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Problem Based Learning using a Second   Life Genetics Laboratory   Dr Sarah Gretton   Teaching Fellow   Centre for Interdi...
Issues surrounding practical teaching ...• Students have problems putting their knowledge and skills into  context within ...
Potential Solution...• “Developing problem solving skills in Bioscientists”-  recommended the creation of interactive soft...
Advantages of a virtual lab:• Allows student “to use” expensive specialised  equipment without fear of mistakes - reinforc...
SWIFT (Second World Immersive Future             Teaching):• Collaboration between GENIE (Genetics CETL) and  Beyond Dista...
What is Second Life?• Multi-User Virtual  Environment• Second Life is one of  many (Linden Labs)   – Other open source    ...
Second Life in Interdisciplinary Science:• Interdisciplinary Science   – Undergraduate Integrated Natural Sciences program...
Task:• Provided with   – three genetic scenarios (family history and symptoms)   – details of three analysis techniques• R...
Evaluation:• On going- preliminary results from online  questionnaire after session:To what extent did you understand the ...
Acknowledgments:GENIE:Annette CashmoreSuzanne LavelleCas KramerBDRA:Gilly SalmonGráinne ConolePaul RudmanFunded by the Hig...
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Sarah gretton problem_based_learning_in_second_life[1]

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Sarah gretton problem_based_learning_in_second_life[1]

  1. 1. Problem Based Learning using a Second Life Genetics Laboratory Dr Sarah Gretton Teaching Fellow Centre for Interdisciplinary Science/GENIE University of Leicesterwww.le.ac.uk
  2. 2. Issues surrounding practical teaching ...• Students have problems putting their knowledge and skills into context within a laboratory environment.• Highlighted in “Developing problem solving skills in Bioscientists”- (UK Centre for Bioscience, August 2009) – Problem solving skills highly valued – Research supervisors + industrialists frequently indicate poor problem solving abilities• Issues hindering practical teaching: – Reduced funding per student – Increasing student numbers – Evolving and growing subject content – Dedicated space required – Specific and expensive laboratory equipment, costly to repair
  3. 3. Potential Solution...• “Developing problem solving skills in Bioscientists”- recommended the creation of interactive software in the support of problem solving• NOT to replicate what is done in real life but to achieve things we can’t...1. Via simulations2. Use of virtual lab: • purpose, procedures, possibilities
  4. 4. Advantages of a virtual lab:• Allows student “to use” expensive specialised equipment without fear of mistakes - reinforces skills and builds confidence• Place problems in context• Understanding of time constraints in techniques• Instant feedback• Support from tutors with the system
  5. 5. SWIFT (Second World Immersive Future Teaching):• Collaboration between GENIE (Genetics CETL) and Beyond Distance Research Alliance• Pedagogic Research• Future learning technologies• New approaches for effective lab-based learning
  6. 6. What is Second Life?• Multi-User Virtual Environment• Second Life is one of many (Linden Labs) – Other open source and stand alone platforms available (e.g. Kirstens)• Avatars• Immersive environment
  7. 7. Second Life in Interdisciplinary Science:• Interdisciplinary Science – Undergraduate Integrated Natural Sciences programme – Taught using research/problem based learning• Adapted virtual lab created by SWIFT project• Developed “In context” problem scenario• Second Year Genetics Module• Aims: – Explain how mutations in DNA can cause a variety of human diseases. – Give example of some of the techniques used to screen for genetic conditions.
  8. 8. Task:• Provided with – three genetic scenarios (family history and symptoms) – details of three analysis techniques• Research scenario to determine genetic condition• Knowledge of condition and type of mutation allow them to determine which test to use• Carry out appropriate in test in SL lab – Animation of molecular processes – Decisions at key stages of the process• Results obtained in SL lab will confirm whether each patient has disease, is a carrier or neither
  9. 9. Evaluation:• On going- preliminary results from online questionnaire after session:To what extent did you understand the following: What you were doing The meaning of the The theory behind animations what you were doing Not at all 0% A fair Not at all Not at all amount 0% 0% A fair A little 8% amount 8% A little A little 8% 8% 8% Complete ly A fair 34% amount Complet Complet 17% ely ely 42% 42% Mostly Mostly 50% Mostly 42% 33%
  10. 10. Acknowledgments:GENIE:Annette CashmoreSuzanne LavelleCas KramerBDRA:Gilly SalmonGráinne ConolePaul RudmanFunded by the Higher Education Academy

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