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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”. Fill in your details and get access to the RMIT case study.

Labster - RMIT Case Study - Donald Wlodkowic RMIT

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What the professors say

1,000s of higher education institutions, high schools and companies around the world use Labster. Here’s what some of them are saying.

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John Narroway - Regional Director of Scandinavia

I’ve been working with many different software and data projects, but nothing has struck a chord with me like Labster. The sheer volume of content available to educational organisations, ensure that they have the tools to take their students to the next level.

The Labster mission statement, to help as many students around the world to maximise their learning potential – across varying levels of infrastructure – is a bold one. However, my colleagues and I believe that backing up the bold statements with actions is the way to go and that is what we are doing.

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Why our simulations are so immersive

Labster’s simulations are designed to let students learn by doing in a virtual laboratory, solving real-case problems. Quiz questions test the students’ knowledge, supporting an inquiry-based and deep-learning approach. The students will train real lab skills in a virtual environment where they can safely make mistakes, and learn at their own pace. 

The most basic simulations are ideal as a self-study activity since the students will review essential concepts. The more advanced simulations are designed to support the course syllabus, reinforcing concepts and giving the students an innovative tool to deepen their learning.

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