csula virtual lab project
DESCRIPTION
CSULA Virtual Lab Project. CSU eAcademy Workshop for Proven Course Redesign Online Courses and Virtual Labs in Biology II 15-16 January 2014. What courses are being redesigned? BIOL 155 ─ Animal Biology (4) 10 week course with 3 hours of lecture and 3 hours of laboratory per week - PowerPoint PPT PresentationTRANSCRIPT
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CSULA Virtual Lab Project
CSU eAcademy Workshop for Proven Course RedesignOnline Courses and Virtual Labs in Biology II
15-16 January 2014
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What courses are being redesigned? BIOL 155 ─ Animal Biology (4) 10 week course with 3 hours of lecture and 3
hours of laboratory per week Satisfies GE Block B2 Usually 192 students with 8 lab sections of 24
students each Facility and labor intensive
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What does the course redesign involve? Overview
– Redesigning a GE biology laboratory course– Replace traditional labs with engaging inquiry-
based exercises– Experiment with different modes of delivery– Two new modes of lab instruction vs. traditional
(1) ALL labs online and (2) TWO tracks online & wet labs alternating every week
– Use GAs for “drop-in help center” and grading
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Assessment (formative and summative)– Hired an assessment evaluator (Dr. Ji Son)– Pre- and post-course student surveys– Assess student attitudes (BioCLASS: Colorado
Learning Attitudes about Science Survey)– Knowledge: Natural Selection Concept Inventory
(Anderson, Fisher, & Norman, 2002)– Performance individual activities and course
grades– Comparison of different virtual lab products
(Biology labs OnLine vs. Smart Science Labs)
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Online Labs– Ten weekly labs in each lab section will be
offered online– Drop-In Help Center staffed by GAs
Hybrid Labs– Five weekly labs in each lab section will be
offered online; the other five will be wet labs. – Eight of the 16 lab sections will start with wet
labs and alternate with online labs. – The remaining eight sections will begin with
online labs and alternate with wet labs.
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Virtual Lab Assignments (distributed via Moodle)– Two types of lab assignment: (1) lab exercises &
(2) lab reports– All lab topics have a lab exercise, two lab topics
also require reports– Lab exercises require the student to conduct
experiments and interpret the results by answering multiple choice questions in Moodle
– Lab reports require that students address a specific scientific question by designing and carrying out an experiments and reporting the results and conclusions using a template for producing a brief scientific report
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Who is involved in each project? Bob Desharnais, FT faculty, Project Director Paul Narguizian, FT faculty, Project Co-Director Dwight Beltz, PT faculty, BIOL 155 Instructor Barbara Veno, PT faculty, BIOL 155 Instructor Ji Son, FT faculty in Psychology, Evaluator
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When will the courses be offered? Fall 2013 (two large lecture sections and 16 all
online lab sections = 24 students in each lab with 6 GAs @ 10 hrs/week)
Winter 2014 (two large lecture sections and 8 all online lab sections = 24 students in each lab with 3 GAs @ 10 hrs/week; 8 all wet lab sections = 24 students in each)
Spring 2014 (two large lecture sections and 16 hybrid lab sections = 24 students/lab)
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What software/products will be used?
TWO web-based products:1. Biology Labs Online (BiologyLabsOnline.com)
which uses simulations.
2. Smart Science Labs (SmartScience.net) which uses videos of real lab experiments.
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Table 1. Online Activities to be Used as Virtual LabsActivity Topics
Biology Labs On-Line
CardioLab cardiovascular physiology
DemographyLab age-structured human population growth
EvolutionLab variability, heritability, and adaptation through natural selection
FlyLab dominant and recessive traits, Mendelian ratios, sex-linkage
PopEcoLab population growth, competition, predation
TranslationLab codons, the genetic code
SmartScience Labs
Animal behavior animal taxis, habitat preference
Enzymes & pH enzyme catalysis, reaction rates, optimal pH
Frog dissection anatomy of major organs
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How many students will be served?
– A total of 2-4 sections of BIOL 155 has traditionally been offered per year. This is approximately 400-800 students.
– We anticipate being able to offer 6-8 sections per year serving approximately1200-1600 students.
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How does the project address “bottleneck” issues?
– Online labs would allow enrollments to be increased to the capacity of the lecture hall.
– Reduce the need for lab facilities, and reduce staffing costs.– Example, @ CSULA (quarter system) we offer BIOL 155 with 8
lab sections of 24 students each (38.4 FTES).– Personnel needs are 22 units for instruction (6 units for large
lecture and lab coordination, 16 units for labs) and 5 hours of graduate assistance (GA).
– Using a rate of $1105/unit instruction and $14.80/hr/GA, the total cost is $25,050. A course of the same size with virtual labs, assuming 30 hours of GA help for drop-in assistance and grading, costs $11,070.
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– Using a rate of $1105/unit instruction and $14.80/hr/GA, the total cost is $25,050. A course of the same size with virtual labs, assuming 30 hours of GA help for drop-in assistance and grading, costs $11,070.
– Thus a course taught with all virtual labs could be offered at 44% of the current cost with no impact on physical lab facilities. A similar calculation for half online and half wet labs would be 71% of the traditional cost and would double the throughput capacity of the physical lab facilities.
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Student Usage
Home School Other (e.g., Work)
00.20.40.60.8
1
Where did students access virtual labs?
Rela
tive
Fre
quen
cy
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Student Usage
Laptop Desktop Phone Tablet0
0.20.40.60.8
1
What devices were used to access virtual labs?
Rela
tive
Fre
quen
cy
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Student Learning: Natural Selection
pre-instruction post-instruction0
0.1
0.2
0.3
0.4
0.5
*
Prop
ortio
n co
rrec
t
Natural Selection Concept Inventory (Anderson, Fisher, & Norman, 2002)
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Student Ratings
Ratings1
2
3
4
5
Smart ScienceBiology Labs On-lineR
atin
gs
Generally students rated BLO better than Smart Science… felt that BLO contributed more to their understanding and appreciation of science/biology than Smart Science.
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Student Ratings
5153555759
Smart ScienceBiology Labs Online