction Adduction Rotation Depression Protraction Retraction

Teaching and Learning Strategies:

The angle between two articulating bones is decreased. The angle between two articulating bones is increased. Movement of bone away from midline Movement of a body part toward midline Movement around longitudinal axis Lowering a body part Moving a body part outwards Returning a protracted part back to anatomical position

The designed course will deliver online lessons about the described anatomical movements in text, narration and real visual demonstration. Less frequently used anatomical terms of movement will also be introduced such as opposition, eversion and inversion, supination and pronation. Online and web enhanced materials are the main incorporated modalities. Students can access the website internally and externally (on campus and off campus).
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Students in the class will be directed how to access the web based lessons and then will be guided how to navigate and explore the different contents. The approximate time for this matter is about an hour. Students are encouraged to ask questions and participate actively in class. Technology enhanced facilities such as computers and headphones are widely available and obtainable at MIT and students who dont have access to the internet can easily access the lessons online at MIT. Students can also access the lessons in groups and can have synchronous discussions while visualizing and listening to the lessons. A discussion board or forum will be set up for asynchronous interactions, comments and feedback. They can also refer to other external resources such as textbooks and materials and the various links available on the designed website to expand their knowledge. Students who need assistance and support on the subject of technology and specifically computers and online interactivities are very much encouraged to visit the Learning Support Centre where they can receive one on one assistance. Facilitated workshops, study groups and small groups can also be arranged to promote their learning abilities in this regard. Incorporated Interactions The key interactions included are both synchronous and asynchronous. The synchronous interaction as outlined earlier will be executed primarily in the class for one hour and will mainly focus on online accessibility and related issues. This will create an opportunity for the students to ask questions and interact with the teacher actively and positively. The asynchronous interaction can take many forms. It can be in the form of student-student, student-content and student-lecturer. Student-student interaction is when students access the lessons in groups and can discuss the topics together or when they post comments and questions to be answered by other students. In the discussion form, for example, a student can post a comment and can define and describe a movement in a very advanced academic approach. Say for instance, a student will define abduction as follows: Abduction in kinesiology and functional anatomy is defined as a movement in which a body segment will be drawn away from the midline or sagittal plane. And they can also add illustrative images or links to that such as the image on the next page (Answers.com, 2009).

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Assignment 3

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Student-content interaction occurs when students thoroughly study an action demonstrated online or imitate a movement physically or when they actively complete the available exercises such as fill in the gaps and match the correct answers. Student-lecturer interaction occurs initially when the lecturer introduces the topic in the class and when he/she guides the students to use the online lessons. It also can be achieved by the students posting questions and comments to be answered and outlined by the lecturer. The lecturer will also be able to post sophisticated and highly developed images for the purposes of further illustration and explanation of the various mechanisms and the names of structures involved in the movement. For example, in inversion two main structures are involved known as tibialis anterior (Marieb & Hoehn, 2007) and tibialis posterior (Rad, 2008) as demonstrated in the image below (Gray, 1918b)

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Further descriptive images can be added to develop and expand students knowledge such as the image below to demonstrate the actions of inversion and eversion from: http://www.octc.kctcs.edu/gcaplan/anat/Notes/Image577.gif

Ways of interactions are numerous and can be further developed accordingly. Strategies for Supporting Learners Strategies of support are also numerous and can be classified basically into internal and external. The internal strategies are included in the website and the various links incorporated internally and externally. The external strategies comprise many departments at MIT such as the Nursing department itself, the LSC and the library. Internal Strategies of Supporting Learners The website will provide the students with an understandable academic definition of the various anatomical terms, particularly terms of motion. It also conveys easy and comprehendible description and information about the various structures involved in the related actions. It will provide them with a clear navigational bar, clear and well fitted images and animation video-clips. It also involves a discussion forum for interactions and further questions and inquiries. This will also help the students navigate and explore other related links as mentioned earlier. The website describes the terms in text, narration and visual demonstrations via clearly uploaded audio and video clips. The icons and hyperlinks to the aforementioned terms are clear and do the purpose as demonstrated below:

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Assignment 3

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Movement

Description

Listen

Watch

Flexion

The angle between two articulating bones is decreased.

Extension

The angle between two articulating bones is increased. Increasing the angle beyond normal position, bending head backwards

Hyperextension

Abduction

Movement of bone away from midline

Adduction

Movement of a body part toward midline

Rotation

Movement around longitudinal axis

Lateral flexion

Bending body sideways

Lateral extension

Returning body to anatomical position

Elevation

Upward movement

Depression

Lowering a body part

Protraction

Moving a body part outwards, anteriorly

Retraction

Returning a protracted part back to anatomical position

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Assignment 3

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Dorsal Flexion

Bending ankle so that the toes are closer to shin Extending ankle joint so that toes are away from shin
Movement of distal part of a bone in a circle

Plantar Flexion

Circumduction

Unlike some other websites, the structure and format of the website are straightforward and very simple. Nursing students will be able to retrieve the required information easily. They will not be in a field of extensive and perplexing information and therefore they will find it very easy to follow and navigate. The listening icon represented by expression. Assessment Methods The website contains a link named Suggestions and Ideas for Development so that the administrator who is the lecturer can develop the website. The lecturer is the only person who receives all the comments, questions, inquiries and posts so that he/she can filter the appropriate comments and suggestions for posting including students interactions and questions. The lessons planned to include two main forms of assessments, formative and summative. The duration of each assessment is an hour each. The formative assessment is basically built in the form of MCQs which will give you the right answers immediately once a wrong answer is chosen. The results are automatically sent to the lecturer. The students are required to enter their details such as their name and ID number and then follow the instructions and they will receive a link named Start the Test. By clicking the hyperlink, students will receive a question at a time. The summative assessments are different in that the questions are dissimilar, and may contain more advanced topics such as structures involved, origin and insertion. The students will not receive the right answers instantly and the assessment will take place on campus. Students are asked to be in groups such as 15 students at a time per hour according to the availability of computers and other facilities. The results count and students will receive the results in the class and the lecturer will state the right answers later.
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will narrate and tell more about the related

Assignment 3

E-Learning Design Plan

Dana Karem

Part 3: Describe in detail a significant eLearning resources or interaction and justify its use. A: a significant eLearning resource component of the course is described in detail, including screen shots or other graphical illustration showing: The website is generally easy to navigate and follow. It does not contain multiplicity of navigational bars and icons that may lead to confusion and perplexity. It is designed for educational training, guidance and exercise only. It is not intended or used to generate revenue. Visitors and students can interact with the contents easily and can develop further ideas and thought about the related topics. The home page is colourful and rather catchy. The images displayed are relevant and suit the title. The home page images clearly express anatomy, musculature, articulation and spatial motion. The banner image is also appropriate and in some measure indicates motion and exercise. The page heading specify the contents of the website Anatomical Terms of Motion is clearly displayed and the font size and colour are also appropriate.

Page Heading

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Assignment 3

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Dana Karem

There is a hyperlink named Basic Anatomical Definitions on the home page which directs the browser to an external source which defines the various anatomical terms in detail including images and visual demonstrations.

Relevant External Link

The navigational bars at the top of the home page contain several pages such as links, discussion, test your knowledge and more importantly, the table of contents which contains the various anatomical motions in a nicely put table. The table of contents as shown and outlined earlier includes anatomical terms of motion including less frequently used terms. Each item or expression included in the table is a hyperlink which by activation will direct the reader to another relevant external link.

Top Navigational Bar

All the motions are demonstrated nicely once the watch icon is clicked. Once it is clicked, it will further display the movement of different parts of the body in relation to the specified anatomical motion. For example, head flexion, arm flexion, hand flexion hip flexion, etc. The home page also indicates that the website contains support materials for nursing students.

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Assignment 3

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The website also contains a number of useful links that direct the student to more

detailed and specific information about related topics. Next to Links, there is Discussion where students can interact actively and participate dynamically. Students are required to subscribe first. They can post comments, ask questions and add information. They can access old posts and even create different categories. Posts will be shown according to category and date. The discussion form will display a number of options such as posted by, archive, recent posts and categories. There is also a search bar to enable the students to find posts of interest.

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Assignment 3

E-Learning Design Plan

Dana Karem

The interactions with the students and the lecturer are mainly asynchronous and

students are required to spend at least eight hours online to understand the various anatomical movements. They can access the website any time they wish to and they can develop further ideas and thoughts. Suggestions and ideas are welcome.

The incorporation and design of the learners interactions with eLearning resources (Part A):
On the menu bar at the top, there is also the Test Your Knowledge link which includes a range of exercises and activities.

Students are required to select one activity or more (preferably all) and complete them accordingly. These activities are self directed and the instructions included are very easy and clear. The following activities are included: 12345Fill in the gaps using the correct answers. Match the right answers in column A with the appropriate description in column B. Drag the right term onto the appropriate illustrated movement on the figure. Identify the movement shown in the video clip. Describe briefly the following terms: Abduction, adduction .etc.

Fill in the gaps using the correct answers

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By clicking the hyperlink shown on the previous page, students will be receiving a new window which contains the following exercise:

(Abduction, Adduction, Depression, Elevation, Flexion, Rotation, Retraction, Pronation, Supination, Protraction, Inversion, Eversion) 12345678------------------- is movement of a body part away from midline. ------------------- is lifting a body part. ------------------- is when the angle between two articulating joins is increased. ------------------- is when the angle between two articulating joints is decreased. ------------------- is when moving a body part anteriorly, outwards. ------------------- is moving a body part toward midline. ------------------- is turning the sole of the foot medially. ------------------- is shaking the head no.

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Assignment 3

E-Learning Design Plan

Dana Karem

The above activity is very easy and straightforward. The instructions are again clear and easy to follow. Therefore the students will find this exercise pleasant to answer and this will promote them to do further exercises. The next activity is matching the right answers from one column to another column which is again very plain and easy to do and follow.

Column A

Column B

Movement of a Body Part Away From Midline

Adduction

When the Angle between Two Articulating Joins Is Increased When Moving a Body Part Anteriorly, Outwards

Inversion

Eversion

Lifting a Body Part

Retraction

Shaking the head no

Rotation

Moving a Body Part toward Midline

Abduction

The Angle between Two Articulating Joints Is Decreased

Elevation

Turning the Sole of the Foot Medially

Extension

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Assignment 3

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Drag the right term onto the appropriate illustrated movement on the figure (Marieb, 2004)

Adduction

Inversion

Eversion

Retraction

Rotation

Abduction

Elevation

Extension

(Marieb, 2004)

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Assignment 3

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The other activity is Identification of the movements that will be shown in a video clip. Students, by clicking the related hyperlink, will receive a new window where a video clip will be shown demonstrating a movement. Students are required to recognize the movement. Students will receive a window in which the figure below will be displayed and it has the play, pause and stop buttons to control the animation.

For students to make sure that they have answered the right questions, a button labelled Answer will appear once they have clicked the Play button. They also will receive another button labelled Next to direct them to the next screen for another anatomical movement animation. The exercises involved are very easy to do and follow. They dont require a high level of computer literacy nor does it require students to spend plenty of time on doing them. The contents including the exercises are very applicable, relevant and suitable for the target student groups. Windows, icons and other navigational bars are all simple and uncomplicated. Students should have no problems accessing, browsing and doing the activities.

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Assignment 3

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Answ er

Next

Answer

Next

The last activity which is greatly self directed is to describe the given anatomical terms. Students will receive a term at a time and they are required to describe it academically and remember the major structures involved. If students think they need help, they can refer to the page Table of Contents for further information. The aforementioned activities and exercises indicate that the eLearning model used is interactive blended learning and this unquestionably suits the Nursing students in their first academic year. To effectively design, develop, and apply an e-learning plan, we are required to identify the suitable instructional design methods and needs of the learners. Due to the fact that Nursing students will have urgent educational requirements at different stages of their academic life at MIT, we need to develop a suitable instructional design model to answer their needs. Rapid E-learning is a model of E-Learning which can respond to an urgent teaching need, and can be developed in a short period of time (less than 3 weeks). It requires a small budget and can make use of some commonly used computer software such as PowerPoint. It is developed internally (by lecturer/s) and requires 1-3 staff. It is used to build up and expand
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knowledge, recall information, apply awareness and information to particular circumstances and to become an expert.

References Andrews, R., & Haythornthwaite, C. (2007). Theories of learning: late twenties century. The sage handbook of e-learning research. Los Angeles, CA: Sage. Answers. (2009). Abduction. Retrieved July 24, 2009, from http://www.answers.com/ topic/ abduction Burns, M., Heath, M., & Dimock, V. (n.d.). Constructivism.what is it? Retrieved April 9, 2009, from http://www.sedl.org/tap Dusty, D. (n.d.). Life science. Retrieved July 17, 2009, from http://www.directoryofillustration.com/ArtistFeaturedProject.aspx?AID=2189 Engelbrecht E. (2003). A look at e-learning models: Investigating their value for eveloping an e-learning strategy. Progressio 25(2), 38-47. Gray, H. (1918a). Introduction. Anatomy of the human body. Retrieved July 27, 2009, from http://www.bartleby.com/107/71.html Gray, H. (1918b). Tibialis anterior and tibialis posterior. Anatomy of human body. Retrieved July 24, 2009, from http://scapula.pl/anatomia/duze_rys/ image442.gif Lai, K. (2005). E-learning communities: Teaching and learning with the web. Wellington: New Zealand, Astra. Ministry of Education. (n.d.). E-learning and tertiary education in New Zealand. Retrieved April 10, 2009, from http://www.elearn.govt.nz Marieb, E. (2004). Figure 8.2. Retrieved from Human Anatomy & Physiology. (6th Ed.). San Francisco: CA, Pearson Education, Inc. Marieb, E. & Hoehn, K. (2007). Muscles of the leg: Movement of the ankle and toes. Human anatomy & physiology. (7th Ed.). San Francisco: CA, Pearson Education, Inc.

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Rad. (2008). Muscleoskeletal radiology: tibialis posterior. Retrieved July 27, 2009, from http://www.rad.washington.edu/academics/academic-sections/msk/ muscle-atlas/lower-body/tibialis-posterior Tortora, G. & Neilson M. (2009). Types of movement at synovial joints. Principles of human anatomy. NJ, John Wiley & Sons, Inc. Van Wagner, K. What is congnitive psychology?. Retrieved April 8, 2009, from http://psychology.about.com/od/cognitivepsychology/f/cogpsych.htm

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