Case Studies & Testimonials

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Bridging science and technology at The Sapienza University of Rome 

Rodolfo Negri is the president of the Bachelor’s course in Bioinformatics – a brand new course at La Sapienza, established four years ago. He first learned about Labster through his colleague. Rodolfo decided to incorporate virtual lab simulations in his teaching to allow for a smoother introduction of scientific concepts to the bioinformatics students, who are already very well-versed in the technological aspects of science. Here, Labster creates a perfect bridge between science and technology. Additionally, science becomes more accessible and enables the students to try and get a deeper understanding of some o the basics of biology.
 

Download to read more about:

  • Why Labster is an important asset to bioinformatics students even in the post-pandemic world
  • How Labster enables students to perform experiments without the physical constraints of wet labs
  • How you can incorporate Labster in extra credit assignments and boost student engagement

Content Mastery at St. John Bosco High School

 
Robert Linares is not trying to be his students’ favorite teacher. He’s busy preparing them for the intensity of college and professional school. As coordinator of the Biomedical Pathway Program at St. John Bosco High School in Bellflower, California, Linares needed a tool to simulate hands-on laboratories during distance learning during the pandemic. He adopted Labster’s virtual lab simulations and worked to enrich them with his own lab report assignments.
 

Download to read more about:

  • How to maintain academic rigor with Labster 
  • How to combine Labster with in-person labs
  • How to offer extra credit with Labster

Performing complex scientific techniques with Labster at University College Cork

 
University College Cork is the first university in Ireland to use Labster on a large scale across both its Colleges of Science, Engineering and Food Science and Medicine and Health. From Microbiology to Introduction to Food Macromolecules, Labster’s simulations have been used across ten different schools and departments, covering science, engineering, medicine, and health. Labster allows teaching scientific techniques that are otherwise troublesome to implement in the wet lab. “Labster serves us well for some of the topics in food chemistry. For example, we use a simulation for the Kjeldahl technique, which is a nasty technique that we don’t let students do hands-on. But now we have a simulation,” said Dr. Therese Uniacke-Lowe.
 

Download to read more about:

  • How University College Cork uses Labster as a supplement in their science courses
  • How Labster allows students to perform scientific experiments that are otherwise troublesome to execute in face-to-face teaching
  • The benefits of using short-form simulations in science teaching

Teaching Genetics with Labster at Gymnasium Fabritianum

 
As an Advanced Biology teacher at Gymnasium Fabritianum, Tamara Ehrhardt teaches genetics, everything from protein biosynthesis, molecules chemicals, mutations, PCR, gel electrophoresis and inheritance. And she knows that all of these concepts are challenging for students to grasp. So to help students understand these better, she started using Labster in her teaching. “Labster helped significantly with teaching genetics. It is the very first topic the students have. And usually, in the beginning, it’s difficult to motivate the students because the content is really tough. It’s a lot to learn, lots of jargon and technical terms. But with Labster getting into it was much easier for the students,” she said.
 

Download to read more about:

  • How Gymnasium Fabritianum benefited from didactic storytelling and gamification incorporated in Labster simulations
  • How the authentic experience of Labster adds to teaching science
  • How Labster simulations contribute to long-term knowledge assimilation 

Making Science Fun with Labster at Colegio Nazaret

 

Although Guillermo Francisco Rivero had used virtual lab simulations periodically before the COVID-19 pandemic at Colegio Nazaret, the situation highlighted the importance of the flipped classroom approach and remote learning, especially when teaching science. “It is undeniable that the pandemic has been a new scenario for the entire educational community. Accounting for the engagement and cognitive development of students during these times was quite a challenge,” he said. For this, he turned to Labster.

Download to read more about:

  • What makes teaching science with Labster fun for the teacher and students
  • How Colegio Nazaret incorporated the flipped classroom approach before and during the COVID-19 pandemic
  • The learning outcomes and how students evaluated Labster in a survey after three months of using Labster

Teaching Science at Scale with Labster at the University of Northumbria

 

Dr. Seth Racey, a Senior Lecturer in Applied Sciences at the University of Northumbria, began using Labster during the pandemic as a wet lab replacement for his courses in Biomedical Sciences and Biotechnology. Right away, he recognized that Labster enabled him to teach at scale. “I can’t get 150 students to do mass spec or some sort of column chromatography. You have one or two of those devices in the whole university, and you can’t get 150 people to sit in front of it. It just doesn’t scale. So having the ability to do a simulation of, say, mass spec or fluorescent microscopy is great, ” he said. Now that Dr. Racey’s courses are in-person, he uses Labster as a pre-lab supplement.” We want to make sure that the students are coming into the labs and make those sessions count,” he said.

Download to read more about:

  • What makes learning with Labster different than just watching a video
  • How Northumbria uses Labster as part of its blended learning approach
  • How students evaluated Labster in an end-of-term survey

Research: The Impact of Labster on an Introductory Chemistry Course at SJSU 

 

Dr. Melody Esfandiari introduced her 400+ student Introductory Chemistry class to Labster when the Covid pandemic prevented in-person labs in 2020. Curious, she decided to track the impact of Labster on her students. She did this in two ways: first, by comparing students’ grades to those of a previous class, and second, by surveying students about their perceptions of Labster’s effectiveness. In this case study, Esfandiari lets students’ own words and grades tell the story.

Download to read more about:

  • What students really think about learning with virtual labs
  • How exam and course grades changed after Labster
  • How San José State University will teach Introductory Chemistry in the future

Choosing Inquiry-Based Learning at Randolph High School 

 

When Randolph High School went remote during COVID, Anthony Emmons was determined to create a 100% synchronous, active learning environment online. Emmons, the STEM Supervisor, was looking for a virtual lab tool that went beyond simply modeling and observing phenomena. He wanted a tool to support exploration and inquiry-based learning. Giving students access to interactive, engaging science learning experience turned out to be easier than he thought — Labster proved to be the science education platform he was looking for.

Download to read more about:

  • How virtual labs support student-centered learning
  • How Labster compares with lab kits
  • Why Randolph High School says it got its money’s worth

Teaching Face-to-Face with Labster: Looking Forward to Going Back After COVID 

 

Dr. Amber Kool turned to Labster when searching for a wet lab alternative during the pandemic. A year later, she is satisfied that Labster supports active learning and engages students. As she plans Arizona College of Nursing’s transition to a post-COVID curriculum, she is incorporating virtual lab simulations in all lab courses and in some concept-based courses. She said, “We can use it as prep work, we can use it as a pre-experience, or we can run through the virtual lab together.” 

Download to read more about:

  • How Labster prompts students to use more critical thinking
  • How Labster engages students
  • How debriefing pre-labs enables faculty to become guides and mentors

 

Engaging High School Students (and Their Teacher) with Labster

As a Biology teacher at an innovative career and technical education high school in Vermont, Emily Dehoff wants her students to be ready for science at the higher ed and career levels. She believes that engaging her students, getting them to participate and understand, is fundamental to that goal. She said, with Labster “I realized that if it’s engaging me, it’s going to engage the kids. This is game-like, and that’s where this generation lives.” 

Download to read more about:

  • How Labster makes hybrid learning work
  • How built-in assessments and Google Classroom integration save time
  • How Labster motivates students to complete their assignments

Virtual Labs During (and After) COVID
at RMIT Australia

Professor Donald Wlodkowic discovered he could use Labster to make his cell biology and biochemistry courses pandemic-proof and assigned it to all 600 of his students. After a year of use, Labster also proved itself as a valuable tool to supplement on-campus teaching. He said, “When the pandemic is over, I will definitely still be using Labster as a pre-study or on campus post-practical training exercise.” 

Download to read more about:

  • How Labster exposes first and second-year students to advanced techniques
  • How students gain mastery with Labster before – or after – a hands-on wet lab experience
  • How Labster encourages active engagement

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