eevec – aspects of information 1.the timetablethe timetable 2.course informationcourse information...

EEVeC – ASPECTS OF INFORMATION

1. The Timetable2. Course Information3. The Notice Board4. Quality Enhancement

EEVeC – ASPECTS OF LEARNING

1. The Lecture Database

2. Discussion Forum

EEVeC – ASPECTS OF BUILDING

1. Editing pages2. 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 diaryLecture items are linked to the appropriate page of the lecture database.

SEE PAGE OF TIMETABLE

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


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

Wednesday 29 September

First year has paired lecture slots between 9 and 11 am

Colour-coded by course

The type of activity

This leads to the lecture database

There are four quarter class groups – A,B,C,DAnd there are subdivisions of each quarter class for tutorials.This links opens up the particular student group with photographs

The location of teaching

The staff member in charge

SEE PERSONALISED VERSIONS




CN CAL



CN CAL

10.00 – 10.50 BS1 Lecture Forelimb of dog – 1


CN JMcL

11.10 – 13.00 CTD Practical Cells and Tissues in light microscopy Y1 – AB HL AAM


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.

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

PERSONALISED TIMETABLES

RETURN TO NAVIGATION PAGE

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

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

Lecture Database : Cells,Tissues & Development

Course Aims & Content

Teaching and Learning

Assessment

Lectures

Practicals

Resources

Contacts

Exam Papers

Course book 2004-2005Type=Word, size=313 kbytes

eevecAt The University of Edinburgh, Royal (Dick) School of Veterinary Studies

Annotate My EEVeC Search Help

W

This down-loadable word document is also subdivided into the sections shown here


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


My EEVeC Help

Send to whole BVM&S

Send to prospective direct entry

Send to whole of year 1





Send to individual students

Send to individual group(s)

My Current notices

My Non-current notices

EEVeC Notice Board

The Notice Board allows staff to place electronic notices with defined start and end datesAn 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.

Notice Board Guide for staff W

OPEN A MESSAGE WINDOW FOR YEAR 1

You choose from these optionsfor sending or reviewing messages


My EEVeC Help

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

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

If you need to expand on the above, the text below will be attached to the notice.

Allowed characters:

8000

Submit

A new CAL object

A new CAL object on segmentation in the embryo has been placed in the lecture database on the page of Development lecture D3


You set the timescale for displaying the message

You choose a title

You write the message

You submit

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


My EEVeC Help

Year 1 (Veterinary Biomedical Sciences)

Independent Staff advisor

Colin Stead

Senior Lecturer, Orthopaedics,Associate Dean for Students

Email – [email protected]

Tel. – 506080/506143

Minutes of Staff Student Liaison Meeting (yr1) on 29th October 2004

Minutes of Staff Student Liaison Meeting (yr1) on 7th February 2005

W

W


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

Mark Delaney Anna Haw Stuart Davenport Lindsay Rochford

Student reps are elected from different constituencies in year 1 (Scottish Higher, A-level, graduate, overseas)

Records of meetings are posted based on student minutes

mailto:[email protected]

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



Lecture Database Home Page Body Systems 1

Cells, Tissues and Development

Animal HusbandryYear 1

Infection and Immunity

Body Systems 2

IPC I

Animal HusbandryYear 2

IPC II

IPC III

Search Lecture Database by key word(s)

Enter text to search

Perform search Submit

Director Shockwave Require

Shockwave Flash Require

Authorware Shockwave Require

Locating material in the lecture database can be done in any of three ways -

1. Entering a search word in the search box; this returns all lectures containing that word.

2. Locating the lecture within a particular course

14.00 – 14.50 CTD Lecture Hormonal control of the fed and fasted state


CN GRA

Tuesday 19 October

3. Linking to the lecture from the timetable.

SHOW AN INDIVIDUAL LECTURE PAGE

These down-loadable players are required for different types of CAL object.

Code – 2/BS2/M/21Lecture title – Hormonal controls in the fed and fasted stateLecturer – Graham PettigrewLearning 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 A7.Describe the control of lipolysis by hormone-sensitive lipase8. 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 availableDate of preparation – August 2003



Lecture Database: Hormonal control in the fed and fasted state

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)

Some lectures have full lecture notes. Others have down-loadable word or powerpoint versions of the lecture

LEARNING TOOLS

Metabolic Pattern in the fed dog

Metabolic Pattern in the fasted dog

Adrenalin and Glucagon in the control of Glycogen breakdown in the liver

Metabolism – whole body controls

CAL

CAL

CAL

e Quiz

Glycogen synthesisand breakdown

v Pathways and Structures

Exam Questions andModel answers



Lecture database pages contain learning tools relevant to that particular lecture

Lecture Database: Hormonal control in the fed and fasted state

These are interactive tutorials containing illustrative animations and questions. They require down-load of the Authorware ‘Webplayer’

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.


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

Author Topic: Why have opposing pathways in metabolism?

Graham PETTIGREW

posted 11-oct-04 13.24 Report this message if inappropriate 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 PETTIGREW

I think that we have the hints here of both the main points in an answer to this puzzle. Both students 0340029 and 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.



EEVeC DiscussionReply to this topic A Discussion topic is posed Students suggest possibilities

There is a summing-up process RETURN TO NAVIGATION PAGE

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 ([email protected]). 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

..large amounts of Golgi consistent with its secretory function

The cell may well have extensive Golgi but that is not shown here.

...large amounts of rough endoplasmic reticulum consistent with its secretory function

Yes. The cytoplasm is packed with rough ER.

. ...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

...large amounts of endosomal membrane consistent with extensive endocytosis.

No The stacked membranes that you see are rough ER

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2

3

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5

Multiple Choice Question – Editing Mode

You are now editing an MCQ questionStep1:2:3

Options (Click to add more options) Correct? Specific Feedback

Next Step >>

INFORMATION MATCHING FREE TEXT MATHS ESSAY MCQ

Question This transmission electron micrograph of a pancreatic acinar cell shows....

x

x

x

Click to build up comments on this Edinburgh Reusable Object Sequencer has several options for types of CAL

This is the MCQ option

Multiple options are supplied for a question and one is indicated as correct HOW DOES THE QUESTION LOOK

1...large amounts of Golgi consistent with its secretory function

2...large amounts of rough endoplasmic reticulum consistent with its secretory function

3. ...large amounts of smooth endoplasmic reticulum consistent with its secretory function.

4...large amounts of endosomal membrane consistent with extensive endocytosis.

Cell compartments

This transmission electron micrograph of a pancreatic acinar cell shows…

CTD EEVeC CAL Page 2 of 15Score 1 from 1

select

select

select

select


An image can be added

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.

The editor resembles the ‘Word’ interface and a help tool explaining the editor is available on the EEVeC entry page.

e



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

eevec – aspects of information 1.the timetablethe timetable 2.course informationcourse information...

Documents

timetable pages

personal timetable

course pagecells tissues

member of staff

course books

course book pages of

lecture databasethere

lecture slots