The learning design focuses on the use of an interactive multimedia program which includes animations to assist students in their learning of muscle contraction and properties.

The Learning Design Sequence is illustrated as follows.

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WHAT THE STUDENTS DO
Each of the main "characters" (e.g. calcium ions, actin molecules) can be selected and more information can be followed up in a number of ways. Additional resources concentrate on scale or on questions students ask about where things come from and what they do. These questions can be selected to pop up in a random way by a spin of the dial, or in selected sequences. For example, students may choose to ask the same question of each of the main characters, or may choose to ask all the questions of just one of the characters (or any combination inbetween.) The answers to the questions are provided by text or animations embedded in the program.

SIGNIFICANCE OF ORDER
It is important that the students work from the animation first, that they are prompted to ask the questions rather than just going to the list of questions and writing down the answers.

CRITICAL ACTIVITIES
Some students who have done textbook reading may not need the additional resources to understand the process depicted in the animation so in a way these could be optional, but only for a few students. However, because students seek what they need they will not necessarily access all the resources.

ACCESSIBLE RESOURCES
The resources in the Sarcomotion program consist of text-based answers to questions, illustrated with diagrams or animated sequences. Some questions are answered simply by an animation alone. Students access these as their interest in each of the characters in the animation is aroused. There is no prescribed order in which these resources are to be accessed.

There is also a scale bar which is an animation which takes students from the molecular to the macroscopic and back again.

Students wanting to follow up on more detail would have to resort to textbooks but there are no specific references given in the program.

RESOURCES IN CONTEXT
I believe it is important because it was constructed after brainstorming with tutors and asking, "What do students ask about muscle contraction? What confuses them, what do they want to know?" The resources therefore are pared down and are focussed on the student perceptions of difficulties rather than a content-driven list of all possible information.

VARYING THE RESOURCE SET
Originally we had web-based resources which provided more detail about other aspects of muscle but we took these out fairly early as they were cumbersome and overwhelming to students, and needed constant checking and updating. Sarcomotion as it is needs its on-board resources.

SUPPORTS SUPPLIED
The animation can be used for large group teaching, or as part of the resource for self-directed or small group learning. The resource can be used with a facilitator or by students working alone.

Sarcomotion is used by a lecturer to illustrate the process of muscle contraction in a dynamic way, using the animation only. Students then follow up by using the program and they recognise the animation and start from there. However it works just as well in a facilitated tutorial with the tutor prompting them to ask questions of the animation if they are reluctant. Mostly, however, the program is easy enough to use and students can find their way around without help.

SUPPORT STRATEGY ADAPTATION
None are critical.