anatomical terms of motion

Anatomical Terms of Motion Support Materials for Nursing Students

Word Count: 3583 Excluding the References

Dana Karem Manukau Institute of Technology

7/15/2009

Human Body (Deyo)

Assignment 3 E-Learning Design Plan Dana Karem

of 21

Introduction:

Understanding and recognition of anatomical terms are essential to studying nursing

and medicine. Anatomical terms constitute a distinctive categorization of vocabulary

(originally derived from Latin) to explain and exemplify the various parts of the

human body. Anatomical terms of motion are a specific category of terms used to

describe and recognize the admissible movements in the joints (Gray, 1918a).

Part One: Describe the unit of learning for which you have chosen to plan an e-learning component.

Course Title:

Anatomical Terms of Motion

Level and Size:

The course consists of ten learning hours (mainly online) to be introduced and

delivered to first year nursing students to support and enhance their learning.

Learning Outcomes

To support the students to learn independently with the web and understand the

format of web designed lessons

To assist the students to be able to:

o Identify anatomical terms of movement

o Describe briefly and demonstrate the commonly named movements of the

human musculoskeletal system

OVERVIEW OF LEARNING, TEACHING AND ASSESSMENT STRATEGIES

Students are asked to visit the proposed online lessons and participate actively in

the different interaction activities offered. Questions and different formative

assessments are also proposed to enhance further interactions with the computer

and their peer students. Synchronous and asynchronous communications are

recognized in the plan. Feedback and other forms of informal responses are also

intended and considered.

Student Group:

Location: Nursing department: MIT

Age groups: 18-55 years old

Diverse cultural and educational backgrounds

Part time and full time students

Characteristic features of adult learners: motivation, commitment, enthusiasm,

interest, life skills, social problems, etc.


of 21

Learning Needs:

Differ and vary from notably confident and positively knowledgeable, experienced

and competent to confidence deficient students who are less knowledgeable and

skilled. Students will have access to the internet both at home and on campus.

Students will have easy access to external resources such as books and materials.

The computer skills of the students are diverse, from being highly computer literate

to being extremely computer deficient.

E-Learning Strategies

Benefits to Learners:

The course will provide them with animation, online resources that will explain

theoretical terms and expressions effectively.

The teacher will give the students some information in the class and students will

gain more theoretical information from textbooks and lecture materials. This course

will enhance their learning tactics and approaches through animation and visual

demonstration of the anatomical terms, providing further explanation of the original

meanings of the terms.

Teachers in some countries do not use technologies in their teaching because of a

variety of reasons including unavailability and costs of equipment, internet, software

and technical support, teacher's own knowledge and understanding of equipment,

etc (Lai, 2005).

According to the Ministry of Education (n.d.), for individual learners, e-learning can

advance the access, quality of education in different ways. This includes connecting

learners with an infinite use of information, development of information literacy,

enhancement of how people can learn and offer new methods in which learners can

be empowered to build, design and manage learning experiences.

For nursing students in this particular course, the benefits are numerous and may

include flexibility of time and place, repetition and reiteration to learn terms and

movements, appropriate feedback and collaborative design and catering for a wide

range of visual demonstrations and support of theoretical expressions.

Academically, nursing students in their very first year will have a number of issues

including understanding sophisticated terminology and vocabulary. Anatomical terms

of movements can be really perplexing. Hypothetically, the terms can lead to a

number of misinterpretations, uncertainty and confusion with other practical

musculoskeletal movements.


of 21

Learning Theories and Models:

The e-learning models emphasized and considered in this planned e-learning lesson

are aimed to build up frameworks to deal with the issues of the learner and the

challenges introduced by the technology so that online and computer based learning

can occur successfully. The proposed models provide useful tools for evaluating pre-

existing e-learning schemes and ideas.

Cognitivism is a model to understand the machinery that allowed humans to process

information, data and facts mentally and intellectually. It has also become a mentor

as the computer has become a powerful influence. Cognitivism is a field of cognitive

psychology incorporating learning perceptions into experimental methods of

experimental psychology (Andrews & Haythornthwaite, 2007).

Van Wagner (2009) suggests that the main topics discussed in cognitive psychology

are perception, language, attention, memory, problem solving, decision making and

judgment.

On the other hand constructivism is also considered in this course as a theory of

learning. The main idea of it is that learning is an active process of constructing,

rather than gaining data, information and knowledge. Learners and individuals

according to this school of learning theory will bring distinctive earlier and former

knowledge and thoughts to a learning circumstance. Knowledge then will be

constructed distinctively and separately, in various ways, through a number of tools,

resources, and materials. Learning, therefore, is both an active and reflective course

of developmental learning. We make sense of the world by gathering,

accommodating, and rejecting new information.

Social contacts and personal communications and past experiences induce multiple

perspectives on learning. Learning is maintained, kept, controlled and mediated

internally and individually by the learner (Burns, Heath & Dimock, n.d.).

Therefore, the applicable learning theories in this online course are mainly

cognitvism and constructivism.

http://psychology.about.com/mbiopage.htm


of 21

Part 2: Describe the teaching and learning, assessment and support strategies to be used for the unit of learning.

Nursing students in their real classes will be given basic theoretical information about

both microscopic and macroscopic structures of the human body. Lecturers also

deliver a number of hypothetical tutorials and lectures about systematic and

topographical anatomy of the human body including a wide range of anatomical

terms of motion.

The following anatomical movements are briefly discussed in class (Totara &

Nielson, 2009):

Movement Description

Flexion The angle between two articulating bones

is decreased.

Extension The angle between two articulating bones

is increased.

Abduction Movement of bone away from midline

Adduction Movement of a body part toward midline

Rotation Movement around longitudinal axis

Depression Lowering a body part

Protraction Moving a body part outwards

Retraction Returning a protracted part back to

anatomical position

Teaching and Learning Strategies:

The designed course will deliver online lessons about the described anatomical

movements in text, narration and real visual demonstration. Less frequently used

anatomical terms of movement will also be introduced such as opposition, eversion

and inversion, supination and pronation.

Online and web enhanced materials are the main incorporated modalities. Students

can access the website internally and externally (on campus and off campus).


of 21

Students in the class will be directed how to access the web based lessons and then

will be guided how to navigate and explore the different contents. The approximate

time for this matter is about an hour. Students are encouraged to ask questions and

participate actively in class.

Technology enhanced facilities such as computers and headphones are widely

available and obtainable at MIT and students who don’t have access to the internet

can easily access the lessons online at MIT.

Students can also access the lessons in groups and can have synchronous

discussions while visualizing and listening to the lessons. A discussion board or

forum will be set up for asynchronous interactions, comments and feedback.

They can also refer to other external resources such as textbooks and materials and

the various links available on the designed website to expand their knowledge.

Students who need assistance and support on the subject of technology and

specifically computers and online interactivities are very much encouraged to visit

the Learning Support Centre where they can receive “one on one” assistance.

Facilitated workshops, study groups and small groups can also be arranged to

promote their learning abilities in this regard.

Incorporated Interactions

The key interactions included are both synchronous and asynchronous. The

synchronous interaction as outlined earlier will be executed primarily in the class for

one hour and will mainly focus on online accessibility and related issues. This will

create an opportunity for the students to ask questions and interact with the teacher

actively and positively. The asynchronous interaction can take many forms. It can be

in the form of student-student, student-content and student-lecturer.

Student-student interaction is when students access the lessons in groups and

can discuss the topics together or when they post comments and questions to be

answered by other students. In the discussion form, for example, a student can post

a comment and can define and describe a movement in a very advanced academic

approach. Say for instance, a student will define “abduction” as follows: Abduction in

kinesiology and functional anatomy is defined as a movement in which a body

segment will be drawn away from the midline or sagittal plane. And they can also

add illustrative images or links to that such as the image on the next page

(Answers.com, 2009).


of 21

Student-content interaction occurs when students thoroughly study an action

demonstrated online or imitate a movement physically or when they actively

complete the available exercises such as fill in the gaps and match the correct

answers.

Student-lecturer interaction occurs initially when the lecturer introduces the topic

in the class and when he/she guides the students to use the online lessons. It also

can be achieved by the students posting questions and comments to be answered

and outlined by the lecturer. The lecturer will also be able to post sophisticated and

highly developed images for the purposes of further illustration and explanation of

the various mechanisms and the names of structures involved in the movement. For

example, in “inversion” two main structures are involved known as tibialis anterior

(Marieb & Hoehn, 2007) and tibialis posterior (Rad, 2008) as demonstrated in the

image below (Gray, 1918b)


of 21

Further descriptive images can be added to develop and expand students’

knowledge such as the image below to demonstrate the actions of “inversion and

eversion” from: http://www.octc.kctcs.edu/gcaplan/anat/Notes/Image577.gif

Ways of interactions are numerous and can be further developed accordingly.

Strategies for Supporting Learners

Strategies of support are also numerous and can be classified basically into internal

and external. The internal strategies are included in the website and the various links

incorporated internally and externally. The external strategies comprise many

departments at MIT such as the Nursing department itself, the LSC and the library.

Internal Strategies of Supporting Learners

The website will provide the students with an understandable academic definition of

the various anatomical terms, particularly terms of motion. It also conveys easy and

comprehendible description and information about the various structures involved in

the related actions. It will provide them with a clear navigational bar, clear and well

fitted images and animation video-clips.

It also involves a discussion forum for interactions and further questions and

inquiries. This will also help the students navigate and explore other related links as

mentioned earlier.

The website describes the terms in text, narration and visual demonstrations via

clearly uploaded audio and video clips. The icons and hyperlinks to the

aforementioned terms are clear and do the purpose as demonstrated below:

http://www.octc.kctcs.edu/gcaplan/anat/Notes/Image577.gif


of 21

Movement Description Listen Watch

Flexion The angle between two articulating

bones is decreased.

Extension The angle between two articulating

bones is increased.

Hyperextension Increasing the angle beyond normal

position, bending head backwards

Abduction Movement of bone away from midline

Adduction Movement of a body part toward midline

Rotation Movement around longitudinal axis

Lateral flexion Bending body sideways

Lateral

extension Returning body to anatomical position

Elevation Upward movement

Depression Lowering a body part

Protraction Moving a body part outwards, anteriorly

Retraction Returning a protracted part back to

anatomical position

http://images.google.co.nz/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/2/21/Speaker_Icon.svg/500px-Speaker_Icon.svg.png&imgrefurl=http://commons.wikimedia.org/wiki/File:Speaker_Icon.svg&usg=__i9OCSQakwhdWEu5LDj53l4J9sTc=&h=500&w=500&sz=13&hl=en&start=5&tbnid=Zn9LhlrZNfJD0M:&tbnh=130&tbnw=130&prev=/images?q=speaker&gbv=2&hl=en


of 21

Dorsal Flexion Bending ankle so that the toes are closer

to shin

Plantar Flexion Extending ankle joint so that toes are

away from shin

Circumduction Movement of distal part of a bone in a

circle

Unlike some other websites, the structure and format of the website are

straightforward and very simple. Nursing students will be able to retrieve the required

information easily. They will not be in a field of extensive and perplexing information

and therefore they will find it very easy to follow and navigate.

The listening icon represented by will narrate and tell more about the related

expression.

Assessment Methods

The website contains a link named “Suggestions and Ideas for Development” so

that the administrator who is the lecturer can develop the website. The lecturer is the

only person who receives all the comments, questions, inquiries and posts so that

he/she can filter the appropriate comments and suggestions for posting including

students’ interactions and questions.

The lessons planned to include two main forms of assessments, formative and

summative. The duration of each assessment is an hour each.

The formative assessment is basically built in the form of MCQs which will give you

the right answers immediately once a wrong answer is chosen. The results are

automatically sent to the lecturer. The students are required to enter their details

such as their name and ID number and then follow the instructions and they will

receive a link named “Start the Test”. By clicking the hyperlink, students will receive

a question at a time.

The summative assessments are different in that the questions are dissimilar, and

may contain more advanced topics such as structures involved, origin and insertion.

The students will not receive the right answers instantly and the assessment will take

place on campus. Students are asked to be in groups such as 15 students at a time

per hour according to the availability of computers and other facilities. The results

count and students will receive the results in the class and the lecturer will state the

right answers later.


of 21

Part 3: Describe in detail a significant eLearning resources or interaction and justify its use.

A: a significant eLearning resource component of the course is described in detail, including

screen shots or other graphical illustration showing:

The website is generally easy to navigate and follow. It does not contain multiplicity

of navigational bars and icons that may lead to confusion and perplexity. It is

designed for educational training, guidance and exercise only. It is not intended or

used to generate revenue. Visitors and students can interact with the contents easily

and can develop further ideas and thought about the related topics.

The home page is colourful and rather catchy. The images displayed are relevant

and suit the title. The home page images clearly express anatomy, musculature,

articulation and spatial motion. The banner image is also appropriate and in some

measure indicates motion and exercise. The “page heading” specify the contents of

the website “Anatomical Terms of Motion” is clearly displayed and the font size and

colour are also appropriate.

Page Heading


of 21

There is a hyperlink named “Basic Anatomical Definitions” on the home page which

directs the browser to an external source which defines the various anatomical terms

in detail including images and visual demonstrations.

The navigational bars at the top of the home page contain several pages such as

links, discussion, test your knowledge and more importantly, the table of contents

which contains the various anatomical motions in a nicely put table. The table of

contents as shown and outlined earlier includes anatomical terms of motion including

less frequently used terms. Each item or expression included in the table is a

hyperlink which by activation will direct the reader to another relevant external link.

All the motions are demonstrated nicely once the “watch” icon is clicked. Once it is

clicked, it will further display the movement of different parts of the body in relation to

the specified anatomical motion. For example, head flexion, arm flexion, hand flexion

hip flexion, etc. The home page also indicates that the website contains support

materials for nursing students.

Relevant External Link

Top Navigational Bar


of 21

The website also contains a number of useful links that direct the student to more

detailed and specific information about related topics.

Next to “Links”, there is “Discussion” where students can interact actively and

participate dynamically. Students are required to subscribe first. They can post

comments, ask questions and add information. They can access old posts and even

create different categories. Posts will be shown according to category and date. The

discussion form will display a number of options such as posted by, archive, recent

posts and categories. There is also a search bar to enable the students to find posts

of interest.


of 21

The interactions with the students and the lecturer are mainly asynchronous and

students are required to spend at least eight hours online to understand the various

anatomical movements. They can access the website any time they wish to and they

can develop further ideas and thoughts. Suggestions and ideas are welcome.

The incorporation and design of the learners’ interactions with eLearning resources (Part A):

On the menu bar at the top, there is also the “Test Your Knowledge” link which

includes a range of exercises and activities.

Students are required to select one activity or more (preferably all) and complete

them accordingly. These activities are self directed and the instructions included are

very easy and clear. The following activities are included:

1- Fill in the gaps using the correct answers.

2- Match the right answers in column A with the appropriate description in column B.

3- Drag the right term onto the appropriate illustrated movement on the figure.

4- Identify the movement shown in the video clip.

5- Describe briefly the following terms: Abduction, adduction ….etc.

Fill in the gaps using the correct answers


of 21

By clicking the hyperlink shown on the previous page, students will be receiving a

new window which contains the following exercise:

(Abduction, Adduction, Depression, Elevation, Flexion, Rotation, Retraction, Pronation, Supination, Protraction, Inversion, Eversion)

1- ------------------- is movement of a body part away from midline. 2- ------------------- is lifting a body part. 3- ------------------- is when the angle between two articulating joins is increased. 4- ------------------- is when the angle between two articulating joints is decreased. 5- ------------------- is when moving a body part anteriorly, outwards. 6- ------------------- is moving a body part toward midline. 7- ------------------- is turning the sole of the foot medially. 8- ------------------- is shaking the head “no”.


of 21

The above activity is very easy and straightforward. The instructions are again clear

and easy to follow. Therefore the students will find this exercise pleasant to answer

and this will promote them to do further exercises.

The next activity is matching the right answers from one column to another column

which is again very plain and easy to do and follow.

Movement of a Body Part Away From Midline

Lifting a Body Part

Turning the Sole of the Foot Medially

Moving a Body Part toward Midline

When Moving a Body Part Anteriorly, Outwards

The Angle between Two Articulating Joints Is Decreased

When the Angle between Two Articulating Joins Is

Increased

Shaking the head “no”

Abduction

Adduction

Rotation

Eversion

Extension

Inversion

Elevation

Retraction

Column A

Column B


of 21

Drag the right term onto the appropriate illustrated movement on the figure (Marieb, 2004)

(Marieb, 2004)

Abduction

Adduction

Rotation

Eversion

Extension

Inversion

Elevation

Retraction


of 21

The other activity is Identification of the movements that will be shown in a video clip.

Students, by clicking the related hyperlink, will receive a new window where a video

clip will be shown demonstrating a movement. Students are required to recognize

the movement.

Students will receive a window in which the figure below will be displayed and it has

the play, pause and stop buttons to control the animation.

For students to make sure that they have answered the right questions, a button

labelled “Answer” will appear once they have clicked the “Play” button. They also

will receive another button labelled “Next” to direct them to the next screen for

another anatomical movement animation.

The exercises involved are very easy to do and follow. They don’t require a high

level of computer literacy nor does it require students to spend plenty of time on

doing them.

The contents including the exercises are very applicable, relevant and suitable for

the target student groups. Windows, icons and other navigational bars are all simple

and uncomplicated. Students should have no problems accessing, browsing and

doing the activities.


of 21

The last activity which is greatly self directed is to describe the given anatomical

terms. Students will receive a term at a time and they are required to describe it

academically and remember the major structures involved. If students think they

need help, they can refer to the page” Table of Contents” for further information.

The aforementioned activities and exercises indicate that the eLearning model used

is interactive blended learning and this unquestionably suits the Nursing students in

their first academic year.

To effectively design, develop, and apply an e-learning plan, we are required to

identify the suitable instructional design methods and needs of the learners. Due to

the fact that Nursing students will have urgent educational requirements at different

stages of their academic life at MIT, we need to develop a suitable instructional

design model to answer their needs. Rapid E-learning is a model of E-Learning

which can respond to an urgent teaching need, and can be developed in a short

period of time (less than 3 weeks). It requires a small budget and can make use of

some commonly used computer software such as PowerPoint. It is developed

internally (by lecturer/s) and requires 1-3 staff. It is used to build up and expand

Answer

Next

Answer Next


of 21

knowledge, recall information, apply awareness and information to particular

circumstances and to become an expert.

References

Andrews, R., & Haythornthwaite, C. (2007). Theories of learning: late twenties

century. The sage handbook of e-learning research. Los Angeles, CA: Sage.

Answers. (2009). Abduction. Retrieved July 24, 2009, from http://www.answers.com/

topic/ abduction

Burns, M., Heath, M., & Dimock, V. (n.d.). Constructivism….what is it? Retrieved

April 9, 2009, from http://www.sedl.org/tap

Dusty, D. (n.d.). Life science. Retrieved July 17, 2009, from

http://www.directoryofillustration.com/ArtistFeaturedProject.aspx?AID=2189

Engelbrecht E. (2003). A look at e-learning models: Investigating their value for

eveloping an e-learning strategy. Progressio 25(2), 38-47.

Gray, H. (1918a). Introduction. Anatomy of the human body. Retrieved July 27,

2009, from http://www.bartleby.com/107/71.html

Gray, H. (1918b). Tibialis anterior and tibialis posterior. Anatomy of human body.

Retrieved July 24, 2009, from http://scapula.pl/anatomia/duze_rys/

image442.gif

Lai, K. (2005). E-learning communities: Teaching and learning with the web.

Wellington: New Zealand, Astra.

Ministry of Education. (n.d.). E-learning and tertiary education in New Zealand.

Retrieved April 10, 2009, from http://www.elearn.govt.nz

Marieb, E. (2004). Figure 8.2. Retrieved from Human Anatomy & Physiology.

(6th Ed.). San Francisco: CA, Pearson Education, Inc.

Marieb, E. & Hoehn, K. (2007). Muscles of the leg: Movement of the ankle and toes.

Human anatomy & physiology. (7th Ed.). San Francisco: CA, Pearson

Education, Inc.


of 21

Rad. (2008). Muscleoskeletal radiology: tibialis posterior. Retrieved July 27, 2009,

from http://www.rad.washington.edu/academics/academic-sections/msk/

muscle-atlas/lower-body/tibialis-posterior

Tortora, G. & Neilson M. (2009). Types of movement at synovial joints. Principles of human anatomy. NJ, John Wiley & Sons, Inc.

Van Wagner, K. What is congnitive psychology?. Retrieved April 8, 2009, from

http://psychology.about.com/od/cognitivepsychology/f/cogpsych.htm

http://psychology.about.com/mbiopage.htm

anatomical terms of motion

Documents