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This article presents the approach the Faculty of Dentistry at the University of Toronto employed to modernize its methods of instruction by using online technologies. A small team of faculty, students, and content developers was assembled to work with individual faculty members to brainstorm and research ideas for innovative teaching practices in dental studies. The team was not content to simply post digital versions of the ubiquitous PowerPoint lectures in Blackboard, selected in 2006 by the University of Toronto as its sole platform for online course delivery, but rather set out to introduce interactivity with the course material. Consequently, a series of interactive applications was created, such as the virtual microscope in Oral Pathology, the 3D cavity preparations in Restorative Dentistry, and the Master Media Repository. During the summer of 2006, the Faculty of Dentistry made progress toward becoming one of the university's front-runners in online course innovation. The result of this collaboration between faculty members and the team was ten courses with interactive online presence, representing approximately 20 percent of the undergraduate curriculum. Since the summer of 2006, the Faculty of Dentistry has continued to pursue its goal of providing meaningful online instruction in all of its courses.Dr.

Processes that transform bedrock into the porous regolith include fracturing, dissolution, precipitation, mechanical disaggregation, plant-and animal-related processes, and biogeochemical breakdown (e.g., Riebe et al., 2017).Regolith is important because it provides nutrients that support terrestrial life and porosity that stores groundwater (e.g., Graham et al., 2010;Riebe et al., 2017). Regolith is thinned by erosion, which physically removes material from the land surface, sometimes flattening and sometimes creating relief, shaping Earth's surface morphology and its Critical Zone (CZ) (Brantley et al., 2007). Recently, a few models have been presented that explain how the thickness of regolith responds to long-term changes in tectonics and climate (e.g., Dunne, 1990;Riebe et al., 2017;West, 2012).

This article presents the development and implementation of a wiki-based application for the delivery of educational content in dentistry. The Dental Procedure Education System (DPES) is a new web application that uses SharePoint to combine online collaborative authoring characteristic of wiki spaces with instructional video documentaries. Harnessing the wiki's versatility, DPES offers faculty members an avenue to develop an authoritative source of information for both students, through DPES Pro, and the public at large, through DPES Public. Principles of cognitive theory of multimedia learning, constructivist theory, and collaborative writing were employed in the development of DPES. An authoring protocol, with a clearly deined sequence of steps, was established in order to keep the production of the DPES procedures consistent and predictable. Initial, anecdotal user reports indicate that DPES is well received among dental students and faculty members. Expected outcomes and beneits of DPES use are discussed, and directions for research are proposed.