I just finished teaching the academics and pool portions of an OW class this weekend.
As usual, we started going over the first knowledge review, which includes Boyle's Law. As usual, I taught them how this affects their tissues during a dive. I used my normal presentations on diffusion, showing how tissues on-gas and off-gas. I showed them why we need slow ascents, stops, and surface intervals to be safe.
Later on, we talked about altitude, and important concept in Colorado. I explained why they needed to treat altitude diving differently from sea level diving.
We also talked about the factors that predispose people to DCS and why that would be true.
We talked about dive planning.
All of that is the same instruction I have been doing for years, and I believe my students at that point had a pretty good understanding of all that stuff.
Then, in knowledge reviews 4 and 5, we talked about how you measure those things and do your planning.
That's when things got different, because this group of students had learned using the eRDPml, not tables. I have never taught a class with no tables before.
How was it different?
They all understood how to use it perfectly, and they made no mistakes using it, without my having to do much teaching at all. I've never had that experience before. They thought it was easy and even fun. We did a bunch of planned multi-level dives using it, and they cruised through it.
I then went back to my normal instruction and showed them how to plan and measure dives with the computers we were using in the pool sessions.
I am not sure I see a lot wrong with that.