− | As an Educational Technologist, as part of the CLIVE project, I authored a number of pathology computer-aided learning programs with veterinary pathologists at the University of Glasgow, mainly Dr. Hal Thompson. What I liked about the programs I developed with Hal is that they were largely visual, and he explained the pathology as he went over his storyboards, so I could understand it, which helped me to structure the learning activities in the CAL. He also saw a lot of interesting cases, including forensic pathology, which he brought into the teaching, along with his knowledge of the history of pathology. As a former archaeologist, this interested me greatly too. | + | As an Educational Technologist, as part of the CLIVE project, I authored a number of pathology computer-aided learning programs with veterinary pathologists at the University of Glasgow, mainly Dr. Hal Thompson. What I liked about the programs I developed with Hal is that they were largely visual, and he explained the pathology as he went over his storyboards, so I could understand it, which helped me to structure the learning activities in the CAL. He also saw a lot of interesting cases, including forensic pathology, which he brought into the teaching, along with his knowledge of the history of pathology. He had a good all-round knowledge, and stressed the importance of lateral thinking in terms of problem-solving, which I admired. |
| I guess as a visual learner I find it easier to concentrate on gross pathology, or very noticeable clinical signs of disease. Once it starts getting to the microscopic level it starts to get tricky for me, as although it's visual, it's a bit more abstract. | | I guess as a visual learner I find it easier to concentrate on gross pathology, or very noticeable clinical signs of disease. Once it starts getting to the microscopic level it starts to get tricky for me, as although it's visual, it's a bit more abstract. |