1. Problem Based Learning using a Second
Life Genetics Laboratory
Dr Sarah Gretton
Teaching Fellow
Centre for Interdisciplinary Science/GENIE
University of Leicester
www.le.ac.uk

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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.

8. 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

9. Evaluation:
• On going- preliminary results from online
questionnaire after session:
To what extent did you understand the following:
What you were doing The meaning of the The theory behind
animations what you were doing
Not at all
0% A fair Not at all Not at all
amount 0% 0% A fair
A little 8% amount
8% A little A little 8%
8% 8%
Complete
ly A fair
34% amount Complet
Complet
17% ely
ely
42% 42%
Mostly Mostly
50% Mostly 42%
33%

10. Acknowledgments:
GENIE:
Annette Cashmore
Suzanne Lavelle
Cas Kramer
BDRA:
Gilly Salmon
Gráinne Conole
Paul Rudman
Funded by the Higher Education Academy