UniServe(Science Dry Labs Workshop Inaugural Workshop April 12th 1996 Programme The UniServe(Science Dry Labs Workshop is sponsored by the Science Faculty of the University of Sydney Welcome Dear Participants Welcome to the first UniServe Science Workshop, which is devoted to the topic of "Dry Labs". We have been overwhelmed by the response to this workshop, and have had to increase significantly the number of participants that we would accept. It is obvious then, that the issue of dry labs is one which is on many people's minds. We all know that funding is being cut, numbers of students are increasing and we are all expected to work harder. If we are to continue do research, new ways of streamlining teaching without loss of quality must be found. Laboratory ("wet lab") teaching is traditionally an important part of the experimental sciences, but it is also the most expensive. Equipment is costly, materials are sometimes dangerous to use, difficult to get, ethically complicated to use, and staff to student ratios often too high. It is very easy to believe that laboratory teaching might be replaceed, in part or in full, by some other means. This then is the concept of the "dry lab". In many cases, the dry lab will feature some new technology - a computer simulation. This raises many issues of fundamental scientific philosophy - is science on the computer real science? What will the student learn from the experience, other than what are the rules of the program? These and other issues will no doubt come up during the workshop, and we hope that in the spirit of academic dsicourse, real answers to these questions will be pursued. It is perhaps a bit too much to hope that they will be found. We are fortunate to have such an excellent lineup of speakers and presenters who know about the issues involved, and have experience in implimenting dry labs. From the overarching issues of the introductory talks to the nitty gritty of the workshop sessions, we hope that you find today a valuable experience and come away with many new ideas, and perhaps some software to use in your own labs. Ian Johnston - Director Mick Pope - Workshop Organizer Contents Contents..............................................................................................................1 What is UniServe(Science?..................................................................................1 Workshop Information.........................................................................................2 Timetable.............................................................................................................3 Abstracts..............................................................................................................4 The Speakers.......................................................................................................6 UniServe(Science was set up by the Committee for the Advancement of University Teaching (CAUT) in 1994. They established a nation-wide network of "clearinghouses" (modelled on the Computers in Teaching Initiative (CTI) project in Britain) for the collection and dissemination of teaching materials throughout the whole Australian university system. Other members of the network are: Engineering at the University of Wollongong, Health at the University of Newcastle, Law at the Australian National University, Humanities and Social Sciences at R.M.I.T, and a coordinating centre at the Australian National University. UniServe(Science caters for all sciences taught at undergraduate level in the Earth, Life and Physical sciences. It aims to tell university teachers of science what materials in the new technologies are available to help them in their teaching, and whether those materials are any good. Its main activities include: finding out what materials are being produced in this country and overseas, organizing to get new packages reviewed by teaching academics, and disseminating all this information, by newsletters catalogues and electronic means. It also seeks to promote the use of IT in by organizing networks of personal contacts, visiting and talking at other institutions, and organizing workshops. This "dry labs" workshop is the first of these. Workshop Information Location: The Dry Labs workshop is to be held in the Carslaw Building at the University of Sydney (see Map). Facilities: Toilets can be found on the ground level of Carslaw. Dinner: A dinner for workshop participants has been arranged for both the Thursday and Friday nights at the 'Thailand' restuarant, 74 King St Newtown (see Map), at 7:30 pm. If you have not already indicated interest but wish to attend, please contact Mick Pope ASAP. Photograph: A photograph of all workshop participants will be taken sometime during lunchtime. Proceedings: The proceedings for this workshop should be available within a month of the workshop, Paper copies will be sent to all participants and science Deans throughout Australia. Electronic copies (in portable document format) will be sent to all UniServe(Science contacts and be made available for download via the UniServe(Science homepage. Timetable Time Location* 9:30-9:35 am Welcome - Professor R G Hewitt, Pro Vice Chancellor Lecture Theatre 11 9:35-11:00 am Keynote Talks - Dr Jon Pearce - "The role of IT in teaching experimental science: from the multimedia perspective" Dr Rob Learmonth - "The role of IT in teaching experimental science: from the scientific perspective" LT 11 11:00-11:30 am Morning Tea Outside LT11 11:30-1:30 pm Sessions (concurrent) A: Dry Labs in a Chemistry Department Dr Rob Capon, B: Dry Labs in a Biology Department Dr Fred Pamula & Dr Bill Loneragan 6A & 6B (Level 3) 1:30-2:30 pm Lunch Pyramid Gardens (Level 3) 2:30-4:30 pm Sessions (concurrent) C: Dry Labs in Biochemistry Departments Dr Rob Learmonth & Dr Ralph Cord-Ruwish D: Pre-Labs Dr Audrey Wilson & Dr Roger Lewis 6B & 6A (Level 3) 4:30-5:00 pm Summary discussion LT11 7:30pm Dinner 'Thailand', 74 King St, Newtown * Note that all venues are within the Carslaw complex. Abstracts The role of IT in teaching experimental science: from the multimedia perspective. Jon Pearce Science Multimedia Teaching Unit The University of Melbourne Practical work in the sciences is one of those `sacred cows' which has stood the test of time as is held close to our hearts as a `must have' experience for students. We know that students gain much from working in real labs, with all the rigours and demands that these environments place on them. Yet often, research shows lab work to be ineffectual and often students see it as a negative experience. Yet we persist. Simulations, on the other hand, are highly regarded in the arena of computer activities. They bring motivation, challenge and variety to students' life. Are we prepared to sacrifice some sacred cows on the chance that we might better achieve our teaching goals? We should examine carefully what simulations, and related computer activities, offer by way of supporting or replacing existing laboratory work. The ever increasing power of desktop computers opens up new areas such as scientific visualisations, animations and complex analysis. Developments such as the World Wide Web and virtual reality prompt us to re-examine thoughts we had even only a few years ago. They promise a `do it anywhere, anytime on any machine' approach to computing and, possibly, to laboratory work too. The Role of IT in Teaching Experimental Science: From the Scientific Perspective Robert Learmonth Department of Biology, University of Southern Queensland, Toowoomba 4350 It is important that students of science are aware of the experimental basis of the "facts" in their textbooks, and become competent in practical scientific investigation. Traditionally, scientific training includes a major component of "wet" laboratory sessions. However it is difficult to fulfil all of our objectives with "wet" practicals alone. There is much to be gained from considering "dry" laboratory activities to supplement and extend the "wet" lab experience. A number of important issues must be considered in the implementation of "dry" laboratory sessions, including questions of intellectual appropriateness, teaching efficiency and effectiveness, and logistics. Computer-based exercises may enhance practical experience, provided they are truly integrated into a course. Examples include assisting students in preparation for "wet" laboratory work, providing practice in data analysis, or simulating data from experiments that students cannot perform due to equipment limitations, technical difficulty or timetable constraints. "Wet" and "dry" laboratory activities may be combined to separately address important facets of laboratory work. Enhancing the value of the learning experience will improve the quality of our graduates and their ability to operate as professional scientists. Session A: Dry Labs in a Chemistry Department The Reality of Virtual Laboratories : A Chemists Perspective Rob Capon, School of Chemistry, The University of Melbourne Traditional methods for teaching undergraduate science are dominated by lectures, tutorials and laboratory based instruction. In recent times interactive multimedia has provided the means to both enhance and explore exciting new methods in education delivery. This presentation will examine the radical restructuring of a chemistry curriculum, one aspect of which featured the introduction of CAL Workshops (dry labs) in place of more conventional laboratory classes (wet labs). Although confronted by many challenges this development has been remarkably successful and will undoubtedly continue to evolve as the underlying technology matures. The benefits of individual self paced instruction, online academic assistance and assessment, as well as the power of computer animation and simulation, guarantee that this technology will emerge as a dominant force in science education. Session B: Dry Labs in Biology Departments Teaching Biology Fred Pamula, Yvonne Pamula and John Wheldrake School of Biological Sciences, The Faculty of Science and Engineering The Flinders University of S.A., GPO Box 2100, Adelaide 5001, Australia The School of Biological Sciences at Flinders University offers a diverse range of biology subjects for both Bachelor of Arts and Bachelor of Science students. Computer-based learning programs have been used in undergraduate teaching in the school since 1982. In 1993, in response to continuing high student enrolment several new computer simulations targeted specifically at the first year science biology laboratory course were developed. We find that grades can improve and the learning experience can be enhanced by the judicious use of computer simulations. It is argued that the success of computer simulations is due largely to being able to place an experiment in context and relate the experimental findings to biology in general. "Escuela Practica" Bill Loneragan University of Western Australia Basic training in sampling techniques in botany can be time consuming and expensive to carry out in the field. Escuela Practica is a simulated piece of vegetation comprising 2 tree species and 10 understorey species exhibiting a range of distribution patterns and associations designed to replace dependence on field work. Information related to soil type and topography can also be superimposed onto the simulation. Students carry out a series of exercises designed to illustrate such basic concepts as species-area relationships using random and systematic sampling designs, the effect of quadrat size and number on estimates of frequency and density, comparisons of plot, plotless and transect methods of sampling, determining intra- and inter-specific relationships and determination of scale of pattern. Integrated with the sampling exercises is an introduction to basic statistical procedures such as distribution testing, t-tests, ANOVA, regression and correlation. Session C: Dry Labs in Biochemistry Departments Dry Labs in Biochemistry Departments Rob Learmonth Department of Biology, University of Southern Queensland, Toowoomba 4350 Australia. In this session, various computer-based activities will be outlined and a number will be demonstrated. Examples will be drawn from the areas of pre-practical preparation, assistance with data handling and calculations, and combined "wet" practical and computer simulation exercises. General discussion will be promoted and will incorporate issues involved in implementation, appropriateness of various activities, feedback on use in classes and assessment of outcomes. From Overhead Projection to Selfmade Interactive Computer Software Ralph Cord-Ruwish Biotechnology, Programme Chair, Murdoch University After moving from hand written or computer printed overhead projections to the use of computer presentation software (eg. powerpoint) the question arose whether students could view the material by themselves at home. This would give students the possibility to adjust the pace of the presentation and to minimise interference. This required much more detailed information in the presentation software. After shifting to a different environment (Authorware Professional) many more options than a linear slide presentation could be used Allowing students to choose the learning path. Allowing students to help developing the presentation in an interactive way. Advancing to different screens and levels by problem solving. Progress tracking of students effort and performance. Instant feedback Increasing students' arousal and motivation when learning (by a reward system) The presentation will demonstrate a variety of examples of how students can be actively engaged in the learning process and how facilitated assessment can be included in the program. The demonstration of a dry laboratory bioprocess (BIOSIM) simulation will be part of the presentation. Session D: Pre-Labs Audrey Wilson & Roger Lewis Departments of Chemistry & Physics, University of Wollongong Laboratory pre-instruction is essential if students are to make the best use of the apparatus, consumable materials, and intensive academic assistance which are available only for a limited time during the "wet" laboratory class. Various strategies are available to prepare students for the "wet" laboratory, for example, having the students undertake written exercises or tasks. At Wollongong, in addition to this, we use interactive multi-media materials on CD Rom (in chemistry) and videotapes (in physics). This workshop will examine reasons why pre-labs are used; show some examples of materials; consider their impact on students and mention some evaluation results. The Speakers Jon Pearce Jon Pearce is a senior lecturer at University of Melbourne, half time in the School of Physics and half time as Deputy Director of the Science Multimedia Teaching Unit. I have been involved in Physics Education and Computer Education over the last 15 years. Currently my time is spent in developing a CAUT project relating to first year physics teaching, researching ideas relating to using new technologies in the teaching of science (especially the use of the Web) together with the usual teaching duties, physics research, etc. Robert Learmonth BSc(Hons), PhD, Dip. Comp. Stud. Currently Lecturer in Biochemistry and Head of Department, Department of Biology, University of Southern Queensland. Research centres on membrane biochemistry with ARC-funded projects addressing membrane fluidity in baker's yeasts. Dr Learmonth has also been active in professional bodies and has since 1991 been a member of the Editorial Board of the journal Biochemical Education, taking on the role of Features Editor for Computer Aided Learning in 1993-1995. Interests in education include investigation and trialling of applications of computer technology in lectures, tutorial and laboratory work. In 1992 he obtained funding, established and was seconded (half time) as Director of the Centre for Computer Aided Learning, University of New England. Rob Capon ROBERT JOHN CAPON has maintained an active research profile in the field of marine natural products chemistry (PhD, UWA, 1984). Currently Associate Professor in the School of Chemistry, University of Melbourne, Rob leads multidisciplinary studies into the chemistry of southern Australian marine organisms. His pioneering efforts in the application of new technologies to tertiary education saw him serve as a DEET Senior Teaching Fellow (1991) and as the inaugral RACI Organic Division Occasional Lecturer (1994), touring Chemistry Departments across Australia demonstrating and lecturing on "Reaching for the 21st Century : Teaching with Interactive Multimedia". Rob is currently authoring a series of four compact discs, featuring multimedia software resources for teaching chemistry, scheduled for commercial release in 1996. Fred Pamula B.Sc., (Hon) Flinders University, Ph. D. (Biochemistry), Flinders University I am interested in understanding the molecular mechanisms behind development of organisms. My other interest is in understanding how students learn and how computers can be used to facilitate learning. Much of the literature on this subject suggests that there are only modest gains in using computers in teaching. I think that the major factor behind this lack of success is that the software used to write multimedia is at a primitive state of development. At present I am co-ordinator of the Computer Mediated Learning Unit in the Faculty of Science and Engineering. Bill Loneragan Bill Loneragan is a Senior Lecturer with the Department of Botany, The University of Western Australia. Main teaching responsibilities are with first year science and agriculture students in general botany, and third year students in quantitative ecology and community ecology. Research interests are biased towards applied ecology and include conservation of urban remnant vegetation, restoration of mined land, rangeland ecology and dendrochronology. Ralf Cord-Ruwisch MSc Freib, PhD Provence Ralph is program chair of Biotechnology at Murdoch University's School of Biological and Environmental Sciences. His research interests include the physiology of anerobic micro organisms; bacterial corrosion; microbial physiology. Audrey Wilson Audrey Wilson is a Senior Lecturer and Coordinator of First Year Chemistry at the University of Wollongong. She was a recipient of one of the first round of CAUT grants with which she produced a number of interactive multi-media materials on CD to prepare students for practical work in chemistry. Roger Lewis Roger Lewis is a Senior Lecturer and Coordinator of the First Year Physics Laboratories at the University of Wollongong. With the assistance of a CAUT grant, he has prepared video introductions to the experiments in the First Year Physics laboratory .