www.le.ac.uk

Problem Based Learning using a Second Life Genetics Laboratory Dr Sarah GrettonTeaching FellowCentre for Interdisciplinary Science/GENIEUniversity of Leicester

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

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 simulations

2. Use of virtual lab:• purpose, procedures, possibilities

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

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

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

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.

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

Evaluation:• On going- preliminary results from online

questionnaire after session:

To what extent did you understand the following:

A little8%

A fair amount8%

Mostly50%

Completely33%

What you were doing

A little8%

A fair amount17%

Mostly33%

Completely42%

The meaning of the an-imations

A little8%

A fair amount8%

Mostly42%

Completely42%

The theory behind what you were doing

Acknowledgments:GENIE:

Annette Cashmore

Suzanne Lavelle

Cas Kramer

BDRA:

Gilly Salmon

Gráinne Conole

Paul Rudman

Funded by the Higher Education Academy