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Rationale In a traditional science lab course, students perform an experiment, take pencil notes of the data, and postpone the analysis and verification of outcomes for some out-of-class period. This has the disadvantage of separating the measurement and data input, and the analysis processes. If doubts or problems should rise after students leave the lab, they cannot clarify or correct errors. To overcome these shortcomings, we are using Tablet PCs to do most of the experimental and analysis procedures in-class. Thus, the laboratory experience is enriched with real-time results. For example, using Excel worksheets instructional modules have been developed to immediately produce graphs of data placed into pre-configured Excel tables. Students can also vary data input to study what would happen if data results were different. In summary, students are able to come out of the lab with a better grasp of the experimental outcomes, rather than postponing data analysis for out-of-class periods, well after the experiment takes place.
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Implementation (pedagogy) Historically, students in the Natural Science Department at University of Puerto Rico at Aguadilla were taught laboratory procedures on Molecular and Cellular Biology through lectures preceding practice. Students were required to hear verbal descriptions of various topics, watch demonstrations of several experimental techniques, and afterwards perform an experiment. Data measurements were registered by taking pencil notes. The students were encouraged to consult either an instructor or a reference textbook if they had questions about the analysis and verification of outcomes. Complaints from students suggested that, since the analysis of data was postponed for out-of-lab periods, they could not be sure if the procedures were in fact carried out correctly. Instructors realized the difficulties stated by the students were hindering the development of a good understanding of the laboratory techniques and their applicability to research and industrial work. In response to this situation a new approach is now being attempted. Ten computer-based modules have been developed as flexible resources for use as manual for the laboratory course on Cellular and Molecular Biology. Since commercial multimedia products and laboratory manuals did not address the specific concerns raised by our students, nor reflect the exact content of our curriculum, multimedia units that might include animations, computer simulations, video clips, focus and inquiry questions, and links to related information have been created. The instructional and technical expertise of The Multimedia Educational Technology Center (MET-Center) has been instrumental towards our goals. The Center has provided our instructors with guidance for the instructional design of our modules and supported the training of our students in the development of Information Technology skills. Also, through their locally developed Course Management Software, MET-Center is also serving as webhost for our modules. See http://imej.wfu.edu/articles/2003/1/02/index.asp MET-Center home site: http://www.cetem.upr.edu/ MET-Center course site: http://cetem.upr.edu
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Implementation (technology) A set of ten instructional modules has been developed to be used as a manual for the Laboratory of Cellular and Molecular Biology. The instructional modules include animations, computer simulations, video clips, focus and inquiry questions, as well as other related web links. Each instructional module has been uploaded on a server to be accessed online through the University website course manager (Paginas Academicas). On each laboratory exercise students have the opportunity to use a Wireless Tablet PC to access specific instructional modules. The instructor uses a Tablet PC to explain the technical information and the laboratory procedures, as well as to create and organize concept maps and show related mathematical calculations. Students use the Tablet PCs to follow the instructor explanation, take notes about important concepts and experimental observations, perform all the mathematical calculations needed for the experimental procedure, prepare graphics and tables with the results, and answer the pre-test and post-test. The modules provide related links to the information needed to solve the scientific and research problems that come across during the implementation of a particular technique.
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Impact on Teaching The first goal of this project is to improve the teaching of science laboratory courses by expanding the laboratory experience to include both data input and computer data analysis during the in-lab exercises. The second one is to develop basic science related computer skills that will transfer to other science courses and, after graduation, to the workplace or graduate study environment of the student. This project will be successful if: 1) Students develop a good understanding of the laboratory techniques and their applicability to research and industrial work. 2) Students learn to use the computer as a research tool to obtain more information to solve the problems they encounter in the development of a particular technique. 3) Students strengthen their problem solving skills by using the computational capabilities of a computer for numerical and graphical analysis.
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Impact on Student Learning One year ago, student outcomes were measured by grades on hand written lab reports and on the final exams. Although on average students graded B-, they had problems with execution of the laboratory procedures and data analysis. Today, student outcomes are measurable by grades on electronic format lab reports and on the final exams, group oral presentations, student satisfaction surveys, assessment on gains between pre and post test results and instructor's critical observations. The use of the modules and the ink technology has improved student outcomes, as evidenced by: 1) better execution during the laboratory procedures, 2) improvement in the results generated by the data obtained, 3) better analysis and discussions of the end-results on student laboratory reports, 4) better scores in the post-tests as compared to the pre-tests (see graphic above), 5) improved quality of PowerPoint group oral presentations by including multimedia tools such as animations, computer simulations and video clips, among others. The survey results evidenced the students satisfaction with the Tablet PCs Technology as a research tool to obtain more information to solve the problems they encounter in the development of a particular technique and to develop numerical and graphical analysis. These outcomes suggest that students are developing a good understanding of the laboratory techniques and their applicability to research and industrial work. One year from know, student outcomes will be measurable by electronic format lab reports, computer base final exams, group oral presentations, student satisfaction surveys, assessment pre and post-test results, and instructor's critical observations. My goals will be to improve student critical thinking, selfconfidence, and basic science related computer skills. I also expect to improve on student and faculty course management.
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Students taking notes on experimetal observations
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Programs like this one, significantly contribute to improve on student and faculty academic and professional performance. The students are developing and applying basic information technology knowledge and skills that can later carry on to other courses and, after graduation, to their future jobs. The faculty, on the other hand, are revising the course, adopting new outcomes assessment strategies, and sharing the results of experimenting new teaching methodologies.
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Quick Facts Department: Natural Sciences Department Courses Impacted: Laboratory on Cellular and Molecular Biology # Students Impacted: 75/ year # Faculty Involved: 1 This project is funded in part by a 2005 HP Technology for Teaching grant.
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References & Publications George Lucas Educational Foundation, Edutopia. Professional development modules. http://www.edutopia.org/foundation/courseware.php Hayes, M. and Billy, A. (2003) Web-Based Modules Designed to Address Learning Bottlenecks in Introductory Anatomy and Physiology Courses. IMEj5(1). http://imej.wfu.edu/articles/2003/1/02/index.asp Online Academy, US Office of Special Education Programs. http://onlineacademy.org/acad/products/about.html The California State University Center for distributed learning. http://www.cdl.edu/ The Multimedia Educational Technology Center (MET-Center), UPR-Aguadilla. http://www.cetem.upr.edu
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