PRODUCTION AND USE OF VOICE-OVER POWERPOINT ® FILES IN AN INDEPENDENT STUDY BIOCHEMISTRY MODULE Thomas D. Corso, Ph.D., Associate Professor of Biochemistry Mark A.W. Andrews, Ph.D., Professor and Director, The Independent Study Pathway The Lake Erie College of Osteopathic Medicine, Erie, PA 16509, U.S.A. Abstract Independent learning, as occurs in the Independent Study Pathway (ISP) at LECOM, requires continuous motivation and discipline for student success. To lessen the tedium of textbooks and other resources, PowerPoint presentations were combined with audio to produce voice-over PowerPoint presentations (VOPP’s) covering nine biochemistry topics for MS1 ISP students during the Fall 2006 semester. While videotaped lectures and streaming video are widely used, we had previously observed several benefits with VOPP use including ease of navigation, forward and backward movement, and repetition, and the ability to access specific slides with no need to listen to an entire presentation. Also, a 50 minute lecture requires only minutes within the VOPP context due to decreased “dead time” between slides and student questions / comments. VOPP’s were available to students via the intranet for use and downloading, including six on carbohydrate metabolism, and one each on the urea cycle, vitamins and nucleotide metabolism. Some VOPP’s were scripted, while others relied upon faculty ad-lib to keep the presentation fresh. Each VOPP is “free standing,” not requiring use of previous or consequent VOPP’s. Since the PowerPoint presentations existed from lecture-based courses, production time for each VOPP (for voice-over) took only 2 to 6 hours, and editing can be done one slide at a time. Unsolicited student comments indicated the VOPP’s were used and enjoyed, while, remarkably, no complaints or concerns were registered. The survey instrument used following course completion indicated frequent use of VOPP, with 21 of 30 students using them, and 19 of these 21 considering the VOPP’s to be a valuable educational asset. Furthermore, 19 of 21 indicated the VOPP’s were easy to use and understand, and 18 agreed that the VOPP's increase their knowledge and understanding. Written comments were also overwhelmingly positive with numerous requests for further use of VOPP’s. Modules, authored by the faculty, are the basis of the Independent Study Pathway, with students either studying independently or in small groups. Introduction To complement all pathways, we have experimenting with voice-over PowerPoint presentations in which voice recordings are applied to PowerPoint presentations. So far these files have been used for Neuroanatomy and Biochemistry. This gives the students an opportunity to listen and re-listen to important concepts, even going to specific slides to review single concepts when needed. Such VOP’s have significant advantages over streaming video and podcasting since the files are smaller and readily used on laptops and on appropriately equipped PDA’s. Data collection from the ISP students is currently planned to determine if the learning components that use “voice overs” result in higher test scores. In this presentation, relevant student feedback is reviewed. This information was collected by the use of two specially designed assessment tools. Our primary reason for collecting this data was for internal use, to determine whether the efforts required to generate and maintain three pathways were paying off in student satisfaction and development. Results are being presented so that others might learn from our experiences. The assessment tool was presented to 30 MS1 ISP students (all returned the assessment) who recently finished their Biochemistry module late in the fall semester of the academic year). Producing VOPP’s Production techniques are very straight- forward and can be accomplished by anyone with basic knowledge of PowerPoint, a sound card and a computer connected microphone. Within PowerPoint, select [Slide Show] and from the pull down window select [Record Narration] The quality of sound can be varied, with each second of audio requiring a specific amount of memory, and higher quality increasing the amount of memory required. We have found that “telephone quality” optimizes quality and keeps memory use low. To adjust quality, pick [Change Quality…] and set to [Telephone Quality]. While lower quality saves memory, you would most likely be dissatisfied with the sound quality. Interestingly, we find that a fifty minute live lectures can be recorded in about minutes in the VOPP environment. And, while editing slide-by-slide is easily done, one caveat is that transition times on slides also need to be edited. List of lecture topics covered by the Biochemistry VOPP’s 1. Regulation of Metabolism 2. Carbohydrate Digestion 3. Glycogen Metabolism 4. Pentose Phosphate Pathway 5. Synthesis of Glycosides, Lactose, Glycoproteins and Glycolipids 6. Gluconeogenesis 7. Urea Cycle 8. Purine and Pyrimidine Metabolism 9. Folate, B 12 and SAM Summary While podcasts and streaming video are widely used, we had previously observed several benefits with voice-over PowerPoint presentations (VOPP’s) including portability (file size), ease of navigation and repetition, and the ability to access specific slides with no need to navigate an entire presentation. Student comments also indicated the VOPP’s were used and enjoyed. Remarkably, no complaints or concerns were registered, with numerous requests for further use of VOPP’s. As a result of this experience, we plan to increase the use of VOPP’s in the future. They are now being used in the Nervous System module and being prepared for the Physiology Core module. VOPP’s: Student Use And Assessment Students were surveyed immediately after the module was completed, immediately following the module examination. In addition to the questions below, specific comments were also requested and included here. 1. Did you use the VOPP’s? YES: 21NO: 9 2. Did you enjoy using the VOPP’s? YES: 20NO: 1 3. Were the VOPP’s easy to use? YES: 20NO: 1 4. Were the VOPP’s easy to understand? YES: 20NO: 1 5. Did the VOPP’s increase your knowledge and understanding of the material? YES: 19NO: 2 6. Do you consider the VOPP’s a valuable asset to the ISP? YES: 19NO: 2 7. On average, how many times did you use each VOPP? 2.2 (range: 1-6; mode = 1) Selected comments: “They were quite helpful with objective material.” “Please keep doing these.” “They were wonderful… they helped me realize what was important, as well as providing some integration with other [topics].” “Great learning tool.” “I took notes over the [VOPP’s] and it made everything come together.” “They were especially helpful when a subject matter was not clear. You could go right to the slide in question and listen to the explanation.”