Brainstorm in Progress: Biology eAcademy: Introduction to Virtual Labs

Tuesday, October 22, 2013

Biology eAcademy: Introduction to Virtual Labs

Figure 3 (Photo credit: Libertas Academica)

Bob Deshamais and Paul Narguizian

Paul is from Cal State LA. He was hired as "Biology Educator" - he focuses on education. They are focusing on GE Biology - they have a plant and animal bio. They have also converted to the semester system. They are planning on combing plant and animal into a single course. The course is an experiment. They will have data by the end of the year.

Problem
GE Biology is faciltiy and labor intensive with a steady drop in their student success rates.

They are replacing wet labs with online simulations. Thoughtfully implement online labs:

Engaging students in scientific methodology
Reducing demand for lab facilities
Decreasing costs
Addressing both facility and pedagogical bottlenecks

Project Plan

Overview

Redesign GE Biology courses - conversion to semesters
Two new modes of lab instruction vs. trad
All labs offered online
Two tracks online and wet labs alternating every week
Both modes = :-) to :-) (Lecture and drop-in times)
Labs are staffed with advanced students
Engaging inquiry based exercises vs. traditional "cook book" labs
Grading rubric for each online lab

Project Activities

BIOL 144" Animal Biology (future blend with plant)

Retain large lecture

Labs

Fall 2013 (two large lecture sections and 16 all onlkne lab sections with 24 students in each lag with 6 GAs @ 10 hrs a week)
Winter 2014 - One lecture secion and 8 traditional "wet" labs = 24 students /lab with instructor
Spring 2014 - Two large lecture sections and 16 hybrid lab sections = 24 students /lab simulation results are idealized; lack of reality
Five of the weekly labs offered online - others wet labs
Eight of the 16 sections will start with wet labs and then alternate
Three GAs will be hired at 10 hrs a week

Lab Handouts

Distributed via Moodle
Background information
Detailed assignment instructions
Assignment requires experiment and interpretation the results in a quiz
Students create a report and turn it in to Moodle
Reports are graded via a detailed rubric

Project Resources

They are using an online website both "Biology Labs On-Line" and "SmartScience Labs."

Projects Assessment

Ji Son, PhD is the project evaluator

Implementing survey tools

Several questions are being addressed including student satisfaction and performance.

Which delivery mode to students prefer?
Which model provides the best understanding of science?
What problems to students encounter most?
What could be improved?
Do online labs lead to better grades?

There was a discussion about training GAs (graduate assistants).

Potential for Reducing Bottlenecks

GE requirement
Courses are limited by space and personnel costs
Each lab section has 20-25 students and requires an instructor
Offering labs for evening students is an additional challenge
Online labs allow increase in enrollments
Less need for lab facilities
Less personnel needed
Costs of personnel and facilites can be lowered by 44% by using virtual labs

Pedagogical Bottlenecks

These courses are challenges for non-majors who often view science as a static body of facts
Cookbook labs with no engagement
Online labs allow students to design their own experiments
Students enjoy the online labs
Results in better student engagement

Scalability and Sustainability

All projects available via STEM Labs and MERLOT

We participated in a demonstration of "Biology Labs Online" http://BiologyLabsOnLine.com

We have used this model before with Health Information Management - we used online simulations to provide students with more opportunities to practice procedures.