Teaching and Learning blog

In today’s educational landscape, technology isn’t just a tool—it’s a necessity. As an instructor of Anatomy & Physiology (A&P), I have quickly learned that virtual wet lab simulations must meet the unique needs of instructors and students while providing a solution to support the challenges of learning when lab resources and time are often limited.

In an era where more is expected from both technology and education, Pearson Interactive Labs for A&P rise to the challenge, delivering an impactful and accessible learning solution for all.

Pearson Interactive Labs for A&P Delivers More

Pearson Interactive Labs for A&P are designed to enhance critical thinking, comprehension, and build confidence. The modular design of these virtual lab simulations allows them to be integrated seamlessly into any A&P 1 and 2 lecture or lab course.

• Sparking Student Interest from the Start: Each lab begins with a pithy “Spark” that piques student interest and connects each lab to the real-world. Learners are then provided with essential background information to ensure they feel prepared for the experiment to come. For example, the “Spark” for the Blood Typing Lab ignites student curiosity by sharing that a person in the USA needs donated blood every 2 seconds.
• Real Wet Lab Experience Encouraging Critical Reflection: Each Experiment provides students with a realistic A&P lab experience that mirrors the tasks they would perform in a real wet lab. Using a prepared workbench, students collect and analyze data while being prompted with "Stop & Think" questions. These reflection points help them pause, integrate a “lab partner’s” feedback, and connect the data to key concepts.
• Applying Knowledge to Clinical Scenarios: Each lab concludes with an “Application” module where students are challenged to apply their newly acquired A&P knowledge to real-world scenarios. The Compound Microscope Interactive Lab includes a case study examining the margins of excised tissue of breast cancer patient to understand if the removal was successful. This final step solidifies the learning experience by making it both practical and relevant to students’ future careers.

Pearson Interactive Labs for A&P offer flexibility for both students and instructors:

One of the most valuable aspects of Pearson Interactive Labs for A&P is its flexibility, offering multiple ways for instructors to integrate them into their curriculum to engage students. These labs can be used as:

• A Complete Wet Lab Replacement: There are many reasons that virtual labs are beneficial, including limitations with physical lab space, resources, and time. Additionally, instructors may teach online lab courses, need to offer a way for students to make-up labs, or there may be safety concerns to ensure that students and animals are protected from harm. Pearson Interactive Labs serve as a fully immersive alternative. Students conduct these virtual experiments that simulate a real wet lab experience without compromising the depth of learning.
• A Complement to In-Person Labs: Instructors can assign the labs as supplementary exercises before or after in-person labs to reinforce key concepts covered in a traditional lab setting. By offering students additional practice and reinforcement outside the classroom either as pre-lab exposure or as post-lab review, instructors can create more efficient and effective in-person lab experiences.
• Pick and Choose Lab Components: Instructors have the flexibility to select specific modules of the lab simulations that best align with their course objectives. They can even edit or add their own questions or content. This a-la-carte approach allows students to focus on the most relevant sections, ensuring that the labs meet the specific needs of the curriculum.

Pearson Interactive Labs for A&P not only foster deeper student engagement and learning but also offer instructors the convenience of integrating interactive, customizable lab activities into their curriculum. Incorporating these labs will empower your students with the critical thinking and hands-on skills they need to excel in A&P and beyond.

Last year, technology writer and editor Sage Lazzaro experienced an “aha” moment and realized that AI was truly buzzworthy.

“I was out at a restaurant and overheard a table of teachers seated next to me asking, ‘What are we going to do about ChatGPT?’ It was unheard of a year before to hear people in casual conversation talking about AI,” she said.

Lazzaro, whose writing has appeared in publications including Fortune, VentureBeat, and Wired, among others, has covered AI for a decade, long before it rocketed into orbit as a cultural and business phenomenon.

At the Pearson Ed.Tech Symposium 2024, a virtual event held this October, the veteran tech journalist shared her insights on the potential impact of AI on education and other fields with an audience of over 1,000 curious educators.

An intriguing, yet cloudy future

Educators in the U.S. and beyond are eager to understand how burgeoning AI tools will impact the classroom, students, and the future of the teaching profession.

“I don’t think there's a golden answer to that question because it's still so early,” said Lazzaro, adding that there’s even confusion around defining AI.

To some, AI is ChatGPT or the human-like robots dreamed up in Hollywood blockbusters. But those are AI use cases, Lazzaro explained, continuing that AI is an umbrella term for techniques that enable computers to complete tasks without being explicitly programmed.

That opens AI to a universe of use cases.

Lazzaro highlighted some that recently led to groundbreaking discoveries — particularly in science and medicine. The 2024 Nobel Prize in Chemistry was awarded to three scientists for their work in using AI to design and predict proteins that could help researchers develop new life-saving drugs, such as treatments for cancer, in a fraction of the time typically needed.

Lazzaro also sees other potential benefits of AI, such as performing monotonous tasks that most people would gladly hand off. Professionals, including educators, could offload tedious duties in favor of more interesting, fulfilling endeavors, thus changing the relationship between humans and work for the better.

Is AI head-of-the-class ready?

As educators ponder their role in an AI-driven future, Lazzaro sees a potential parallel to how the workforce has repeatedly adapted to other technological breakthroughs.

“While it’s very early, I think AI is going to drastically change the jobs we do and how we do them,” she said. “Look at the Information Age. Most of us work jobs now that didn't exist 30 years ago.”

Educators are also challenged to navigate the intersection of AI and pedagogy, given the challenges the technology presents.

“I think you should approach AI with curiosity, but also skepticism,” said Lazzaro. “It's important for educators to be aware of ethical considerations and be an active part of discussions around when and how AI is used in schools.”

AI tools are far from a panacea in their present form. They can be quirky, unpredictable, and unreliable. Current Generative AI models might “hallucinate,” retrieving information that doesn’t exist, or providing misinformation that appears plausible — especially to an untrained eye.

What’s more, AI is trained on large data sets that may include biases, likely unintentional, against certain populations, Lazzaro cautioned.

With AI’s wrinkles yet to be ironed out, Lazzaro suggested educators limit AI use to specific tasks, such as fuel for brainstorming sessions or as a launching point for developing lessons.

She also advised educators to be wary of AI-detection software that claims to identify work, such as writing assignments, as AI-generated rather than student-generated.

“I see stories all the time from students who say they got a failing grade or are facing disciplinary action for using ChatGPT to write an assignment that they wrote themselves,” she said. “There are lots of studies showing that these detectors aren't accurate, especially for students for whom English isn't their first language.”

And what about concerns that AI will ultimately siphon off jobs in education? Lazzaro offered a straightforward approach, be human.

“The best advice I would give is to stay flexible, open, and aware of these changes, but also lean on the attributes that make someone a strong professional or job candidate today, or in any environment,” she said. “Take initiative, be reliable, be organized — the types of things that go far and that make us human. We’ll still go far in the future no matter what the job landscape looks like with AI.” 


In October, tech journalist Sage Lazzaro was featured in the Future Forward session at Pearson’s inaugural ED.tech Symposium. In this session, Sage offers viewers her perspective on the current and future state of AI based on her long tenure on the AI beat.

"I didn’t come here to make you feel comfortable about AI; I came here to challenge you," Kimberly Bryant said to an audience of more than 1,000 educators during the opening keynote presentation of the Pearson ED.Tech Symposium 2024.

As an electrical engineer, social activist, and educator, Bryant sees promise and the potential for peril in this rapidly evolving technology — especially when it comes to education.

The Silicon Valley veteran now pours her passion into expanding equity and opportunity in AI and other technologies. Among her other endeavors, she’s the founder and CEO of Black Innovation Lab by Ascend Ventures and the founder of Black Girls CODE, a nonprofit organization focused on providing technology and computer programming education to African American girls.

“Technology is not equally accessible to all, and as we advance into the age of AI, this divide becomes more pronounced,” she said during the virtual event, Pearson’s first symposium focused exclusively on AI technology in education.

Bryant pointed to another technological revolution, the arrival of the printing press in the 15th century, as an example of an invention that democratized access to information while also having the power to deepen social divides.

“I think we’re living in this moment of rapid disruption, and what we do next with AI and education will either accelerate us toward a future of equity and empowerment, or it could possibly leave an entire community behind,” she said.

The dangers of the digital divide

Bryant cited the COVID-19 pandemic as evidence of the chasm in the country’s digital disparities. Students with broadband internet access and tech devices continued their learning, while those without access were left behind.

Federal data from the 2020-2021 school year found that in Florida, only 66% of schools reported having high-speed internet connections, compared to 99% in Kentucky, Maryland, North Carolina, Virginia, and West Virginia.

Bryant is also troubled by a recent UNESCO report that found that fewer than 10% of 450 schools and universities surveyed have developed institutional policies or formal guidance concerning the use of generative AI applications in the classroom.

Another UNESCO report found that 90% of online higher education materials come from just two regions — North America and the European Union (EU) — limiting the global diversity of knowledge. Bryant cautioned that without intentional efforts, AI could further narrow students’ perspectives and misrepresent marginalized communities.

Leaning into AI done right

Bryant remains cautiously optimistic about the future of AI in driving social equity. She provided examples of institutions and organizations that she believes are leveraging the technology with social responsibility at the heart of their efforts.

While UNESCO found most institutions of higher education have yet to adopt meaningful AI policies, Bryant praised the University of California (UC) for taking the initiative to create a broad working group that oversees how the system responsibly integrates AI into its academics.

And AI is flexing its muscle to positively influence education, she said, via personalized learning platforms that tailor education to meet students’ needs in real-time and help to close achievement gaps.

Entrepreneurs like Kate Kallot are high on Bryant’s list, too. The MIT-trained computer scientist heads up Amini, an organization that deploys AI to predict climate change in African communities. Kallot earned a spot on TIME’s 2023 list of the 100 most influential people in AI.

Then there’s Arkangel Ai CEO José Zea. He and his team have deployed a no-code health platform with which healthcare professionals can use plug-and-play AI algorithms to improve patient retention, therapy success rates, and patient engagement. One of Arkangel Ai’s initiatives addresses high maternal mortality rates in the U.S., particularly among African American and other minority women.

AI: Not a neutral technology

While AI promises greater efficiency and access, it’s not neutral, said Bryant. It’s trained on biased data that can perpetuate and amplify societal inequalities.

“If we don’t put some safeguards in place in our academic institutions, I think the risk of what can happen with an AI-powered learning tool that consistently underrepresents or misrepresents marginalized communities is real.”

With AI, it’s not about the technology itself. It’s about who controls it and who has access to it, she said. If large learning models that drive AI systems embed ingrained biases into the algorithms that guide students and their learning journeys, the consequences can be devastating.

Bryant highlighted AI-powered textbooks and curricula that show racially biased outcomes or underrepresent marginalized communities in illustrations and examples.

She also called for greater racial diversity in the developers, educators, and policymakers who design and implement AI systems. Without them, AI will reflect the biases of its creators and reinforce inequality, she said, stressing too the importance of teaching students not just to use AI to answer questions, but to critically engage with AI, question its role, and ensure it serves as a tool for progress rather than harm.

A call to action for “Generation AI”

Bryant provided the educators in attendance at the Pearson Ed.Tech Symposium with a mission and referred to them as the foundation of everything that matters as “Generation AI” students are shaped into global citizens.

“Unlike in previous (technology) revolutions, we have an opportunity to act with a little bit of foresight and guide this technology in ways that empower and don’t exclude,” she said.

That’s something, Bryant said, that won’t happen organically or by chance.

“It’s going to happen because educators like yourselves guide our students, not just to use AI, but to wield it responsibly. We need to train students to question the biases of the tool and to demand fairness in the answers it provides,” she said. “Teach them to ask the right questions — in life, in AI, in the classroom, in their paths as young adults. Let’s get it right."

Like many college educators, I’m wrapping up my term and thinking about next term’s classes. During this time, I want to be able to answer a couple of questions quickly and easily:

• How well did my students perform using Revel^® this term?
• How can I change my design to improve my students’ success next term?

Thankfully, Revel has useful tools to help instructors answer these questions.

At the University of Houston, teaching fellow Jelisa Boykin is using Revel^® to create a meaningful and interactive learning experience for her asynchronous courses. Revel’s features, including its unique and interactive assignments and its intuitive interface, facilitate the structuring of a successful class and make it Boykin’s go-to platform. 

MyVirtualLife 

Arguably the most compelling feature of Revel for Boykin is MyVirtualLife, which provides students with an immersive simulation of actual life experiences. For example, MyVirtualChild is a child-raising simulation that provides students with invaluable insight into how different parenting choices can impact a child’s development. This helps students conceptualize how the theories they learn in the classroom apply to real-life situations.  

“MyVirtualChild and MyVirtualLife are really connected to a real-life application that I feel is much better than assigning papers,” says Boykin. “You really have to live this out and see the effects and consequences of what happens to your child as they experience things you choose.”   

The content provided in MyVirtualLife is not only accurate and relevant, it is taught in a manner that is more immersive and impactful than traditional means of instruction. This creates an unparalleled learning experience, wherein the student is able to absorb the material through application, rather than just memorization. 

Performance Dashboard 

Boykin also mentions Revel’s Performance Dashboard as one of the best features for teaching. The dashboard enables Boykin to easily assess individual students’ performances. Using this feature, Boykin is able to zero-in on struggling students and provide personalized support to each one. 

“It lets me cover my bases that, as an instructor, I’ve done my due diligence of reaching out,” she says. “I just never want a student to fail when I see them struggling.”   

The Revel Dashboard also tracks the engagement levels of each class. Boykin finds this particularly useful when evaluating the success of her asynchronous courses, which can often feel less engaging due to their virtual nature. When using Revel, Boykin finds that she is able to surpass these limitations and maintain an interactive learning environment. 

“That’s a big piece of why I use Revel – to give students that interactive component compared to them just getting another textbook and having them read chapters and writing papers about it,” she says.   

Intuitive Interface 

Additionally, Boykin praises Revel for its easy-to-navigate interface. After becoming pregnant and giving birth to twins, Boykin describes being able to manage both her newborns and her students because she uses Revel. 

“With its ease and flexibility, you can literally do it while handling newborns! I feel like it’s pretty intuitive. It’s not cumbersome to navigate. Even if I make mistakes, they’re easy to fix.”  

Overall, Boykin views Revel as an invaluable asset as she journeys toward becoming a professor. It is a platform that helps her ensure her students’ success by offering an engaging and immersive learning experience and allowing her to keep track of each student’s individual performance. Revel is not only building a path towards her students’ success, but also helping to pave the way for Boykin’s success as a professor.

Nestled within Mastering Microbiology, Pearson Interactive Labs for Microbiology, or PILM, is an online suite of microbiology laboratory simulations designed to give students a complete, immersive virtual lab experience. Designed by faculty, like me, who primarily teach Microbiology to allied health students, we sought to transform the way students learn microbiology lab techniques and concepts by providing: 

• A comprehensive, student-focused design 

• An engaging, active learning platform 

• Adaptive and accessible exercises 

The resulting learning platform engages students with clinically relevant case studies, interactive content, and adaptive learning pathways, guiding them through comprehensive laboratory modules with feedback and critical thinking questions.  

Development: How PILM came to be 

Accuracy, scope of learning, and student appeal were essential in the design and function of PILM. The simulations underwent an iterative process to accurately capture laboratory concepts and techniques. As one of the initial authors, my design and development approach helped lay the foundation for additional simulations.  

1. I identified key learning objectives as well as misconceptions, learning gaps, and experimental errors that I most commonly see in my in-person microbiology laboratory courses. The clinical hook was developed early during the design process as it was interwoven throughout the experiment and post-lab analysis sections of the simulation.  
2. Working closely with a developmental editor, I created an initial draft that was reviewed internally and then sent to an editorial review board consisting of instructors from various colleges that represent both Pearson and non-Pearson users. These instructors provided feedback, focusing primarily on content fidelity.  
3. After additional rounds of editing (both in-house and through our review board), I then collaborated with our design and production teams. I worked with the animation team to ensure authentic action during the simulation, the arthouse to ensure that our visual elements are pertinent and accurate, and visual designers who helped to provide visually engaging screens.  
4. I integrated student feedback on the visual appeal and usability of the initial builds.  
5. The lab was revised until I achieved a realistic, student-centered laboratory experience.  

Unlike other laboratory simulations that focus on a single technique or concept, PILM embraces a multi-faceted approach, recognizing that microbiological techniques are interconnected and must be used together for experimental success. For example, in the Endospore Stain module, students perform a smear preparation from a solid culture. The smear preparation technique requires a thorough knowledge of aseptic techniques, including culture transfer. During this process, students are asked about the significance of heat-fixation, a concept covered in the Smear Preparation and Simple Staining module. While the primary focus of the Endospore Stain module is endospore staining, students must still remember how to correctly prepare a smear and understand why each step is critical, reinforcing the interconnectedness of important concepts and techniques. Thus, students receive a comprehensive learning experience, comparable to the interconnectedness of an in-person lab. 

Active learning combined with career relevance 

When I abruptly transitioned to online-only instruction due to pandemic lockdowns, I scrambled to find virtual laboratory simulations that could replace in-class laboratory exercises. The selection was limited and consisted of “cookbook” laboratory modules, where the student is given step-by-step instruction on how to complete the lab but does not have the ability to make mistakes or pause for reflection. While most students could follow these recipes to perform various microbiological tasks, few could discuss the relevance of the learned techniques or critically analyze various result outcomes. Thus, my goal with PILM was to design an active learning platform where students had to critically think through the scientific process, rather than mindlessly click through the simulation.  

Learning science research studies have demonstrated the significance of introducing clinically relevant case studies before teaching laboratory skills and techniques. Case study-based labs allow students to see the relevance of their learned techniques while encouraging higher-order thought by incorporating critical thinking. Each laboratory module begins with a clinical hook to boost interest and engagement, offering career-based instruction.  

Many of my microbiology students, particularly non-traditional undergraduates with multiple responsibilities, often cite limited study time as a barrier to learning. Active learning exercises help these students quickly grasp and master critical concepts. In the PILM platform, students actively learn by performing experiments, identifying common misconceptions, drawing conclusions from data, and answering critical thinking questions. During the Experiment section within the simulations, students encounter speed bumps, or pauses, where they reflect on newly learned skills, fostering a scientific mindset. This approach makes PILM an engaging, career-relevant, and efficient tool for mastering essential laboratory techniques. 

A versatile tool for the evolving STEM classroom 

The shift from physical classrooms to virtual learning environments has raised questions among educators about the feasibility of effectively teaching laboratory skills online. PILM addresses these concerns by offering a STEM learning solution that delivers technique-based laboratory instruction through an online platform. Using realistic animation and adaptive learning pathways, students can make and learn from mistakes in a way that is both efficient and engaging. When students make experimental errors within PILM, they receive immediate feedback for just-in-time remediation or delayed feedback at key steps, allowing them to visualize the consequences of their errors. I designed these critical feedback and reflective opportunities at moments where I have seen my students make mistakes in lab. For example, when teaching a Gram stain lab, I have seen students make mistakes during both smear preparation as well as the decolorization step. During the Gram stain simulation, students are given immediate feedback if they improperly heat-fix their specimen to the slide. Decolorization errors provide delayed feedback, as students follow distinct results outcome pathways based on the extent of decolorization and must use critical thinking skills to determine the cause of the unexpected result. I believe that critically evaluating an improperly stained specimen is just as important as completing the staining process correctly. This experiential learning approach ensures a comprehensive and authentic understanding of microbiology labs while addressing technical challenges that may arise during experimentation. 

As a supplemental tool for face-to-face and hybrid learning modalities, PILM’s virtual labs can:  

• be assigned before or after in-person labs to reinforce key course objectives, enabling students to preview techniques and grasp their clinical relevance, 

• offer students a unique opportunity to learn techniques that may not be feasible in an in-person setting due to safety, budgetary, or time constraints, 

• allow students to work with clinical samples typically off-limits in undergraduate labs, gaining the chance to perform career-relevant work.  

This adaptability makes PILM a versatile tool for both the evolving STEM classroom and the digital-age learner. 

Ready to incorporate PILM into your laboratory science curricula? Preview our amazing suite of innovative labs! 

As digital learning continues to evolve, eTextbooks are becoming an essential resource for students, offering features that traditional textbooks simply can't match.  

Pearson eTextbooks are available as part of a MyLab^® & Mastering^® course or with a subscription to Pearson+. Each title contains a variety of study tools and resources designed to increase student engagement and maximize learning.  

Here are the top eTextbook features that every instructor should know to help their students make the most of their studying – and their time. 

Audiobook 

Utilizing audiobooks offers students a flexible and accessible way to engage with course materials, especially for those who prefer auditory learning or have busy schedules.

With audiobooks, students can learn on the go, turning a commute or exercise time into productive study sessions. This format also supports better comprehension for students who may struggle with reading large volumes of text or those with visual impairments (read-along spotlighting helps students follow along as they listen). By providing an alternative method of absorbing information, audiobooks help students review material in a convenient and engaging way. 

Highlights & notes 

Within the eTextbook, students can create notes and highlights to ensure they engage with the material in real time – promoting active reading, which greatly enhances learning and retention. Actively engaging with the course material you’ve adopted will help students increase understanding and boost critical thinking.

The ability to categorize notes or highlights in different colors and patterns helps students better organize and track themes or important concepts throughout the text. Notes and highlights can be easily organized, searched, and revisited later in the notebook, making it much easier for students to review for exams without flipping – or scrolling – through the pages.  

Flashcards 

Incorporating flashcards into the eTextbook experience offers a dynamic way to reinforce learning. Students can create their own flashcards or use the pre-built flashcards created for their title. Study sessions are more efficient as flashcards are integrated directly into the eTextbook experience.

Flashcards allow students to actively engage in self-assessment by reviewing key terms and concepts in a quick and interactive format. Repetition and spaced learning methods strengthen memory, making it easier for students to recall information during exams or practical applications.   

AI-powered study tool* 

With capabilities like simplified explanations, on-demand summaries, and choose -our-own practice, the AI-powered study tool in an eTextbook helps students break down complex material, focus on key concepts, and receive guidance with challenging concepts to improve learning in the moment.

This intuitive, 24/7 study companion draws from vetted Pearson content to keep students engaged with the materials you’ve chosen for your course. The AI study tool gives students the simplicity they crave, eliminating the need to leave their assigned course material for help. Instead, support is provided anytime, anywhere within the assigned textbook. 

Text translation 

Translation capabilities in eTextbooks are powerful tools for students who are non-native speakers or studying foreign languages.

With the translate feature, students can highlight words or sections of text and effortlessly translate text on-screen in one of over 100 languages. This feature enables instant translation of words, sections of text, and unfamiliar terms, making the content more accessible and reducing language barriers.

This promotes a deeper understanding of the material and allows students to focus on learning the subject rather than struggling with language comprehension. Translation tools also help students expand their vocabulary in both their native and target languages, enhancing their overall learning experience. 

Enhanced search 

One of the top features of eTextbooks is enhanced search, which enables students to quickly find relevant content for study and review. With a minimum of three characters, search results will populate with related media, images, key terms, and even the student's own notes. 

Pearson+ mobile app 

The Pearson+ mobile app provides students with access to all their Pearson eTextbooks in one place. They can get anytime, anywhere access and take advantage of learning on the go – no wifi needed. 

*Available in select titles for the Fall 2024/Spring 2025 academic terms. 

To learn more about Pearson+, go to  https://www.pearson.com/en-us/higher-education/products-services/pearsonplus.html     

Looking for data-driven strategies to encourage student engagement and improved study with an eTextbook? Listen into this webinar hosted by Pearson Research Scientists.
https://www.pearson.com/en-us/higher-education/insights-and-events/webinars-events/2023/11/engagement-through-etext.html 

As designers and teachers, we know that a little buy in, goes a long way. The upsweep in generative AI (GAI discussions has us all wondering how to develop intrinsic motivation in our students, which is the cornerstone of real life-long learning.  

Imagine being able to give your students a tool that puts them in the driver’s seat of their individual learning journeys.

Revel is an innovative teaching and learning platform that transforms passive education into an interactive experience. By assigning coursework within Revel, you’ll inspire students and elevate learning outcomes. You’ll also make your life easier.

5 Ways Revel Assignments Make Instructors’ Lives Easier