Author: Michael Begg, michael.begg@ed.ac.uk

Author: David Dewhurst, d.dewhurst@ed.ac.uk

Author: Mark Eisler, mark.eisler@ed.ac.uk

JISC e-Learning Activity Area: Technology-enhanced Learning Environments

Higher Education Academy Subject Centre: Medicine, Dentistry and Veterinary Medicine

This case study illustrates...use of specialist software, an effect on learning, an effect on student personal development, student satisfaction with e-learning, innovation in learning and teaching, an influence on educational research, staff satisfaction with e-learning, staff personal development, use of resources, management of learning assets

Further Evidence

'Student (verbal) feedback (as recorded on minidisk) confirms that Labyrinth offers a learning experience unlike any other - and that this in itself is a positive outcome in their opinion. They suggest that the activity of establishing scenarios featuring characters with a variety of decision points and possible variations of direction to be taken through scenarios presented them with something close to what they imagine professional practice might be like. It, in short, forced them to think like professionals rather than students which, they suggest from their point of view of students very close to graduating...'

'It is a notable feature of this activity that it is the students who effectively author their own learning activities and to do this requires consolidation of existing knowledge, learning new knowledge, applying knowledge to a virtual representation of a real world scenario, better understanding of the learning process and reflection on veterinary practice. Direct staff engagement with the activity is limited largely to the opening familiarising session and the closing presentation/assessment session. Staff are contactable by email to address any queries either technological or pedagogical in nature but in fact this has not generated any significant amount of extra work.'