How many biologists does it take to change a light bulb?

Ann L Parkinson; Nicole Reinke; Nicole Masters; Mary Kynn; Anna V Kuballa; Nicole G Ertl

Most students do not have the visual-spatial skills necessary to understand complex microscopic structures and interactions. With the use of 2D-static images to explain these ideas, the fluid nature of the cell membrane and the cell's internal architecture remain mysterious and abstract concepts. Understanding how molecules move across the cell membrane is a crucial threshold concept in biology which students need to master to attain broader and more advanced concepts. This significant intervention was implemented at a time when students are at risk of disengaging. In Week 5 of semester 1, 2017, LFS100 Cell Biology students were rotated through activities in the CAVE2TM and surrounding learning spaces. A 3D-immersive experience was developed to enable students to experience a virtual cell and see water molecules moving into and out of the cell, observe concentration gradients and travel through membrane transport structures (channels). This was combined with a suite of complimentary resources, including a video animation combined with tutor and peer discussions, worksheet and interactive modelling exercises. This blended learning enterprise was developed by the team: Mary Kynn built the 3D interactive simulation; and the teaching activities were developed and run by the biologists - Ann Parkinson, Nicole Reinke, Nicole Masters and Anna Kuballa. An even larger team was required to organise and move students through the activities. A tutorial group of approximately 24 students was escorted to the CAVE facilities by their tutor every 30 minutes. Students then rotated through the three activities: CAVE experience (run by a biologist), worksheet and survey (run by a biologist and research assistant), and video/ discussion (run by their tutor). Twenty-three tutorial groups worked through the activities over two days. Of the 474 students enrolled in LFS100, 403 students (85%) of the cohort engaged with the immersive experience. The implementation of this blended learning initiative had a positive effect on student learning. Students who engaged with the immersive experience and activities were highly successful on subsequent worksheet and final exam questions. Almost all students found it promoted their understanding of this concept, and was an verwhelmingly positive learning experience. This significant intervention was implemented at a time when students are at risk of disengaging. In Week 5 of semester 1, 2017, LFS100 Cell Biology students were rotated through activities in the CAVE2TM and surrounding learning spaces. A 3D-immersive experience was developed to enable students to experience a virtual cell and see water molecules moving into and out of the cell, observe concentration gradients and travel through membrane transport structures (channels). This was combined with a suite of complimentary resources, including a video animation combined with tutor and peer discussions, worksheet and interactive modelling exercises. This blended learning enterprise was developed by the team: Mary Kynn built the 3D interactive simulation; and the teaching activities were developed and run by the biologists - Ann Parkinson, Nicole Reinke, Nicole Masters and Anna Kuballa. An even larger team was required to organise and move students through the activities. A tutorial group of approximately 24 students was escorted to the CAVE facilities by their tutor every 30 minutes. Students then rotated through the three activities: CAVE experience (run by a biologist),worksheet and survey (run by a biologist and research assistant), and video/ discussion (run by their tutor). Twenty-three tutorial groups worked through the activities over two days. Of the 474 students enrolled in LFS100, 403 students (85%) of the cohort engaged with the immersive experience. The implementation of this blended learning initiative had a positive effect on student learning. Students who engaged with the immersive experience and activities were highly successful on subsequent worksheet and final exam questions. Almost all students found it promoted their understanding of this concept, and was an overwhelmingly positive learning experience.

How many biologists does it take to change a light bulb?

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