Circulatory system resources

Circulatory system song Short song explaining the circulatory system.

Circulatory system musical quiz Good for easy, fun, quick revision.

Blood flow through the heart  Short, clear video.

Circulatory system video Very descriptive video. Clear, with diagrams.

Circulatory system video  Exploring the heart Short and to the point with some effective visuals.

Anatomy Arcade Circulatory system games Crossword, word search, jigsaw, as well as a link to a video.

Soft schools matching games circulatory system Simple to use, great for revision.

Purpose games label the circulatory system quiz  Interactive labelling of the circulatory system,


Respiratory System resources

Respiratory System games interactive crossword and word search, also a link to a video. There are words to chose from for the crossword which makes it easier.

Respiratory system labelling interactive labelling of the respiratory system: good practice!

Respiratory system basketball if you don’t play computer games, it may take a little while to get a hang of how this works but when you do it is an interesting, fun way to revise facts about the respiratory system. It tells you the right answer straight away if you selected the wrong answer therefore there is immediate feedback!

Respiratory system multiple choice quiz  Simple quiz, results at the end.

Respiratory system video Australia Education System  simple, short, easy to follow video.

Meet the Lungs Khan Academy  very clear but does not include all key terms related to the respiratory system.

Developing Community

Dr. Mark Kassel from Robert Moores University outlined a few ways to establish presence online: announcements, email, outline expectations, personal videos, include personal perspective, discussions, summarise students’ points and add own perspective, greater presence at the start of the course in discussions e.g. 50%, but less later on to avoid the instructor dominating the discussions (Kassel, 2011).

Other behaviours and strategies for improving instructor presence online: encourage questions; refer to students by name; represent the most important information in multiple ways e.g. text, image, and video. Instructors should be clear about how they wish to be contacted and how quickly they will respond; track student log-ins – contact students through email who appear to be struggling, telephone students who seem to have disappeared. Send a copy of announcements posted in a LMS by email; give students the option to receive notifications from via text, upload the syllabus into VoiceThread  or Movenote which enables a ‘human’ overview. Include captions or transcripts alongside videos that will be used more than once (CSU Channel Islands).

I would use personal videos at the start of the course, at the start of each module and at the end of the course. The videos should reflect me and my personal perspective. Making my expectations clear, the objectives clear, how I wish to be contacted and how quickly I will respond will be important just as it is with ‘f2f’classes. I would use a tool such as Skype, ooVoo, or JoinMe to meet with students at the start of the course, and at other times if necessary. The use of an ‘icebreaker’ at the start of the course e.g. pose questions, get students to answer, ask them to introduce themselves to a fellow learner with similar answers as in ‘LineUp’ (Conrad & Donaldson, 2011, p.56). The use of students’ names would be very important just as it is in a classroom course. I would need to log on frequently, post weekly reminders, updates or information, post announcements via LMS, email, or other tool. Check student log-ins, contact students through email who seem to be struggling and telephone students who seem to have disappeared. The most important information should be given in multiple ways e.g. text, image, and video to meet differing learning styles.  A balance of being an active moderator of online discussion but at the same time not getting too involved should be an aim, generally as Mark Kassel said, more involvement at the start, less later on. This does not mean not monitoring the discussions; monitoring needs to be frequent so that any problems can be identified. For example if students are ‘at war’ in a discussion forum, if inappropriate comments are made, or if one or two students are dominating the discussion I would need to enter the discussion as a moderator. If the discussions have stalled then I could comment positively to motivate, or post an applicable question or summarise students’ points and add my own perspective to generate a response, if someone has posted a question and no one has answered I could post a response or post resources to help the learners find the answer.

The class composition would need to be considered e.g. mainly ‘digital natives’ or ‘digital immigrants’? This should be considered because it might affect levels of comfort with different technology. For example, digital immigrants may prefer emails whereas digital natives may prefer text.  Attention should be paid to fear of privacy and security; the school policy should be made available on the course site. The technical team’s contact information should be shared at the start of the course. The course should go live a few days before the actual start so that learners have the opportunity to log-in and address any technical issues before the official course start date.  The technical competence of learners would need to be considered so that activities are appropriate and/or support can be given.

John Heap and Brian Kelly stated that barriers to building online community include a difference in younger people accepting new ideas and technology more readily than older people, fear of privacy and security, hardware and software issues, functionality of web tools, and technical competence of learners. (Heap & Kelly, 2015)


Conrad, R. and Donaldson, J. (2011). Engaging the Online Learner. San Francisco, CA: Jossey-Bass.

CSU Channel Islands. (n.d.). Behaviors & Strategies for Improving Instructor Presence in Online Classes. Retrieved from 

Heap, J. and Kelly, B. (2015). Building Online Communities: The Barriers and the Bruises. Retrieved from

Kassel, M. Dr. (2011) Teaching Presence in Online Learning. Retrieved from

The impact of the online environment

It is important to consider the course objectives in order to decide what activities will be self-directed. For example a course like MOA, unrelated to learning how to use media but taught online, students would need more support if they are asked to use media to complete an assignment. For example: instructions on how to use a particular tool. At the same time though, they can be encouraged to find another way e.g. if instructions were given about word press they would have the freedom to use blogger instead of word press. I think doing this would create a supportive environment for all learners.  For such a course self-directed learning would be in a different form e.g. research on medical instruments.

These are all things I would have to implement in my online course:

To create a supportive environment for an online course if students need to explore and ‘teach’ themselves then this should be clearly stated at the beginning with the reasoning behind the approach.  The ‘Water Cooler’ chat area is great for learners to support each other just as they would in a classroom or cafeteria. The ‘pay it forward’ comments are also a good way for students to learn from each other.

Setting the stage at the beginning so that students feel they know the instructor and can contact the instructor is also important. As Boettcher and Conrad said: be present at the course site, be available throughout the course, create a supportive online course community, and provide opportunities for students to collaborate (Boettcher & Conrad, 2010, p. 37). These all create a positive learning environment.

The majority of learning outcomes should fall into the application, analysis, synthesis, or evaluation levels of thinking for an engaged learning environment. (Conrad & Donaldson, 2011, p.18). It is also important to consider carefully the right activity for the right stage of the course, for example, you would not have a group activity as the first assignment as learners would not yet know each other. Gilly Salmon outlines a five step model: access and motivation, online socialization, information exchange, knowledge construction, development (Salmon, 2008).


Boettcher, J. V., and  Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Conrad, R. and Donaldson, J. (2011). Engaging the Online Learner. San Francisco, CA: Jossey-Bass.

Salmon, G. (2008). Gilly Salmon e-tivites. Review. eLearning Art. Retrieved from

Medical Word Parts resources

My top 20 websites

Common medical tests at clinics

pap test  Pap test. Complete requisition. Put patient label on jar. Put in fridge for collection.

swab  Swab – this is for any kind of swab. Put patient label on it. Write on it where the swab was taken e.g. ‘throat’. Complete requisition, put with swab. Put in fridge for collection.

Chlymadia test Chlamydia Swab – Put patient label on it. Write on it where the swab was taken. Complete requisition, put with swab. Put in fridge for collection.

urine dip test Urine dip.

pregnancy test Pregnancy test.

pinworm test   Pinworm test – explain procedure to patient e.g. best sample in the morning.

stool ova and parasite      Stool, Ova and Parasite (O n P) test (clear liquid).

stool culture test        Stool Culture test (pink liquid).

colon testColon test – envelope – show patient instructions, put patient label on card, tell patient to put requisition in envelope before posting.