AUDIO-VISUAL MEDICAL

COURSE CURRICULUM DEVELOPMENT

LAB REQUIREMENTS

AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT LAB

Multi-media laboratory, need for multi-media laboratories in KGMC, functions of
multimedia laboratory, setting up of multi-media laboratory in class rooms

PROJECT PROPOSAL
Prepared By:
DR. AMAN (PH.D.)
OBJECTIVES

In line with a recent report entitled Effective Use of Educational

Technology in Medical Education from the Association of
American Medical Colleges Institute for Improving Medical
Education (AAMC-IME), this study examined whether revising a
medical lecture based on evidence-based principles of
multimedia design would lead to improved long-term transfer
and retention in Year 3 medical students. A previous study
yielded positive effects on an immediate retention test, but did
not investigate long-term effects.
Introduction and Purpose:

As technology advances and hardware and software improve, it becomes much more feasible
to integrate AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT directly
into THE Classroom Activities and the Core Curriculum. Understanding why, when, and
where AUDIO-VISUAL MEDICAL COURSE CURRICULUM is appropriate and beneficial
is the first step toward successful implementation.

By implementing the AUDIO-VISUAL MEDICAL COURSE CURRICULUM activities into

the Classroom requires careful planning. In this Project Proposal, we discuss the uses of the
DDD-E Model (Decide/Design/Deliver and Evaluate) as a guide for teachers and different
component of AUDIO-VISUAL MEDICAL CURRICULUM DEVELOPMENT tool and set up.

1. Definition of Multimedia or the

(AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT LAB)

WeidongXhang(2003) defined “Multimedia (AUDIO-VISUAL MEDICAL COURSE CURRICULUM

DEVELOPMENT) is hot topic in education because it represents the latest Technology
and introduces into the Classroom whole new ways of thinking about curriculum,
interactions with students and even the nature of learning itself.” Multimedia can mean any
kind of file or document, either a text or spreadsheet that has Audio / Video Effects or “an
interactive information cafe” whatever it is not, it certainly is the most promising
technology in education.

2. Definition of Multimedia Laboratory or

(AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT LAB)

The AUDIO-VISUAL MEDICAL CURRICULUM DEVELOPMENT is a showroom featuring the latest

Multimedia Technology that is hardware with software, including tools and applications,
various conditions in the developing world prevent the ready availability of such
technology.
The oxford dictionary defines “a resource Centre as a place where a stock
or supply of materials or assets is stacked.”
Or
A learning resource centre is a facility within a School / College & University, staffed
by a specialist, containing several information sources. ... The purpose of a resource
center is to advance the learning experience of students and teachers in any
educational sector.

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3. Meaning of Multimedia laboratory or the
(AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT LAB)

There are many definitions of (AUDIO-VISUAL MEDICAL COURSE CURRICULUM

DEVELOPMENT LAB) Multimedia Laboratory some of us can remember when
multimedia meant using a slide-tape program, where a beep signified the display of the next
35mm slide show (and others might remember flannel boards or 8-track tapes, but we won't go
there), I will define Multimedia Laboratory/ Classroom as the integration of Text,
Graphics, Animation, Sound, And/Or Video.

Using this very broad definition of (AUDIO-VISUAL MEDICAL COURSE

CURRICULUM DEVELOPMENT LAB) Multimedia Laboratory, in KGMC, the AUDIO-
VISUAL MEDICAL COURSE CURRICULUM as well as the other subject related Power
Point Presentations that are usually created by the Teachers or Faculties could also be made
feasible in the Classrooms or Lecture Halls. The well-commercialized Software (such as
Multimedia Encyclopedias) that is highly used during class as reference, or the other
activities that directly engage the students to construct and convey the knowledge. Therefore,
the main purposes of the (AUDIO-VISUAL MEDICAL COURSE CURRICULUM
DEVELOPMENT LAB) Multimedia Laboratory is to engaging the class-students.

Examples of multimedia in Classroom :

1. Students using concept-mapping software (such as Inspiration) to brainstorm

2. Students using a spreadsheet or graphing calculator to record data and produce charts
3. A small group of students creating a digital movie, class lectures to demonstrate a
Procedural Steps.
4. A (C.W.) Class Website that displays the student artworks.
5. Students would become able to scanning by their own hands and importing the
images into the PowerPoint for their Presentation about fingerprints.
4.

M ultimedia laboratories in KGMC:

“the AUDIO-VISUAL MEDICAL COURSE CURRICULUMS can stimulate

more than one sense at a time, and in doing so, may be more attention-getting and
attention-holding”. And there is one fact that holds good, in India, many schools have
to be overcrowding Classroom so a Single Teacher for a Class is not possible to
stimulate and attention-holding of all the student is really tedious and difficult. It needs
AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT LAB for
effective teaching and the learning experience.
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4.1. Multimedia classroom first in India:

Delhi is the FIRST State to implement the following innovative

interventions / Projects under

SarvaShikshaAbhiyan that is,

• Khulja Sim - Sim Project – (C.B.T) Computer Based Learning

Station for as Alternative Innovative Education Centres for out of

school children and adult learners.

• Setting up of the Multimedia Classroom / Lab in all the government

Schools.

• Trying hardly to establish the in-house Development of Multimedia

Animated Classroom Contents.

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4.2. NGO’s:

The initiative began over two years back. Technology adoption in Indian Colleges / Schools /
Universities have witnessed a clear pattern with Colleges / Schools / Universities moving on
from merely acquiring just the common P.C. Labs to moving Technology for teaching
purposes right inside the Classrooms. It is envisaged that a large segment of Indian
schools, predominately Tier I and II, are now ready to explore one on one computing
environment inside the Classrooms and would be open to adopt solutions that enable
them to effectively improve the (SLE) Students Learning Experiences. To this extent,
INTEL, NGO and the Private Companies have been deeply engaged in developing a
pedagogically sound solution for One on One computing in the Classrooms. Such as Intel has
developed the Classmate P.C. that meets with the precise learning needs in the schools-level.

4.3. Multimedia laboratory classroom in India:

The state of the art AUDIO-VISUAL MEDICAL

COURSE CURRICULUM DEVELOPMENT LAB, better
known as 'SMART ROOM' would put at the disposal of
the Teachers and Students as well as the latest
Technologies available in the Teaching-Learning Process.
The 24 hours Internet Facility helps the teachers to bring
the world itself into the Classroom (with concern of updated
information). The use of the AUDIO-VISUAL MEDICAL
CURRICULUM in the classroom would definitely make
the Learning more Individualized, Interactive, Flexible,
Permanent and Creative. It equips the teachers with
Pedagogical Skills; make them progressive, competent
and resourceful. The teaching and learning process will
also be reinforced by using AUDIO-VISUAL MEDICAL
COURSE CURRICULUM and others such as Models,
Ordinary/Modern Projectors, and the Television-sets.
Educational AUDIO-VISUAL MEDICAL COURSE
CURRICULUM are to be screened regularly to the
students on their various Subjects of Medical Science.

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Therefore, we can say that the AUDIO-VISUAL MEDICAL COURSE CURRICULUM in
education is become a Format for presenting the Information or Lectures by using a
combination of Images, Graphics, Sounds, Audios and the Texts.

The Florida Center for Instructional Technology

provides professional learning, digital content, and
technology integration evaluation services to schools
and districts worldwide. Located in the University of
South Florida’s College of Education, FCIT has been a
leader in K-20 technology integration since 1982.

According to the Florida Center for Instructional Technology, " AUDIO-VISUAL MEDICAL
COURSE CURRICULUM activities encourage students to work in groups, express their
knowledge in multiple ways, solve problems, revise their own work, and construct
knowledge." AUDIO-VISUAL MEDICAL COURSE CURRICULUM-based PROJECTS
have become common in the Schools / Colleges & Universities’ Classrooms.

In addition the AUDIO-VISUAL MEDICAL COURSE CURRICULA include the Multimedia

Presentations as a required skill-set for the students.

The Tennessee Technology Standards state that students in grade seven need to "Use
productivity tools to create effective documents, such as Slide Shows, Posters,
Multimedia Presentations, Newsletters, Brochures, or Reports, for defined audiences."

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4.4 Need of AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT LAB
or Multimedia Laboratory (in Classroom / Lecture Halls):
the AUDIO-VISUAL MEDICAL COURSE CURRICULUM activities encourage the students to
work in groups, express their knowledge in multiple ways, solve problems, revise their
own work, and construct knowledge. The advantages of integrating AUDIO-VISUAL
MEDICAL COURSE CURRICULUM in the classroom are numerous. Through participation in
AUDIO-VISUAL MEDICAL COURSE CURRICULAR activities, students can learn & achieve:

Real-world skills related to technology

The value of teamwork
Effective collaboration techniques
The impact and importance of different media
The challenges of communicating to different audiences
How to present information in compelling ways
Techniques for synthesizing and analyzing complex content
The importance of research, planning, and organization skills
The significance of presentation and speaking skills
How to accept and provide constructive feedback
How to express their ideas creatively

There are, however, some constraints to using AUDIO-VISUAL MEDICAL COURSE CURRICULUM
in the classroom, including:

Technological resources, both hardware and software

Technological skills, for both the students and teacher
Time required to plan, design, develop, and evaluate AUDIO-VISUAL MEDICAL COURSE
CURRICULAR activities.

4.5 Steps as guided in Implementing the

AUDIO-VISUAL MEDICAL COURSE CURRICULAR Activities:

Implementing AUDIO-VISUAL MEDICAL COURSE CURRICULAR activities in the

Classrooms / Lecture Halls the internal environment does therefore require some plannings.
Steven Covey offered this advice in his book, Seven Habits of Highly Effective
People: “To begin with the end in mind means to start with a clear understanding of
your destination. It means to know where you're going so that you better understand where
you are now so that the steps you take are always in the right direction.”

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Adopting that advice to the implementation of AUDIO-VISUAL MEDICAL COURSE
CURRICULAR activities means that we should begin by determining the desired outcomes and
defining how they will be measured, and, then, design the learning activity. This is often
referred to as "Backward Design" since the process begins with outcomes and assessment
measures (Wiggins and McTighe, 1998). This course will implement backward design
through the model illustrated in the table below
-- DDD-E or Decide, Design, Develop, and Evaluate.

Although it is helpful to use this Model as a guide, in "real-life" the steps and phases may
overlap or they may occur in a different sequence. Also note that the Evaluate phase
encompasses all of the other phases -- in other words, it is on-going throughout the process.

PHASE ACTIVITIES
Decide on relevant standards and benchmarks
Decide if multimedia is appropriate
DECIDE
Decide which learning outcomes are desired
Decide on appropriate assessment measures
Inventory available hardware and software
Determine the grouping strategy and roles
DESIGN
Specify length/duration of activity
Design a lesson/unit plan with a multimedia activity
Media development skills
DELIVER Classroom management and configuration
Facilitating multimedia activities
Student checklists
EVALUATE Evaluation options
Reflection and revision

4.6. Function of Multimedia laboratory:

To provide means to integrate educational technology into the curriculum.

To create classroom applications those are learner centered and that support
high curriculum standard for all students.

To provide the students with a working knowledge of technological world.

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 To develop an understanding of and capability to handle the Tools. Materials and the
Processes are to be integral to the Technological Systems such as the Communication,
Production, Power/ Energy and the Transportation Systems.

To teach the students to apply the Knowledge, Tools and Skills in designing,
constructing and evaluating solutions to the real world Technical Problems.

To facilitate design and fabricate teaching – learning material and application

software need for classroom teaching.

To select, acquire, purchase and store resources for the instructional resource Centre.

To classify and index material for easy retrieval and condemning outdated and
redundant material.

4.7 The benefits of utilizing the AUDIO-VISUAL MEDICAL COURSE CURRICULUM

DEVELOPMENT LAB or the Multimedia Laboratory in Education :

As it has been proved that the " AUDIO-VISUAL MEDICAL COURSE CURRICULUM can
stimulate more than one sense at a time, and in doing so, may be more attention-
getting and attention-holding."

b. Benefits for Students:

o Engaging and motivating.
o Provides opportunities to try new things.
o Incorporates additional useful skills into the curriculum.
o Heightens project-based learning opportunities.
o Provides classroom accessibility outside the classroom.
o Benefits audio/visual learners.
o Appealing and manageable to students with special needs and at-risk students.
o Allows for showcase of student work.

c. Benefits for Teachers:

o Enables teachers to turn teacher-centered lessons into student-centered.
o Provides teachers with more opportunities to be facilitator.
o Easily adaptable to all learning levels.
o Decreases classroom management issues.
o Provides opportunities for students to have a 'real' audience.
o Places onus of responsibility back on the student.

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 o Allows teachers to deal with photocopying limitations.
o Provides a forum for teacher sharing and feedback.

d. Benefits for Parents:

o Enables parents to monitor homework and upcoming assignments.
o Helps parents feel more connected.
o Offers parent a place to view student's work.

4.8. AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT LAB

would also be added with the following Multimedia Accessories…

Library Resources Textbooks, Refereces, Encyclopaedias, Newspapers,

Educational Magazines, Periodicals and Journals.

Hardware facilities Epidiashope, Overhead projector, Slide Projector, Microscopes,

Television, videocassette player, Tape Recorder, Radio.

Software Maps, Charts, Photos, Psters, Microfilms, Slides, Cassettes – Audio,

video, Filmstrips, 16 mm Films, OHP Transparencies‟
Teaching Learning
materials Bulletin board etc. Specimens in biology museum teaching

NOTE: These Multimedia Accessories shall be used in the LAB in order to CONVERT the
Older Technology File Formats into the Newer or the Latest Technology File Formats as it
happens time to time, if these accessories are available in the LAB then no work-flow shall be
disturbed. (as Quotation Attached).

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4.9. AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT
LAB or the Multimedia Laboratory Tools Used in the Classroom:

a. COMPUTER HARDWARE
According to the Commonwealth Educational
Media Center for Asia, “Multimedia requires
High-end Computer Systems. Sound, Images,
Animation, and especially Video files, constitute
large amounts of Data, which slow down, or
may not even fit in a Low-end Computer Systems.
Unlike the simple Text files created in word
processing, multimedia packages require good quality
computers."
When rendering video, for instance, a computer with a slow CPU takes such a long time to
complete its task that students become bored and lose interest in their project. Similarly,
computers without a sufficient amount of hard drive space cannot store large video
files. Generally, Desktop Computers work most efficiently with large AUDIO-
VISUAL MEDICAL COURSE CURRICULAR Files. Note: However, High-end
Laptops can be configured to work well with AUDIO-VISUAL MEDICAL COURSE
CURRICULAR Applications.

b. COMPUTER SOFTWARE

1) AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPING

software is a key component of the AUDIO-VISUAL MEDICAL COURSE
CURRICULUM DEVELOPMENT Toolkit in the AUDIO-VISUAL MEDICAL
COURSE CURRICULUM DEVELOPMENT LAB or the Multimedia
Laboratory.

2) The LAB must have the High-end Computers, Rendering Servers with Scanners,
Printers and the LCD Projector. On the other hands, the Multimedia presentations
ranging from Audio-based Podcasts to the High-end Animations that is usually
comprising with the High-End 3D or 4D Animation Engineering Visualization
Concepts (as Quotation Attached).

3) A wide range of Commercial Multimedia Software is to be made available as well

as many free open-source Multimedia Applications that are suitable for the
AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT
LAB or the Multimedia Laboratory. And in some cases, the required Educational
Tutorials are also to be made available for the use to LAB Staffs, Teachers and
Students, (as Quotation Attached).

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C. OTHER HARDWARE

AUDIO-VISUAL MEDICAL COURSE CURRICULUM Classrooms require a host of electronic

devices in addition to computers and software. Common Classroom Tools include Digital
Cameras, Scanners, Video Cameras, DVD players, Audio Recorders and LCD
projectors. Also devices that can be used in the AUDIO-VISUAL MEDICAL COURSE
CURRICULUM Classrooms include Cell Phones and iPods. These Tools require the training of
both teachers and students for effective use. AUDIO-VISUAL MEDICAL COURSE
CURRICULUM Projects may require all or some of these devices depending on the nature of

the Project and the Skill Levels, (as Quotation Attached).

D. INTERACTIVE WHITEBOARDS
Teachers or Faculty use the Interactive Whiteboards as the Teaching Tools and Presentation
Devices. Interactive Whiteboards look like the Traditional Whiteboards, but respond to the
Touch of a special Pen or Finger. The Computer Screen is projected onto the
Whiteboard and teachers manipulate the Computer from the Interactive Whiteboard.
Some Whiteboards use Wireless Technology, which makes them ideal for use with Wireless-
capable Computers.

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5.

S
etting-up the AUDIO-VISUAL MEDICAL COURSE CURRICULUM
DEVELOPMENT LAB or the Multimedia Laboratory.

1) - Provide the Technological Support for all Academic Activities,

2) - To facilitate the Primary purpose of the multimedia laboratory is basically two-folded
1) - To train the Teachers or Faculties in the effective Integration to Technology
into Teaching and Learning. There are three components of a AUDIO-VISUAL
MEDICAL COURSE CURRICULUM DEVELOPMENT LAB (Resource Centre)

A) - Model electronic classroom,

B) - A Multi-Media Presentation Room,
C) - Mobile Multimedia station.

A) - MODEL ELECTRONIC CLASSROOM

The future schools would all go „Electronic‟. In model electronic classroom predict that
students will se and hear teachers on computers with „remote learning‟ being the trend. Assert
that students will access „classrooms‟ on their computers and learn at times convenient to
them. In a poor country like India this is a dream which requires a herculean mission
to fulfill. But for the present we could think of the following as a model classroom layout with
provisions for electronic media.

Model Electronic Classroom

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B) - MULTIMEDIA PRESENTATION ROOM
An ideal Multimedia Presentation Room should have at least a Computer with CD
ROM, Internet Connectivity, a VCP, a LCD, a video projection system OHP‟s, Film
strips Projectors etc. The room should have a conference type arrangement where people can
sit around the center table and outer perimeter if need be.

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C) - MOBILE MULTIMEDIA STATION

The Computer, VCP, LCD and Video Projection System are fixed on a mobile cart and
can be moved form one Classroom to another for Multimedia Presentation /
Demonstrations. Kreual (1998) says a “ great (E.T) Educational Technology School /
College / University Lab would include:

Ergonomic “Kid sized” table and chairs,

Sufficient number of computers with maximum memory,

Head phones for each computer,

Printers/scanners for each computer,

Fastest possible Internet access,

A teacher station with board attached for LCD presentation,

Working spaces for a small group collaborative work,

MOBILE MULTIMEDIA STATION

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 Adequate lighting and air circulation
Sound proofing,
A bright, colorful and inviting atmosphere.

METHODS

In a pre-test ⁄ post-test control design, a cohort of 37 Year 3 medical students at a private,

Midwestern Medical School received a High-End 3D Animated Lecture developed by
AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT LAB or the
Multimedia Laboratory in compared with the Bullet Point-Based PowerPoint lecture on
shock developed by the instructor as part of their core curriculum (the traditional condition
group).

Another cohort of 43 similar medical students received a High-End 3D Animated Lecture

developed by AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT
LAB covering the identical content using slides redesigned according to Mayer’s evidence-
based principles of multimedia design (the modified condition group).

R E S U LT S

Findings showed that the modified condition group significantly outscored the traditional
condition group on delayed tests of transfer given…

1 week (d= 0.83) and 4 weeks (d = 1.17)

After instruction, and on delayed tests of retention given

1 week (d = 0.83) and 4 weeks (d = 0.79) after instruction.

The modified condition group also significantly outperformed the traditional condition
group on immediate tests of retention (d = 1.49) and transfer (d = 0.76).

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CONCLUSION

The ultimate goal of any plan for (E.T) Educational Technology by establishing an
AUDIO-VISUAL MEDICAL COURSE CURRICULUM DEVELOPMENT LAB or the Multimedia
Laboratory, should reflect two intentions, equitable access to technology for all students
and educators, and comparable levels of educational technology for all schools. In setting up
an (ETRC) Educational Technology Resource Centre by establishing an AUDIO-VISUAL
MEDICAL COURSE CURRICULUM DEVELOPMENT LAB three ASPECTS have to be addressed.

1) Determination of the equipment required – Hardware and Software.

2) Securing required FUNDS so to cover the initial COSTS such as maintenance and
Technical Assistance.

3) Providing Professional Development for Educators so that TECHNOLOGY is utilized

and implemented meaningfully.

After all discussions we can say that the TECHNOLOGY can become the FORCE in the
form of (AUDIO-VISUAL MEDICAL COURSE CURRICULUM) that equalizes the Educational
Opportunities of all the students regardless of their Calss, Location and their Social and
Economic FACTORS.

CONCLUSIONS

This study provides the first evidence that applying Multimedia Design Principles in
developing the AUDIO-VISUAL MEDICAL COURSE CURRICULA in the AUDIO-VISUAL
MEDICAL COURSE CURRICULUM DEVELOPMENT LAB or the Multimedia Laboratory to an
actual MEDICAL LECTURE has significant effects on measures of learner
understanding (i.e. Long-Term Transfer & Long-Term Retention). This work
reinforces the need to apply the science of learning and instruction in Medical
Education Stream

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