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Dr. Gregg
Orloff, Biology, Emory, based on the materials presented in
the course, Gregg plans to incorporate several different aspects
into the 4 courses that he teaches.
In Introductory Biology (Biology 141) Gregg will add
problem-based learning (PBL) in the form of a graded assignment.
Students will investigate biological/ethical problems on the Internet
and submit their results electronically prior to class discussion.
In addition, he will introduce bioinformatics by having them identify
and research the function of a disease-related gene.
For Genetics (Biology 143) Gregg will add additional
PBL in the form of graded assignments. He also plans to have students
investigate biological/ethical problems on the Internet and submit
their results electronically. This spring he and Victoria
Finnerty, who was also in the teaching with technology class
designed several assignments of this type for a course they co-taught
this past semester (Spring 2001). These assignments were well liked
by the students and produced very active class discussion.
Using the "digital legacy" concept he will have the
students create their own PBL Website. Each group will choose an
inherited disorder and create a website about that disorder. The
site will contain questions that must be answered correctly to allow
progression. Students will be given templates with which to work
to assure consistency of design and ease of navigation.
He and Vicki are very interested in adapting a bioinformatics
assignment in this course, using alignment and search tools found
in the Student Biology Workbench.
For Cell Biology (Biology 350) Gregg has long used
student presentations and readings from primary literature. Several
aspects of the course will be modified based on what the seminar.
In particular, he will require that the student presenters use bioinformatics
tools to generate a portion of their graded presentation. As many
of the presentation use Powerpoint, he plans to encourage the use
of additional animations and graphics that can be presented on the
Web.
HHMI funded part of the purchase for a digital camera
that will be used in all of the Gregg Orloff"s courses and projects.
He will use the camera to generate graphics that can be placed into
a LearnLink conference or Webpage. For example, in the Cell Biology
course, the posters that are presented during the student presentations
may be photographed and placed online for all of the students to
use. In addition, he will record the construction of large 'concept
maps' that are generated throughout the semester. These maps are
to be constructed by the students and are used to integrate concepts.
In Cancer Biology (Biology 415) a course he has not
yet taught, many different approaches including bioinformatics and
PBL will be useful. Gregg also plans on having students create Web
pages that he can incorporate into the Cancerquest
site.
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