New Generation in Digital Learning
Duane Cagle
Welcome everybody, this session today is on hands on lab. They created these wonderful
lab kits that you can use for online courses. They will ship them directly to your students
home so that your students can use them to do experiments that are related to your class
material. The title of today’s session is ‘New Generation in Digital Learning’ and our
presenter is Duane Cagle.
Thanks Melissa, as noted my name is Duane. Very brief background I have a PhD in
vertebrae zooology from Colorado State and I have continued to live in Colorado since that
time. I do represent Hands On Labs, as a company we have been in business for about two
decades. Yes, we do supply hands on learning events, experiemnts, cirrculum to assist
universities and colleges in offering science completely online, as opposed to a hybrid type
offering. It adds convienece to the students and as you will see as we go through these
these are very comparable learning activities. Very comporarble to your face to face labs in
both the materials that we use and the procedures that we follow. We have been in
business for a while and I am aware that Clemson University has experience with a couple
of our lab pack products. When I looked up in our computer system I saw where your
university has used our geology lab packs in the past and also physical science lab packs.
What I am going to show you today is our next generation of laboratory tools for studetns.
When appropriate I will point out the difference between our LabBridge that you see on the
screen with the logo versus the lab packs that we have been offering for a couple of
decades. The primary difference is as technology changes and advances it really requires
that we advance with it and change our delivery method for instructional materials. Many
students today that are taking an online class may no longer be using a computer that we
think of in a traditional standpoint. They probably no longer have a desktop computer,
they may not even have a laptop computer. They may now have a super thin notebook
computer or even more importantly a tablet. One thing those later two devices lack is a CD
drive. Historically our lab manuals and all the associated files were present on a CD inside
the lab pack kit itself. Look at this LabBridge solution kit on the table today before you
leave and there is no CD in there. In fact we have migrated all of the instructional content
to the webbased platform. This platform as you will see is very engaging to the students
and offers a much higher level of interactivity between the student and the instructor on
file. The first thing that is going to occur for the student is they are going to receive their
physical materials delivered to their home or office. Within that will be instructions and a
login and password to access the instructional content. Lets take a look at the portal. The
student will only see the left hand tabs for the course or courses they are currently enrolled
in. My master copy has a lot of materials the student would not be that overwhelemed.
Today we are just going to be looking at a biology experiement. It is just an example it
looks like any of the others they all have the same course flow. My background is in biology
so I am a little selfish in it is what I feel most comfortable in, but if you want me to show
you an example of Chemistry or Anatomy we can look at that before we leave today. Once
the student enters that particular course, they are going to see all of the chapters covered
for their semesters worth of learning and their hands on laboratory experiement. Only one
is going to be highlighted for the student to initially accept, these are gated and as you will
see that one labled Laboratory Safety. I had a question come up today a little bit earlier
today before we got started and I will use that time to address that. Our company is very
very concerned with the safety of your students. We know one of the reasons many
universities have hesitated in offering science labs in an online format, but yet in a rigorous
hands on format for the students to conduct at home is there are some very big safety
concerns and liability issues for the university. We typically use quite a volume of
chemicals if we are talking about a Chemistry lab on campus, a variety of heat sources,
various solvents and certainly in an unsupervised situation there is some danger involved
in technique. It was important for us in designing any of our lab kits in not just Chemsitry,
but also Biology there are some chemicals in that one too, or Anatomy with their various
dissection specimens and techniques to make sure it would be as safe as humanly possible
for students. We know they cant just raise their hands and have you come over or have
your TA come over and show them the proper procedure. We are so committed to that, the
fact that we provide a multimillion dollar liability policy for every student that uses hands
on materials. So should your child get ahold of a scalpel or anything like that we cover the
student and you are not liable for anything that should occur with the student using our
materials. Along those lines the very first learning activity the student has and must
complete is the Laboratory Safety exercise. I am not going to take our time to go through
that today. There are videos, there are material data sheets attached on there, there are
broad definitions and procedural steps. Basically everything that you would cover in the
first day or first week of your face to face lab of you know this is what you do if you spill a
chemical, or this is what you do if you get something in your eye so forth and so on. All of
those are covered in the Laboratory Safety exercise once the student completes that then
they get access to the laboratory (buffer?). For simplicity sake today and to conform with
the kit that I brought, my traveling kit just has three experiments in it and we are only
going to look at one of these today. If you are looking at the materials at your leisure this
afternoon and you are wondering what are these other things in there Duane didn’t talk
about, well they conform to the other experiments. We are going to look at ‘Comparative
Cell Membranes and Transport’. This is a pretty basic biology experiment. Most freshman
classes expect their students to be exposed to this topic, so that’s what we are going to look
at today. We are going to see what the student sees today by the way, so this is not going to
be special screens for me to use for a presentation standpoint or special screens that only
an instructor would see. This is very much a student experience.
Once a student enters any laboratory topic they are going to presented with three
independent modules. They are labeled Exploration, Experimentation, and Evaluation.
Some of you may be familiar with these terms and indeed they do conform to the 5 E’s of
science learning. We have provided three of those five E’s within our platform. They are
gated as you can see, so they must be completed sequentially. There is an independent lab
report at the conclusion of each of the modules. A student has to complete the lab report
and hit submit before they can unlock the next module. We are going to start with the
Exploration. It will take just a moment for it to load on the students computer. On the
landing page the student is going to see a variety of items. First and foremost there is a
time allocation bar, not only for the module we just entered the Exploration, but also for
the Experiemntation and Evaluation modules that follow. We know from our own
experience and I’m sure you do from the classes you currently offer online one challenge of
an online student is time management. Many times students are taking online courses
because they have a variety of competing events in their life. They may have a part time or
full time job, they may already have a family and they have to maintain their children and
their needs. Squeezing in time out of their 24 hour day to complete their various classwork
activities can sometimes be quite a juggling act for students. We want to make sure we set
them up for success if they are using our materials. We want to clearly define the amount
of time on average they should spend on each module. The Exploration should take the
student in about 30 minutes. What we are going to see today is this module and the final
one labeled Evaluation actually can be conducted independently of this box of materials
and it’s important. We have talked already that many of your online students are using
mobility devices, like tablets or lightweight notebook computers that they can take
anywhere with them throughout the day. If this is one of your students that has a job and
maybe they have a one hour break for lunch of whatever they can squeeze either all or part
of 30 minute prerequisite activity. This Exploration as we’re going to see is really the
format of exercises building up to the actual hands on experimentation process. The
student can really get a good foundation of what they need to know, or they spend that
three hour block of time on a counter or some other safe working environment actually
using the materials. Once again it’s just another tool that aids the success of your online
students. Following the time allocations is going to be a brief summary of whats to come
and finally there are clearly defined learning objectives. If you look at the verbiage or these
bullet points you are going to see words like describe, identify, summarize, define. Some of
you may recognize these types of verbs. These are forms of Bloom’s taxonomy. Once again
these are the lower states level of learning the more basic understanding and that’s the
level of work that is being addressed in the Exploration module. We have mentioned
Bloom’s taxonomy and we have mentioned the 5 E’s of learning. A very real concern
universities have in regards to offering courses in general online and certainly science
courses is that these courses will be engulfed to the (g) accreditation and even articulation
with other institutions. We know these articulation boards often look at things like does
the course or program inform Bloom’s taxonomy or the five E’s of learning. Not only are
we trying to give the student tools to be successful such as these time allocations, we want
to make sure we incorporate as many tools as possible to the success of your program if
you are partnering with us and using the online materials.
Alright, I’m back to being a student and the first thing I am going to encounter after the
landing page is a Test Your Knowledge exercise. What I am going to presented with is one
or more activities that require me to answer a series of questions, usually these are drag
and drop type activities. Here you will see the student is being asked to consider the
internal or external concentration of cells that are hypotonic, hyper, or isotonic. Does
water move into or out of the cells? What do they look like? The student sees three
diagrams and then some information about them below. The first one they are being asked
to arrange the statements to match the labels 1,2, and 3, of the diagram. I may or may not
know already as a student that figure 3 is showing no net transfer or gain of water and I can
drag and drop that answer in box 3. Similarly for boxes 1 and 2. The concentration I’m
being asked is the concentration is greater on the inside or the outside or is it equal. I
might at least know in number 3 they are equal. Lastly do I know the definition for that
phenomenon. Maybe I do, maybe I already know that is isotonic. Once I am satisfied with
my answers I select the Committ button. I get a pop-up that just lets me know once I
commit my answers they are locked, I can’t go back and change them. Upon committing my
answers when I advance to the next panel I’m provided with the correct answers,
immediate feedback. I can now identify as a student the information that I already
understood and more importantly the material that I don’t yet have a grasp of. From a
pedagogical standpoint it is an example assuming the student pays attention to the correct
answers it is an example of metacognition. The student is made aware of what they know
and what they don't yet understand. Once again, once the student is made aware of what
they don't understand on the subsequent panels will be covered by definition, isotonic,
water movement, and osmosis in general some students will pay much more attention to
that material at that time. Another drag and drop learning activity for the student when
they commit their answer, again they are going to receive immediate feedback. At the
conclusion at these assessments and these are formative assessments, the student is going
to be introduced to the concepts properly. Not unlike your face to face students have a lab
manual with an introduction section. You can think of this now as the introduction section.
Here the student is seeing diagrams of a plant and animal cell. There is a paragraph about
plasma membrane. At the conclusion there is a Question Time box. The student is then
going to answer either multiple choice or true false questions. Once they select their
answer they can check it and yet again receive immediate feedback. You will notice now
that the questions are true false or multiple choice the feedback has changed to shapes and
colors. This is an example of our materials in (ADA?) compliance, if I’m wrong please
correct me, but I believe by the end of 2014 most online programs are going to be required
to have some level of ADA compliance. This is another tool that we have incorporated into
our platform to assist in your program’s success. If the student got it wrong they cant go
back and change their answer, but at least they are still on the same learning panel and
they can review the material again. Here we are introducing the actual structure of plasma
membrane, we’re defining diffusion and transport here, also we are showing diagrams of
osmosis. I am skipping over a lot of the material for times sake. I do want to draw your
attention to this page. You will notice a new panel on here orange highlighted labeled Did
You Know?. Once if not multiple times throughout the Exploration module students are
going to encounter these Did You Know? Boxes. Think of them as relevant information
boxes for your students. What it does is it ties the concepts that the student is being
introduced to to either events in their daily lives or perhaps future occupation. Here it is
relating the importance osmosis and tonicity to IV fluid, what can happen if your IV fluid
has the wrong tonicity. It shows examples of what happens to red blood cells with the
wrong fluid. At the conclusion of this module and the following modules the student is
going to land on the Lab Report Submission page. This is quite different among other
things we have already seen, different from the prior LabPack products that some of your
online students have already encountered here at Clemson. With Lab Pack there was a lab
report template file on their CD. It required the student to retrieve that file and manually
put their answers on it. Here the student’s answers are already present. The student has
actually already been autograded on these and received immediate feedback. The whole
point of this Exploration module is it's a formative module. It allows the students to
identify what they know and what they don't know and then absorb the material that they
didn't know with a formal introduction to the topic. This is merely a review for the student
to see once again the answers they selected that were correct or incorrect. I was a horrible
student because I skipped over a lot of the answers. Many of our institutions ask me should
we grade this because it is really a formative or what do we do with this as instructors. I
think most of them come to the conclusion that they need to at least give the students
credit for completing the activities, but once again these are more like pop quizzes as we
used to call them in my teaching days. The point was not to grade the student because the
student really hasn't covered the material yet and hasn't had the opportunity to learn it. It
was more to assess each student in the class as a whole as where are they this semester as
a group of learners. Then as an instructor we can implement some Just In Time teaching
practices to bring everyone up to speed if we need to. Anyway once the student is satisfied
with their answers they need to do two things to have completed this module. One, the
student sees a box here that says Feedback for my Instructor. We know one challenge for
online students is communicating regularly with their instructional team. Certainly we can
implement various requirements within our LMS that says you have to chat every so often
or have to send so many emails to your instructor. Here we have just implemented a gate
for the student to provide any comments or additional information they deemed get from
their instructor before submitted the report. They can type information as needed right
there and it automatically goes into the report. Once again as soon as the student is
satisfied with their report they are going to click the Sumbit button. They receive a pop-up
that lets them know as soon as they click OK they have submitted this to their instructor.
Prior with he Lab Pack to submit their work to their instructor hey had to manually upload
it into their LMS or email that file to their instructor, whatever the instructor wanted them
to do. This is automated now the student does not need to do anything other than click the
submit button. Then you tell us where you want this report to go. If you want it to go in
your LMS drop box we can do that, or if you want the report to be delivered to a filtered
email account where you just get these reports we can do that too, but you as the instructor
let us know where you want the file. Maybe you still want your student to manually upload
it into a very specific LMS location. The student can do that through the system and we can
provide you and the student with detailed instructions for how to make that happen. If you
want it to be automated and that's easier for the students it will filter automatically.
Now this is the first learning module so every learning experiment is going to have three
modules. This first module is like the traditional introduction of the lab manual with the
added benefit of built in formative assessments that are providing the student with
immediate feedback. If you want to receive filtered emails of just lab reports then you will
be getting three separate emails per section. Why that is is we want the instructor to get
the information as quickly as possible. Once again this kind of goes back to Just In Time
teaching technique. If you see that maybe one student or maybe 20% of the students in
your section seem to be a little slower or a little behind the gun and maybe they didn't have
the right background in a previous course or in highschool for a freshman level course
before they got to your institution. It allows you based on the results of that very first the
Exploration report to look at it and go ‘hmm my class as a whole this year isn’t where I
thought they should be yet’. Maybe it gives you an opportunity to introduce some more
detail to your class through your LMS system or however your delivering the information
before the students get all the way to the end of the completed experiment and it’s kind of
too late. At the conclusion of submitting their report the last panel tells the student they
are about to begin the hands on procedures there is a photo of one of the procedures they
will be testing. They cant advance any furher. There is a drop down here, they can go back
to any prior page or any prior question even though they can't reanswer the question they
can still study it again. They cant advance any further they do need to go back to the home
screen. We do get asked at this point if there is a tutorial video for the students before they
start testing and there is. They get a welcome email along with their purchase receipt. The
welcome email has a tutorial video attached to it. Before they ever get their box the
student can learn how to navigate through the online platform. We try to be as proactive as
possible.
Now you will see for the student the next learning module is unlocked labeled
Experimentation. Indeed this is the learning module that includes the use of the materials
the student will have possession of. We’ve seen this landing page before now the middle
section is highlighted, so the student should spend about 3 hours on this. There is an
incubation time on this they’re going to be incubating potato slices at various tonicities of
sugar solutions. Those need to incubate about 24 hours to substantially gain or lose
enough fluid for the student to measure. I just want us to look at the Learning Objectives.
You will notice the verbiage has changed now you will see more active words like perform,
observe, and investigate. Once again this conforms to Bloom’s taxonomy and this is kind of
the middle stages as far as categorizing the level of learning the student will achieve. On
the second page the student is going to see a very detailed list of materials they need to
have ready before beginning the hands on experimentation process. In the left hand
column are the materials that are going to be present in the kit. In the right hand column
are either common household items or they’re fresh ingredients that the student would
need to prepare, like the fresh potato. You see the other items here are things like boiling
water, dish soap, distilled water things that any student should have ready access to and if
they don't should only cost a dollar or two at most for the student to get on their own. All
these materials that you see in this column are in that box plus more materials for two
additional experiments. On our tutorial video there is a link at the conclusion of the
tutorial that they can click on to see the student supplied materials for every experiment in
our catalog. Many of those experiments they wont be using because some of them will be
chemistry, but at least they can get an idea. If they know the topics that are going to be
included in their kit even before they get it in the mail they can see any item that they need
to provide on their own.
This is the experimentation process proper. Here is exercise number 1, this is that one
where they’re investigating water gain or loss with potato samples. You will notice there is
photos of the equipment the student is going to be using. Detailed step by step instructions
not unlike a face to face lab manual. There are a few things I want to show you on this
section that are unique to this platform that would differ from either a face to face manual
or our traditional Lab Pack product. One is the use of instructional videos. Certainly on
experiments that require an incubation period of 24 or more hours it is imperative from a
timing budgetary standpoint that the student set up the experiment correctly and he or she
does not lose one or two days because they improperly constructed the beginning of the
experiment. The student can click on the video link and it will give them step by step
instructions on how to slice the potatoes, how to incubate them in the test tubes with the
fluid, so ideally they are set up for success. If they don't get an important step wrong in the
beginning that would then jeopardize their overall success for learning. This goes on for a
number of minutes. I’m going to skip it at least you get an idea of what the student will see.
Another nice tool here is the background button. Our platform works equally well with
Windows and Apple. Lets talk about a couple of things, yeah they can run their video right
there on their counter top with their experiment. Sometimes we have people ask me if
students doing a section and are wearing gloves and everything they cant really use their
keyboard easily and can they print and certainly the students can print a manual copy with
these instructions and leave a paper copy out if they feel more comfortable with the
materials on their hand. What I wanted to show you here is anytime a student can bring up
a window that has all of that prior explore module information in it for their review. Maybe
they see a term that they’ve forgotten what it meant already. They can review this as
needed. They can close it out and reopen it at any time it is always there for them. The last
tool for your student I wanted to show you on this page before we look at the types of
questions and procedures is this Notepad. I know and I required it when I taught and I was
required to have one as a student back in the dark ages I had to keep a lab notebook and I
had to turn it in along with the exercises or at least keep it and turn it in at the end of the
semester for some portion of my grade in the overall lab. We have a virtual lab notebook
integrated into this platform for your student. They just click on the icon any time they
need to record measurements or notes throughout the experimentation process and I will
show you how this gets integrated with the lab report in just a moment. I can put notes as
needed as a student. Any time I ex off of this I can return to it. The icon also floats no
matter where I am on the page I can recall it, as you see the notes I just typed in are already
there. Most if not all of our experiments, any science experiment should be by definition
are inquiry based learning activities. Here what we are seeing is once the student has set
up the experiment at the beginning of the incubation phase, which again lasts about a day,
the student is required to make a hypothesis that they will be testing their results. This
hypothesis they state it’s automatically integrated once again into their lab report. We
show the students some very simple measurement techniques and equations to follow to
compute the changes in math they experience. We saw one earlier here is another Did You
Know? box just tying some of the physical materials the student is using into their day to
day lives or just some fun facts about it. Here we are talking about potatoes. You will
notice these types of questions are very different they are open ended questions. Here
their hypothesis gets stated, then they are asked was your hypothesis supported or
refuted? discuss that in relationship to the results that you recorded. Here they are being
given a new scenario ‘If you were asked to place potato strips in a solution that would
cause the potato to neither gain not lose mass what molarity would you choose and why.
They’ve already been shown how to compute molarity, once again testing for a higher level
of understanding. Some of our experiments have multiple components. The first
experiment was testing osmosis, this one is testing diffusion. Quite simply I’m not going to
go through it but they are just choosing potassium permanganate crystals and comparing
how quickly they diffuse based on different temperatures. There was a video with that. In
this final experiment, here is another video. They are looking at cell membrane in
transport, they are looking at differential selective permeability of a membrane. We’re
supplying them with dialysis tubing and they’re comparing what size molecules are able to
move through that tubing based on the chemicals that we provide them with in their kit.
We also give them some clear photos and a video, same types of questions we see at the
bottom. At the conclusion once again they land at the laboratory submission page. Any
answers that they have typed on the previous pages are automatically going to be present
on this page. And unlike before this has not been auto graded, so your student has the
ability to go in here and add any information or change information before hitting submit.
You will also notice here those notes, the floating lab notebook, has already been integrated
into their laboratory report. The notes they took for each procedure are separated on the
report. You are not going to be seeing measurements for potato slices in the potassium
permanganate procedures. The student once again is encouraged to provide feedback in
the form of any additional information they wish to communicate to their instructor before
finally hitting the submit button. One question we get asked and I will show you on this
one, although you see I flew through this as a student, we get asked is there any way for
instructors to manage or see how much time students’ actually spending using the platform
and yes there is. Here you will see on the screen by the student login credentials on the top
of the lab report a time on task report. It shows what time the student initially loged in on
this particular event verses when they hit the submit button. Now if the student is inactive
on any panel for 30 minutes or more it times out and they have to log back on. They can’t
just log on at hour one and come back at hour four and type on some fast answers they
have to physically be active on the pages during that time. The student can receive if they
choose an electronic, a pdf, version of the screen that we see now and they and then they
can use that pdf to submit any work they submit to you. When they hit submit whether we
are sending this to your LMS system or to a filtered email the what you an instructor is
receiving is this pdf. You can mark on the pdf if you have the latest version of adobe its
free, and you can mark on it and make comments that is why we put a pretty big margin on
the side. If you want to grade this and send it back to the student in that format it allows
you to do that. At the conclusion of the experimentation page the student can then access
the Evaluation learning module. One question that always comes up is because these are
not autograded in the Experimentation and as you will see Evaluation we do provide the
instructor with a detailed answer key to use for reference. Some students may get different
answers it doesn’t mean they are wrong it is all about learning as you go. We have
preformed these experiments multiple times and tested them, so the answers we provide
you on the key with the ideal weight changes and all of that are the averages of all the
procedures. Once again it doesn't mean your student can’t get something else and still
learn and be right, but we do provide you with model answers to go along.
How we have the system by default this platform the experiment search is alphabetical
order. Here is first semester freshman level biology. We have looked at topics for the best
selling textbooks on the market and the best selling lab manuals on the market and we
have analyzed those for the topics that are covered in common of all those. Now we
certainly know every school teaches differently and covers different topics in different
semesters. What we have tried to do on these is include all the most common topics and
into one bundle that is labeled Bio 1. However we have not taken the liberty to arrange
them in any particular order, so we leave that up to the school. Once again if you would like
those to be gated we can work with you to do that inside the system, but by default the only
thing that is gated is that laboratory safety.
The final learning module is Evaluation. As you might guess it allows the student to relate
their results and knowledge to broader scientific questions. This would be an example of
the highest level of comprehension in compliance with Bloom’s taxonomy. Typically there
is only two or three or four questions here and they are much more paragraph type
responses required. We try as often as possible we will look at it on question 4 to
introduce a novel topic at this point in time to the student that allows them to relate their
existing knowledge and apply it to this new scenario. As you may recall all the lab activities
and the lab topics have been dealing with osmosis and cell membrane transport in general.
Here we are talking about question 4 reverse osmosis, a technique used to generate fresh
drinking water. We haven’t talked about reverse osmosis but the idea is that the student
understands regular osmosis now not only the text that they have read and the questions
they’ve answered, but the hands on procedures they’ve conducted. They should be able to
use that information to answer this question about reverse osmosis. There are a couple
questions along that line for the student to apply and demonstrate their knowledge. At the
conclusion again we have seen this before all the student’s answers are recorded. Once
again because these are more thought provoking questions and they’re not auto graded
before the student hits submit for the final time they can go in and alter their answers as
needed. And then lastly provide any additional feedback before hitting submit for the final
lab report and completing that weeks activity for the lab.
We do have various proctoring serves available and Chris works for HOL consulting and
they work with our company Hands On Labs. They are able to provide a variety of
solutions technology wise above and beyond our raw materials and our learning platform.
Things like proctoring, identity management, all the things that would go along with
ensuring the student is who they say they are and all the work is theirs.
Once the students completed they will have green checkmarks by all the topics and they
are ready to move on to the next experiment based on whatever their instructor wants
them to complete within the sequence. I wanted to close really quickly and give you guys
time to ask any more questions. Compared to our Lab Pack prior product or comparable
products that are on the market today, what we have done here is introduce a very
engaging learning platform for the student in that it is interactive. It does provide the
student with feedback and it does give the student a variety of technology tools to utilize
for a successful learning experience. It is similar to what we have used before in that the
student is conducting hands on experiments using laboratory grade materials in a very safe
format. From the convenience of their home as opposed to having to commute to campus
for the traditional hybrid hands on solution. Many institutions have migrated to and are
trying to offer online science. This is a much more technologically advanced solution and
once again a superior learning experience for your students. It does help them identify
their level of knowledge throughout the process, and it does give them ample opportunity
to communicate with their instructional team before the termination of each chapter.
Our kits vary in price based on the number of experiments and just the discipline and
topics in general in a low end of $150 and a high end of $300 per kit. And I have one on the
table feel free to explore all of the materials. Keep in mind those are materials for three
experiments our kits for a whole semester is a box twice that size. We do provide section
specimens. Right now we provide fetal pigs, frogs, perch, starfish the typical. They are
formally preserved and double washed in distilled water so they are as non toxic as
possible, but we still provide the aprons, gloves, masks, all the typical safety equipment.
This platform just debuted four months ago so we are early on in this. We wanted to first
address courses that could be used in an allied health type program. When you heard me
list off things like, A&P, biology, chemistry, and microbiology. A lot of our early adopters of
our Lab Packs and some of our larger clients today have these thriving online pre nursing
allied health programs where the students never come to campus. So we tried to address
those needs initially. Will we be introducing all of the topics that are currently in our Lab
Pack portfolio? Certainly. It is very easy to do because we have the information, yes in time
those will be available. We still support all of our Lab Pack products it is just taking a while
to migrate everything over to the Lab Bridge. Our focus has always been a hands on
learning experience but I think there is room and organic chemistry being one of them that
we can look at a synthesis both hands on and virtual experiments combined. That would
still give you rigor in program and hopefully allow your program to achieve accreditation
by being required to have hands on activities just not all of them.