Intensive Learners Meeting Pharmaco/Toxicokinetics
(October 23th-29th, 2017 Porto, Portugal)
Video from TVU. (http://tv.up.pt/videos/ria6ujyx)
Fifteen students from six European universities that were selected from the TOX-OER institutions project partners, and went to the School of Pharmacy of Univertity of Porto for six days of intensive training in Toxicology.
Topics presented during the Course:
– Introduction of the Course and to the TOX-OER project
– MOOC TOX-OER – module 2.1 ADMET, Membrane and Transport Mechanisms.
– MOOC TOX-OER – module 2.2 ABC Transporters, BBB Barrier
– Laboratory Class: Everted intestinal gut sac – evaluation of P-glycoprotein activation
– MOOC TOX-OER – module 2.3 Absortion, Distribution, Excretion
– MOOC TOX-OER – module 2.4 Xenobiotic Metabolism
– Laboratory Class: Paracetamol Bioactivation – in vitro evaluation of GSH depletion
The course had a similar schedule every day. A introductory seminar on a selected topic for the students, hen, the students were directed to a self-study in MOOC on the same topic. In some of the topics some practical laboratory activity was also programmed. Finally, the students discussed the topics presented and evaluated the MOOC effectivity and accessibility.
The attendees appreciated the course and the free study materials accessible; They evaluated that the MOOC is visually attractive and useful learning tool, but some students pointed out that the Platform’s structure could be much clearer.
Intense Learners Course – Cardiopulmonary toxicity
(May 8th-14th 2017, Hradec Králové, Czech Republic)
The Intense Learner Course was attended by 17 participants financed through the project. Since not all partner institutions found appropriate candidates, the participants were finally chosen from four universities. Specifically, 4 Spanish, 4 Portuguese and 4 Italian students together with 4 students of the home institution (Charles University) participated in the course.
Topics presented during the Intense Learners Course:
1) Cardiovascular system toxicity (anthracycline and other anticancer drug cardiotoxicity including a lecture giving the students an overview of the currently used novel anticancer drugs, toxicity associated with adrenergic receptors, cardiotoxicity markers, QT prolongation with physiological introduction of the topic),
2) Pulmonary toxicity (toxic gases and vapors, toxic fine particles),
3) Toxic heavy metals (arsenic, cadmium, mercury, lead).
The course had a similar schedule every day. A seminar on a selected topic for half of the participants (group A or B) started at 9:00 or 8:30 a.m. and finished at 11:30 a.m. The second half of the students was engaged in a self-study in MOOC on the same topic. The seminars were open to all interested students who had been previously informed about this event. After lunch, the afternoon program included either another lecture or a test in MOOC. Subsequently, the test results were discussed in detail with the students including the comparison of both groups and evaluation of the MOOC effectivity.
The attendees most often appreciated the free study materials accessible for self-study at home, and visually attractive and well understandable animations. The translations into national languages and the open access were also viewed as very positive points of the project. Some students would welcome audiomaterials, another students request more interactive materials.
Train-the trainer course
(May 18th-22nd 2016, Bologna, Italy)
The course counted on 25 participants, being represented each one of the project partners. Lucca Ferrari (UNIBO) started the course with the definition by UNESCO of open educational resources “OERs” as public domain, open license materials, and suggested to use the Attribution since it is the less restrictive, but probably the Non-Commercial license will be more convenient, but each material could have different license.
Regarding the Modules contents, some changes should be done:
- The titles of the modules should be more attractive, describing what is found in the module in order to engage more people, followed by a short description.
- Each module should contain some funny material (games) in order to attract young students.
- Moodle and Exelearning tools will be used to create the MOOC.
Luca Ferrari also showed the use of several tools to be able to create different necessary resources in the MOOC. Such as Exelearning, YouTube, Office Mix, Audio Editing, Screen Videorecorder, Videoediting and so on.
Mirva Pilli-Sihvola (XAMK) and Matti Strengell (XAMK), trained the course participants in the use of Moodle. Because it is a very useful tool in the educational environment, since it allows teachers to manage virtual courses for students (e-learning), or use an online space that supports the presence (blended Learning or b-learning).
The specific aspects that they showed were: User Roles and User Administration along with Course Management.
Within the main modules in Moodle, they taught how to edit and configure the Activity and Resource Module. Activities such as Choice, Database, Forum, Quiz, Wiki, Survey and Workshop. Resources such as Book, File, IMS content package, Lightbox gallery, Page and VRL.
TOX-OER Learning Toxicology through Open Educational Resources ©TOX-OER. All rights reserved. Headquarters office in Salamanca. Dept. Building, Campus Miguel de Unamuno, 37007. Contact Phone: +34 663 056 665