{"id":3354,"date":"2023-08-31T13:53:01","date_gmt":"2023-08-31T12:53:01","guid":{"rendered":"https:\/\/microsites.ncl.ac.uk\/casestudies\/?p=3354"},"modified":"2025-07-16T14:53:25","modified_gmt":"2025-07-16T13:53:25","slug":"giving-new-life-to-an-old-presentation-a-module-revamp-case-study","status":"publish","type":"post","link":"https:\/\/microsites.ncl.ac.uk\/casestudies\/2023\/08\/31\/giving-new-life-to-an-old-presentation-a-module-revamp-case-study\/","title":{"rendered":"Giving new life to an old presentation: A Module Revamp Case Study"},"content":{"rendered":"<h4><strong style=\"color: #003f80;\">Emily Smith, LET Coordinator<\/strong><\/h4>\n<h4><strong style=\"color: #003f80;\">FMS TEL<\/strong><\/h4>\n<h4 class=\"entry-content\"><strong style=\"color: #e96556;\">Faculty of Medical Sciences<\/strong><\/h4>\n<p>&nbsp;<\/p>\n<hr \/>\n<h4 aria-level=\"1\"><strong>What did you do?\u00a0<\/strong><\/h4>\n<p>Based on negative student feedback, we thoroughly reviewed and revamped the topic that was causing frustration and dread for our students.<\/p>\n<hr \/>\n<h4 aria-level=\"1\"><strong>Who is involved?\u00a0<\/strong><\/h4>\n<p>Emily Smith &#8211; LET Coordinator in FMS TEL<br \/>\nSue Campbell &#8211; Module Leader for Chemotherapy Nurse Training<br \/>\nKrissie Howkins &#8211; Lecturer for Chemotherapy Nurse Training<\/p>\n<hr \/>\n<h4 aria-level=\"1\"><strong>How did you do it?\u00a0<\/strong><\/h4>\n<p>We started with the learning objectives for the topic. Using Blooms Verb Wheel as a guide we changed the wording so the objectives would be measurable, and therefore the students could better understand what was expected of them. We removed words such as \u201cunderstand\u201d and replaced them with \u201cdescribe\u201d.<\/p>\n<div id='gallery-1' class='gallery galleryid-3354 gallery-columns-2 gallery-size-large'><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/microsites.ncl.ac.uk\/casestudies\/2023\/08\/31\/giving-new-life-to-an-old-presentation-a-module-revamp-case-study\/old-slide-1_emily-smith\/'><img loading=\"lazy\" decoding=\"async\" width=\"640\" height=\"423\" src=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/old-slide-1_Emily-Smith-1024x676.png\" class=\"attachment-large size-large\" alt=\"An image of the old topic materials which consists of a lot of text, including bullet points, and no visual interest.\" srcset=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/old-slide-1_Emily-Smith-1024x676.png 1024w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/old-slide-1_Emily-Smith-300x198.png 300w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/old-slide-1_Emily-Smith-768x507.png 768w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/old-slide-1_Emily-Smith.png 1441w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><\/a>\n\t\t\t<\/div><\/figure><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/microsites.ncl.ac.uk\/casestudies\/2023\/08\/31\/giving-new-life-to-an-old-presentation-a-module-revamp-case-study\/old-slide2_emily-smith\/'><img loading=\"lazy\" decoding=\"async\" width=\"640\" height=\"411\" src=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/old-slide2_Emily-Smith-1024x658.png\" class=\"attachment-large size-large\" alt=\"An image of the old topic materials which consists of a lot of text, including bullet points, and no visual interest.\" srcset=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/old-slide2_Emily-Smith-1024x658.png 1024w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/old-slide2_Emily-Smith-300x193.png 300w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/old-slide2_Emily-Smith-768x493.png 768w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/old-slide2_Emily-Smith.png 1445w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><\/a>\n\t\t\t<\/div><\/figure>\n\t\t<\/div>\n\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><em>The old materials<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Next we reviewed the flow of the topic. We started with a text heavy page with stock images covering; cell basics, cancer, chemotherapy, and ending with the phases of the cell cycle. This page was edited, removing over 100 words, and rearranged so we covered; normal cells and their cycles, then moved onto cancer and chemotherapy. The stock images were converted into animated infographics that were tailor made for the content being discussed.<\/p>\n<p>&nbsp;<\/p>\n<div id='gallery-2' class='gallery galleryid-3354 gallery-columns-2 gallery-size-large'><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/microsites.ncl.ac.uk\/casestudies\/2023\/08\/31\/giving-new-life-to-an-old-presentation-a-module-revamp-case-study\/new-slide-1_emily-smith\/'><img loading=\"lazy\" decoding=\"async\" width=\"640\" height=\"361\" src=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/New-Slide-1_Emily-Smith-1024x577.png\" class=\"attachment-large size-large\" alt=\"An image of the new materials which includes graphics and a much smaller amount of text.\" srcset=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/New-Slide-1_Emily-Smith-1024x577.png 1024w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/New-Slide-1_Emily-Smith-300x169.png 300w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/New-Slide-1_Emily-Smith-768x433.png 768w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/New-Slide-1_Emily-Smith-1536x865.png 1536w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/New-Slide-1_Emily-Smith.png 1910w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><\/a>\n\t\t\t<\/div><\/figure><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/microsites.ncl.ac.uk\/casestudies\/2023\/08\/31\/giving-new-life-to-an-old-presentation-a-module-revamp-case-study\/new-slide-2_emily-smith\/'><img loading=\"lazy\" decoding=\"async\" width=\"640\" height=\"360\" src=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/New-Slide-2_Emily-Smith-1024x576.png\" class=\"attachment-large size-large\" alt=\"An image of the new materials showing a visual representation of the cell cycle, with coloured connecting arrows labelled with the different parts of the cycle with images of the cells contained with the circle.\" srcset=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/New-Slide-2_Emily-Smith-1024x576.png 1024w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/New-Slide-2_Emily-Smith-300x169.png 300w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/New-Slide-2_Emily-Smith-768x432.png 768w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/New-Slide-2_Emily-Smith.png 1280w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><\/a>\n\t\t\t<\/div><\/figure>\n\t\t<\/div>\n\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><em>The new materials<\/em><\/p>\n<p>The biggest change was with the asynchronous lecture. The audio was good quality and the messages were still relevant, however the lecture slides were text heavy and had an outdated look. The slides were given a facelift and where possible, animations were used to replace the text. We hoped the animations would assist the students in visualising the processes being described by the voiceover.<\/p>\n<p>Next the students had two tasks to complete. One was to answer some basic questions, and the other was to put their knowledge into action within a group activity. We spruced up the tasks visually, but didn\u2019t make any other changes to them.<\/p>\n<p>We chose to add a \u201ccheck your knowledge\u201d type quiz, using H5P, at the end of the topic. The questions directly linked to the learning outcomes and we hoped would help the students confidence with the topic.<\/p>\n<div id=\"attachment_3361\" style=\"width: 622px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-3361\" class=\"wp-image-3361 size-full\" src=\"http:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/quiz_Emily-Smith.png\" alt=\"An image of the start of The Cell Cycle Quiz, giving the title of the quiz , and the instructions that the quiz contains 5 questions and the approximate time to complete is less than 5 minutes. There is a 'Start Quiz' bottom at the bottom.\" width=\"612\" height=\"332\" srcset=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/quiz_Emily-Smith.png 612w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2023\/08\/quiz_Emily-Smith-300x163.png 300w\" sizes=\"auto, (max-width: 612px) 100vw, 612px\" \/><p id=\"caption-attachment-3361\" class=\"wp-caption-text\">The Cell Cycle quiz created using H5P<\/p><\/div>\n<hr \/>\n<h4 aria-level=\"1\"><strong>Why did you do it?\u00a0<\/strong><\/h4>\n<p>Module Leaders for the module often come across complaints for their Cell Cycle topic. It was becoming a perennial problem.<\/p>\n<hr \/>\n<h4 aria-level=\"1\"><strong>Does it work?\u00a0<\/strong><\/h4>\n<p>The module team is thrilled with the amazing transformation we witnessed. Our goal was to address the complaints and make things better for the students. But we ended up surpassing our own expectations. The topic that used to be dreaded by the students has now become one of their favourites. The positive feedback from the students has made us proud to see such a big change in how they feel about the subject, with only a few tweaks in how the content was delivered.<\/p>\n<hr \/>\n<h4 aria-level=\"1\"><strong>Student Voice<\/strong><\/h4>\n<p aria-level=\"1\">Student feedback (before):<\/p>\n<blockquote>\n<p aria-level=\"1\">&#8220;Found the cell cycle topic very difficult to understand.&#8221;<\/p>\n<p aria-level=\"1\">&#8220;I am dreading the cell cycle topic&#8221;<\/p>\n<\/blockquote>\n<p aria-level=\"1\">Student feedback (after):<\/p>\n<blockquote>\n<p aria-level=\"1\">&#8220;The topic I have enjoyed most was topic 3 (The cell cycle)&#8221;<\/p>\n<p aria-level=\"1\">&#8220;I have particularly enjoyed topics 3 \u2013 going further in depth into the cell cycle and pharmacology of the drugs we use has been really useful&#8221;<\/p>\n<p aria-level=\"1\">&#8220;I quite enjoyed the cell cycle section\u2026I enjoy the lightbulb moments I\u2019ve had understanding how everything links together. &#8220;<\/p>\n<\/blockquote>\n<hr \/>\n<h4 aria-level=\"1\"><strong>The Graduate Framework<\/strong><\/h4>\n<p>The case study demonstrates the following attributes:<\/p>\n<ul>\n<li>Curious<\/li>\n<li>Collaborative<\/li>\n<li>Engaged<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Emily Smith, LET Coordinator in FMS TEL, describes how she worked with Sue Campbell and Krissie Howkins from the Chemotherapy Nurse Training module team, responding to negative student feedback to review and revamp materials for an unpopular topic in the module, replacing text heavy resources with animated infographics, and interactive quizzes using H5P, turning the topic into one of the most popular of the module.<\/p>\n","protected":false},"author":11053,"featured_media":3360,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,576,568,318],"tags":[617,608,615],"class_list":["post-3354","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-all","category-digital-education","category-h5p","category-medical-education","tag-designing-learning","tag-digital-skills","tag-undergraduate"],"_links":{"self":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/3354","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/users\/11053"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/comments?post=3354"}],"version-history":[{"count":27,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/3354\/revisions"}],"predecessor-version":[{"id":3399,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/3354\/revisions\/3399"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/media\/3360"}],"wp:attachment":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/media?parent=3354"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/categories?post=3354"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/tags?post=3354"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}