Abstract:

The implementation of a new biomedical engineering program presents an opportunity for reflection and analysis of its successes and shortcomings. This paper discusses the lessons learned from the first year of a recently created biomedical engineering program that implemented a novel approach to student learning. The program utilized small individual pieces of learning called tokens that aligned with specific learning objectives. These learning objectives and student outcomes were documented and catalogued using an evolving online tool called MoocIBL.

One of the major advantages of using tokens in the program was their flexibility in meeting the needs of individual students. This approach allowed for a personalized learning experience that catered to the unique needs of each student. Moreover, tokens enabled students to engage in self-directed learning, where they had control over their learning journey. Students could choose which tokens to complete and in what order, allowing them to take ownership of their learning process.

The use of tokens also facilitated the assessment of student progress and achievement. As tokens were aligned with specific learning objectives, it was easy to track students’ progress and evaluate their understanding of the course content. This allowed for timely interventions and adjustments to ensure that students were on track to meet the learning objectives.

The implementation of tokens in the program also revealed some challenges. For instance, the process of designing and aligning tokens with learning objectives required a significant investment of time and resources. Additionally, there were some technical challenges associated with the use of the MoocIBL tool, which required ongoing maintenance and support.

Despite these challenges, the use of tokens in the program resulted in several positive outcomes. Students reported high levels of satisfaction with the personalized learning experience and the ability to take ownership of their learning journey. Furthermore, the use of tokens enabled instructors to provide more targeted feedback and support to individual students, leading to improved learning outcomes.

In conclusion, the implementation of tokens in a recently created biomedical engineering program provided valuable insights into the benefits and challenges of using a personalized, self-directed learning approach. The use of tokens facilitated the assessment of student progress and enabled instructors to provide targeted feedback and support to individual students. While the implementation of tokens required significant investment in time and resources, the positive outcomes suggest that this approach to student learning is worth considering in other educational settings. Finally, the documentation of learning objectives and student outcomes using the MoocIBL tool provides a useful framework for ongoing program evaluation and improvement.

Keywords:

Biomedical, innovation based learning, tokens.