A. Rationale: Curriculum changes encouraging eLearning is known to improve learning outcomes as it includesguided instructional formats and directive, customised feedback, increased student exposure to concepts, is engaging for the learner, allows the flexibility for students to practice in their own time, and allows interactivity and customised revision which can be student led. Albeit there remains to be gaps in knowledge in curriculum design for biomedical sciences and how eLearning can provide a pedagogical approach that blends academic and practical learning experiences which contributes to life-long learning in the biomedical profession. B. Methodology: A literature review was conducted to ascertain the peer reviewed online adaptive learning tools and pedagogical development of eLearning lessons available in the biomedical/ medical fields in the discipline of haematology (study of blood diseases). A search of databases between 2009 and 2014 yielded only 13 papers in total on the development of online interactive modules specific to the field of haematology. Given the limited knowledge available, a newly designed template was created at USC for the use of eLearning adaptive case studies in haematology using the Smart Sparrow Adaptive eLearning software and a combination of haematology resource material from USC, UNSW and the Best Network. Over a two year period, in total 7 eLearning adaptive lessons in haematology have been created, trialled and deployed on a freely accessible website in a courseware catalogue for medical/biomedical Sciences (BEST network https://www.best.edu.au) for access by local, national and international universities to view, adapt and teach within relevant curriculum. C. Results: Once developed, the eLearning adaptive case studies were trialled at USC in MLS110 Haematology and MLS210 Advanced Haematology, quantitative and qualitative feedback was provided by staff and students. Results suggest adaptive feedback, immediate responses to questions and choice of learning were favourably viewed when comparing a ‘standard’ paper based case study to an eLearning case study. Although exceeding the learner’s ability to engage was time dependant and it was recommended case studies should not exceed 30 minutes for completion to maintain engagement and knowledge content. Once feedback was sought and the lessons modified, they were made available on the Best network for sharing amongst the edical/biomedical community. As of September 2016, the 7 lessons have been viewed over 700 times, adapted in 25 courses outside of USC and endorsed by 14 academics from nonUSC universities. D. Conclusion: Student benefit was unanimous amongst the cohort, particularly with engagement and learning. It suggests an adaptive eLearning case study with a variety of different input methods and visual cues can target a diverse learningstyle and maintain student engagement. Academics can benefit by accessing the analytics of the lesson, viewing the responses and learning paths taken by the students however, developing the template was time consuming (approximately 120 hours). Training and support is required for developers of e-Learning modules.
2016 Learning & Teaching Week: 2020 Teaching Visions. 2020 - What's Next?, Sunshine Coast, Australia 31 October - 4 November 2016