Robert Desharnais reveals the process behind BiologyLabs On-Line.

Robert A. Desharnais, Ph.D., is a professor of Biology at California State University, Los Angeles, where he teaches introductory biology, biometrics, genetics, population genetics, ecology, and population modeling. Robert earned his B.A. in Biology from the University of Massachusetts and his M.S. and Ph.D. in Zoology from the University of Rhode Island, Kingston. He is currently Director for Biological Science of the Virtual Courseware Project, a NSF- and CSU-funded program with the goal of using information to improve science education. Robert lives in Los Angeles with his wife, Karen Romanko.

BC | Can you give us a little background about how Biology Labs On-Line was developed?

RD | Around 1990, our University acquired some of the cutting-edge NeXT computers developed by Steve Job's company, NeXT, Inc. One of my first projects with the NeXT computer was to create FlyLab, a visual and intuitive genetics program, to replace the text-based genetics program we were using. Fortunately, NeXT was the same computer platform that gave birth to the Web, so we had used prototype web browsers and had a head start on learning about web development. I got the idea of using the code for FlyLab as the "genetics engine" for a web-based version of FlyLab that I called Virtual FlyLab.

Virtual FlyLab went online in the Summer of 1995. By 1998 we were running Virtual FlyLab on five servers and receiving over 200,000 hits per day. Chuck Schneebeck at the CSU's Center for Distributed Learning helped us get matching funds from CSU and approached Benjamin Cummings about becoming partners for the development of web-based biology software. This led to the development of BiologyLabs On-Line.

BC | What gave you the idea to develop the Virtual FlyLab?

RD | After using a text-based genetics computer program with students, it became clear that something was missing. The lack of any visual cues for the phenotypes of fruit flies made it difficult for them to connect what they were doing on the computer with what they did in the lab. Furthermore, the computer lab exercises followed a prescribed procedure that did not allow much flexibility. I felt it was worthwhile to create a more visual program that allowed students to design their own experiments. This led to the development of FlyLab. It worked well and the students loved it.

BC | FlyLab is a tremendous hit with professors, why do you think this lab has been successful?

RD | One of the most important things we can teach our students is an appreciation of the scientific method. This is how the intellectual creativity of science is expressed. I think FlyLab has been popular because it allows students to learn the scientific method by forming their own hypotheses, designing experiments to test their hypotheses, and providing data to evaluate their hypotheses. Thus, it gives students an opportunity to practice the scientific method on their own.

Also, FlyLab is fairly flexible in how it can be used. There are thousands of unique genetic experiments that can be performed. These can range from simple Mendelian crosses to more complex activities like the construction of genetic maps. Therefore, FlyLab is "vertically scalable" by giving instructors the ability to adapt its use to different situations.

BC | What problems does it solve? How?

RD | We all learn by making mistakes. In the wet lab of a typical college course there is no time to repeat a botched genetic experiment. This is why most lab manuals have carefully prescribed instructions for carrying out experiments. With a program like FlyLab, we can ask students to design their own experiments and not worry if they don't get it right the first time. Students can learn from their failures and find their own ways to improve things in the next iteration. After all, isn't that why we call them "experiments?"

BC | What do you think are the benefits of using this type of technology in the lab?

RD | First, we can simulate experiments that are too time-consuming, too dangerous, or impossible to perform in the wet lab. MitochrondiaLab allows students to study the TCA cycle, electron transport, and oxidative phosphorylation by poisoning mitochondrial extracts with substances like cyanide—something we would not want to try in an introductory biology course. The technology gives us ways to bring the scientific method to topics where learning by the experimental approach is not otherwise feasible.

Another benefit is the low cost and high speed with which the simulated experiments can be performed. For example, in one afternoon a student can use FlyLab to perform more genetic crosses than they could in a year!

A third benefit is variety of options available through simulations. For example, using EnzymeLab, students can try a variety of combinations of substrate concentrations, inhibitors, temperatures, and pH values. For each student, the experience can be richer and more varied.

BC | What made you decide to look for a commercial partner for your idea?

RD | Keeping Virtual FlyLab on-line was becoming a burden. To handle the traffic, we were buying new computers to serve as web servers and more of our time was being devoted to maintaining the web site. This was detracting from the development of other on-line educational activities. Now that we have Benjamin Cummings as our commercial partner, the software is generating revenue that can be used to maintain and improve the product and provide customer support. As long as the software remains popular, we can be sure that it will be sustained and improved.

Second, Benjamin Cummings has contributed additional resources to the project. They've provided expertise in programming, graphic design, and editing. They have also used their network of faculty reviewers to help us get feedback and improve the software. This allowed us to expand the development of BiologyLabs On-Line.

BC | Since you've started working with Benjamin Cummings you've developed 11 more labs, how did you choose which concepts to focus on?

RD | One of the questions we asked ourselves is how can technology be used to improve the learning/teaching of biology. We were not interested in replacing traditional wet lab activities with computer activities. We decided that technology could be used to bring the scientific method and active learning to areas of biology education where it is currently difficult because of constraints of cost, time, or safety. We looked at the topics that are taught in an introductory biology course sequence and identified a long list of potential concepts that could be developed. Finally, with the help of Benjamin Cummings, we sought advice from biology educators at a variety of institutions. They told us which topics they would like to see covered first. For practical reasons, we limited the final list to 12.

BC | Who has had the biggest influence on your career, and why?

RD | That would be my doctoral mentor, Bob Costantino. He has an infectious excitement for scientific research that made it a joy to study in his lab. He was very generous with his time and was always available to bounce around an idea. He also taught me about scientific integrity. The data were the data—if an experiment didn't work out it was because our hypotheses were wrong. We are still close collaborators today and even though he is now a colleague rather than a mentor, I am still learning from him.

Interested in seeing more?
Go to www.aw-bc.com/blol for more information on BiologyLabs On-Line.