Title of lesson:
Neuroanatomy/Neurophysiology/Cranial
Nerve Review
Target audience:
Second-year dental hygiene students
Learning Objectives:
1. Define and organize the following terms:
-neurons
-dendritic
zone
-axons
-cell body
(soma)
-axon
terminals
-neurolemmas
-hydrophilic
-lipophillic
-sodium ion
pumps
-concentration
gradient
2. Describe the electrophysiology process of
nerve conduction
3. Define nerve generation stages: resting
potential, slow depolarization, action potential, rapid depolarization, and hyperpolarization
4. Discuss the different types of nerve
fibers related to pain perception
5. Describe the significance and
anatomical differences between sensory and motor neurons
6. Define Schwann cells, nodes of Ranvier,
mylelinated and nonmyelinated nerves
7. Label the parts of a nerve cell
8. Define efferent and afferent nerves
9. Understand saltatory conduction
10. Identify the nerve fibers that transmit
pain sensations from dental and periodontal structures
11. Describe the location of the structures
in the dental neural plexus
12. Define the trigeminal nerve: motor and
sensory root
13. List the 3 major divisions/branches of
the trigeminal nerve
14. Label and locate landmarks/foramens on
the maxilla and the mandible on diagrams
15. Describe the pterygoidmandibular
triangle/space and label on a diagram
16. List and describe the Roman numeral the
trigeminal and the facial nerve are identified as and the structures they innervate
Rationale for wiki use:
In the past, second-year dental hygiene students were provided an electronic review packet
constructed as a PowerPoint reviewing the Neuroanatomy/Neurophysiology and the
Cranial Nerves involved in the field of dentistry. This PowerPoint self-study provided images,
videos, and textual content to review over the summer prior to taking Dental
Therapeutics: Local Anesthesia and Pharmacology. Most students have not reviewed this
information since the completion of those courses approximately 12 months
ago.
I would like to take
this opportunity to turn this review into a more self-directed compiling and review
process; this learning experience will assist these students in learning to
organize comprehensive content that will be necessary prior to them taking the national board examination for licensure.
Details on how the wiki will be used:
Students will be provided with a group survey to determine
assigned groups. The survey will assess
previous wiki experience and technological skills. Resources on wiki construction and various tutorials
will be provided through the Learning Management System (LMS) for students to
access. The instructor will set up the
wiki site on Canvas for each of the five groups containing four students per
group. All students will be informed on
wiki etiquette during collaboration and construction.
The goal upon completion of the wiki is the meaningful
learning among peers and the valuable resource bank that has been created. From a constructivist perspective, students make
learning meaningful through active learning, social interaction, and during the
construction of knowledge (Bruner, 1990; Fink, 2003; Jonassen, Howland, Marra,
& Crismond, 2007 as cited in West & West, 2009). The wiki review incorporated all these components. Constructivist also believe that this
learning is more meaningful when the context is relevant to the learner (West
& West, 2009). The learning
objectives help assist student's to prepare for the course coming up to bring
the content necessary for them to be successful to the forefront. According to King & Cox (2009), educators
should foster student's to appreciate why self-direction and
self-discipline skills are essential for life-long learning and success.
Suggested wiki-related learning
activities/practices/schedules:
Week 1
Take LMS survey for
group assignment
No introduction's
necessary as student's already know each other due to selective admission
program and stay together for 2 years
Week 2
Zoom meeting with
group members and instructor to discuss the project
-summer review and
class not in session until the fall semester
Decide whether to
meet face-to-face or online for collaboration on the wiki project
Decide on the approach
for the project: designate a leader/facilitator or collaborative efforts
Week 3
Decide on how to organize
and construct the wiki and member assignments
Set up mini
milestones to stay on target in order to meet project deadline and allow time
for review of material
-learning expected
during the construction phase
Week 4-7
Continue organization
and construction of wiki
Incorporate images
and videos to enhance learning
Have rough draft
available for all peers to review and edit appropriately
Week 8
Complete peer review
evaluation survey and group participation
Wiki Activity Evaluation:
A rubric will be used
to evaluate organization, content, collaboration, APA citations, and
grammatical/spelling errors on a scale of 5-0:
5 meets expectations, 4 needs minimal improvement, 3 needs improvement,
2 needs considerable improvement, 1 meets minimum requirements, 0 unacceptable
and a comments section for feedback.
References:
King, K. & Cox, T. (2011). The
professor’s guide to taming technology. Charlotte, NC: Information Age
Publishing.
Malamed, Stanley F. Handbook of Local Anesthesia. 2nd ed., Elsevier, 2013.
West, J. and West, M. (2009). Using
Wikis for online collaboration: The power of the read-write Web. San Francisco, CA: Jossey-Bass.
Okay, I have to say- I LOVE THIS IDEA! I hope you use it for your students. I, like you, teach many things that are like what you outlined: Define this, describe that, and I, unlike you, could not figure out how to turn this to a wiki project. I love the idea of using this as a material review of things that students learned once but may have since forgotten. I think this is a great review for "boards" testing that will allow the students to have a way to "get together to study" without having to arrange for certain times and places to meet. When I was in college, I dreaded study groups- it seemed like people would get off track when meeting personally and we would spend so much time together that I would not have time to go back and learn from the group discussion later. This solves that problem! Great use of resources!
ReplyDeleteKSU1msm,
DeleteThank you for your kind words. I have found students lack the motivation or willingness to prepare prior to class. The expectation of the instructor providing the structured material, images, PowerPoints, etc. is the norm for many. I thought how could this review be more useful in the learning process. I find students do not take notes nor read assigned chapters so if this wiki lesson plan could provide a more self-directed approach the students would have to participate.
I like how this is a different style of learning as you mentioned in your title ‘wikis for self-directed learning.’ As a review, you’ve found some useful areas that dental hygiene students can utilize for their learning. Can you expand upon what you mean by ‘define and organize’ the terms you have listed? Also, because you are requesting students to create a resource bank, do you think that you’d allow students to access the work of other groups? I am not sure that it would be much benefit, but it could help students see different ways content is explained in other groups in the event they are still not grasping a concept.
ReplyDeleteSara,
DeleteI agree, in reading your comment "organize" was not the best descriptor, maybe "discuss" would be better? I think allowing access to other groups would be beneficial but would prolong that sharing until after the assignment is complete. Students may want to protect their hard work during the process but willing to share their accomplishments later. You are correct different approaches and perspectives create great opportunities for student learning.
What a great interactive way to create a knowledge center. It's common place that student know that writing out the notes or creating study note cards is really where most of the learning occurs. This example of creating a collaborative wiki is much the same. While, ultimately the culmination of the finished wiki seems to be the goal, the time spent creating it is truly even more valuable.
ReplyDeleteThe only suggestion I would offer to enhance your vision would be to create some high level course objectives. The list you created above is very specific knowledge the learners need to know, but I think there are some course objectives that might help learners understand the course goals. St.Clair (2015) has a great chapter about writing goals and suggest a formula to assist, "Who will be able to do what by when and how they can demonstrate their ability" (p. 82). One rough objective you might consider would be 'Students will be able to create a comprehensive and accurate Neuroanatomy/Neurophysiology/Cranial Nerve Wiki to be used to study for national board exams.'
Like others that have already responded, I really appreciate the direction you took by using a wiki as self-directed learning. I hope you are able to apply this in your work!
St. Clair, R. (2015). Creating courses for adults. San Francisco, CA: Jossey-Bass.
Carli,
DeleteYou are absolutely correct regarding the learning happens while preparing. So many students do not read and outline their chapters prior to class and come unprepared and struggling to grasp concepts. Trying to discuss the importance and relevance of student preparedness and success is an ongoing challenge in the classroom. In regards to the higher order objectives these will be addressed during the regular semester following the self-directed learning review as the content reviewed has to be understood prior to building on how a local anesthetic drug will affect the nerve and the structures a specific injection targets, etc. How the pharmacodynamic and pharmacokinetics of the human body processes. The review was intented for review purposes only in order to scaffold new knowledge the following semester as time does not permit a comprehensive review of such content.
These lesson plans are very well organized, and the objectives are clearly spelled out for the dental hygiene student. I agree with Sara; I am uncertain what the students were supposed to do with the “define and organize”? Were students supposed to write out meanings and put them in order? Additionally, the constructivist view point provides a great framework to approach learning; it promotes groups working collaboratively and encourages communication (Lari, 2011 as Cited in King &Cox, 2011). Using a resource bank allows students opportunities to invest as much or as little time as they want when contributing to the final product, (West & West, 2009). These are very structured lesson plans, would it be possible to add an extra assignment to encourage the students to create mock test questions? Creating a test would provide the students with an opportunity to work on their recall and retention of knowledge as they are preparing to take the National Test. Overall great job! I hope there is an opportunity to implement this lesson plan in the dental hygiene program.
ReplyDeleteColleen
References
Lari, P. (2011). The use of wikis for collaboration in higher education. Pp.121-133. King, K. P. & Cox, T. D. (2011). The professor’s guide to taming technology: Leveraging digital media, web 2.0, and more for learning. Charlotte, NC: Information Age Publishing, Inc.
West, J. A. & West, M. L. (2009). Using wikis for online collaboration: The power of the read-write web. San Francisco: CA, Jossey-Bass.
First, I would like to say, the next time I go to the dentist, I will be reviewing this wiki in my head. Thank you for that.
ReplyDeleteSecond, I too believe in constructivism, but in my field of technology integration teacher training for the K-12 system, I am meeting resistance. It was nice to see your commitment to constructivism and I captured some of your resources to add to my collection.
Third, some may think that SDL is a precursor to constructivism, but I believe it to be a byproduct. According to Merriam & Bierema, SDL is if you “intentionally sought the learning, planned your learning, took responsibility, controlled your learning, and evaluated the outcome” (2014, p. 61). Maybe a better term would be secondary self-directed learning. The task of true SDL may appear to be a daunting task in the beginning, but by social communication in an “ideal speech situation” self-directed learning may begin to flourish (Habermas, 1981, p. 84). So, once there has been professional conversation in the wiki, those descriptors of SDL can organically flourish. Therefore, secondary SDL is termed.
Habermas, J. (1981). The theory of communicative action [Kindle version]. Retrieved from Amazon.com
Merriam, S. B. & Bierema, L. L. (2014). Adult learning linking theory and practice. San Francisco, CA: Jossey-Bass