History+of+multimedia+programming2

History of Zoology's Multimedia teaching programs

// Continued //
The **//InvertZoo Modules//** were revised the Summer 2003, following comments and suggestions provided by ZOO*2070 Fall 2002 students. In particular, students requested more questions and new material for the quiz section.
 * [1997 - 2003]**
 * //Invertebrate Zoology Review Modules.//** These review modules were designed for students to prepare for the laboratory sessions or to review the laboratory sessions of the course //92-207// (ZOO*2070) //Invertebrate Zoology I//. The modules were developed using Authorware 3.5 for the Mac, then streamlined for web use using AfterBurner. The modules were cross-platformed using Authorware 3.5 for Win, then streamlined for web use on a PC using AfterBurner for Win.


 * [1998]**
 * //Humans in the Natural World//**. This web-based course was designed by Dr. Pat Wright. Dr. Stephen Crawford covered the second half of this course. Uta Strelive was the illustrator. The web based course was programmed by marie using Adobe PageMill. When Dr. Pat Wright's portion of the web based course was complete, I handed the web based course to the Teaching Support Staff [Aldo Caputo]. The Distance Education devision maintains this course.

(1) **The Invertebrate Zoology Review modules** were originally designed to be placed on computer stations in a teaching lab for our students. As there was no control over who was maintaining these computer stations (ie. installing the proper plug-in for these modules to run) I felt I should have a site devoted to maintaining this function. Thus the Invertebrate Zoology Review Modules web pages were developed from my website. (2) **The Biology of Polluted Waters** web pages were developed in response to increasing demands to communicate with students in the most efficient manner and to distribute data spreadsheets to them in the most expediate manner. The challenge came about as I was double booked so to speak - responsible for the labs in two courses with lab sessions overlapping. I could attend to students in one course, and that evening upload data spreadsheets or other material to the students in the other course. The website was a life-saver to me.
 * [1999 - 2003]**
 * //marie's website//**. The expansion of this website was in response to the needs of our students.

(3) **Environmental Biology of Fishes** web pages were developed to respond to students wishing access to programs, results of pooled lab experiments, and lecture notes. (4) **The Ichthyology** web pages were my delight. This was a place to share **Ichthyology Web resources** (often provided by former students who emailed me interesting URLs), to communicate new developments in Ichthyology (for example the citing of the Bighead Carp,//Hypophthalmichthys// sp. in Lake Erie) and to share photographs of students working in the lab. (5) **The Student Safety** web pages were the result of finally achieving a medium in which to convey important information to the students.

(6) **Student Opportunities** web pages provide a medium to post upcoming events such as conferences and workshops, and job and graduate research opportunities to our students.


 * //WebCT courses//** were designed for ZOO*4350 Biology of Polluted Waters, ZOO*4020 Ichthyology and ZOO*4330 Environmental Biology of Fishes. This teaching package has enhanced teaching in Biology of Polluted Waters, Ichthyology and Environmental Biology of Fishes by enabling students to engage in discussions, post questions from the labs, and access event information from the calendar link; marks from the gradebook links; laboratory procedures and results from the labs link; course information from the course outline link, among other links.

marie Thérèse Rush, July 30, 2003 Surtout, la pédagogie, c'est la raison qu'on crée des programmes! ||
 * Our students are worth the effort!

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