1. www.monash.edu.au Using a Virtual Field trip to teach Quantitative Methods to First-Year Biology Students Gerry Rayner & Gordon Sanson School of Biological Sciences Monash University

2. www.monash.edu.au Gordon Sanson Gerry Quinn Martin Predavec Bronwyn Burton - storyboards and videos Tony Hayes (CleverBits Pty Ltd) - programming Monash University - SIF Funding Acknowledgements Concept and design

3. www.monash.edu.au Statistical literacy in biology (and other sciences) important for: design of biological experiments analysis of experimental data reading and evaluation of scientific papers presentation of results Rationale

4. www.monash.edu.au Modes of instruction Previous lab-based exercise based on an appropriate theoretical question –Sampling shells from ‘rough’ / ‘calm’ shores –Shells previously collected –Measure dimensions –Collate data, analyse and plot

5. www.monash.edu.au Modes of instruction –Very static interaction –No skills acquisition in field design and sampling –No use of Excel for analysis & presentation = damp squid However:

6. www.monash.edu.au Modes of instruction A ‘real’ field trip is the best method, BUT…..negated by Costs Inflexibility – work commitments Logistics – high student numbers Time spent en-route Safety issues

7. www.monash.edu.au Solution Develop an on-line, interactive module incorporating: –A hypothetical question – scenario, decision making and data gathering –Use of excel for analysis and presentation –Assessment

8. www.monash.edu.au Solution Interactivity - incorporates Tapscott’s (1998) “shifts in interactive learning”, including: linear to hypermedia learning; instruction to construction & discovery; one-size-fits-all to customized learning; teacher-centered to student (learner)-centered;

9. www.monash.edu.au Solution Student-centered: –Multiple use –Accessible –Augments other learning experiences, and is built on in subsequent exercises –Multiple tools – video, audio, animation. –Facilitates peer learning

10. www.monash.edu.au The Virtual Field trip Operates from School of Biological Sciences homepage or a Web-CT Unit page etc. System check, Student name and ID Introduction - Examining the effects of a sewage outfall on local fauna

11. www.monash.edu.au Background (terms, definitions, etc.) target species key questions taking samples - replicationthe outfall decision-making scenario

12. www.monash.edu.au The ‘species’

13. www.monash.edu.au The ‘site’

14. www.monash.edu.au Sampling module D:\meas_sampling\sampling\sampling.htm

15. www.monash.edu.au Learning & skills development Experimental design, hypothesis testing, data acquisition and analysis and presentation of results. A suitable leader to 2 nd year units in the Biological and Medical sciences. Life-long skills acquisition.

16. www.monash.edu.au Results Student feedback (agree / strongly agree): easy to follow and well-structured - 59% developed skills in Excel-57% improved understanding of how research design and execution-57% improved understanding of data analysis and presentation -66%

17. www.monash.edu.au a a a a Results

18. www.monash.edu.au Results Strong correlations (P < 0.05) between module scores and other components (n = 420): –final grade (r = 0.55) –prac mean (r = 0.44) –exam grade (r = 0.41) –miniquizzes (r = 0.37)

19. www.monash.edu.au Limitations –will never replace a real field trip –Time-consuming –demanding for students without expertise in Excel ® = not a saviour, but…….

20. www.monash.edu.au Future developments 1.Database student delivery and tracking 2. Quiz questions re: - understanding of design and sampling; - competency in the use of spreadsheet software - skills in generating graphs of descriptive statistics

21. www.monash.edu.au Future developments 3.Development of ‘sister’ modules investigating other biological questions, - differential impacts of forest clearing on birds and small mammals - simulating use of laboratory animals in experiments

22. www.monash.edu.au Then there are some days when…..