Educational uses for Rev

[Marian Petrides]

Actually, I am talking about self-paced instruction (see my earlier 
reply), in which the student is presented with a question, has to 
commit to an answer, the answer is parsed, and the student given 
feedback on the answer.

Frankly, while it would not be hard to "score" responses in this 
setting, I have resisted doing so because then the goal becomes to get 
the best "score," not to learn the material. Since what I do is medical 
education, there is a mix of science (fact) and art (clinical judgment) 
involved in answering the questions--see my comment on "permissive" 
answers in my earlier post. Giving a numeric score penalizes the 
student who thinks outside the box. And, because the ultimate goal of 
medical education is to teach students how to "think like a doctor" NOT 
how to memorize these 10 million factoids, creative thinking should not 
be penalized--or even appear to be.

M


On Aug 11, 2004, at 1:14 PM, Mark Swindell wrote:

> It would seem courseware in this context implies primarily evaluation, 
> not teaching/learning.  Students would need to have control of the 
> reins in Revolution to create content that would show learning had 
> occurred.