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:
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Artificial intelligence (AI) has been the hot topic on the block for a few years, and there are mixed feelings about it.
Some people fear its potential for misuse and academic dishonesty. However, conversations about AI in higher education have broadened to encompass this technology’s tremendous ability to positively transform teaching and learning. Our job as educators is to bridge the daunting gap of the unknown and help our students learn how to use this new tool at their disposal. Instead of shying away from this incredibly useful resource, we should be instructing students on the moral and appropriate ways to utilize AI.
Here are a few ways that AI can be used to enhance and empower classroom instruction.
Using technology to improve teaching and learning is in Pearson’s DNA. As the first major higher education publisher to integrate generative AI study tools into its proprietary academic content, Pearson is excited to be harnessing the power of AI to drive transformative outcomes for learners. We are focused on creating tools that combine the power of AI with trusted Pearson content to provide students with a simplified study experience that delivers on-demand, personalized support, whenever and wherever they need it.
In this multi-part blog series, you’ll have a chance to hear about AI innovations from Pearson team members, faculty, and students who have been involved with the development and rollout of Pearson’s AI-powered study tools.
Located in the heart of downtown Indianapolis, Indiana University – Purdue University Indianapolis (IUPUI) is a vibrant higher learning institution, enrolling a diverse student body that includes more than 16,000 undergraduates.
At IUPUI, Math faculty have long trusted and adopted MyLab Math from Pearson, a dynamic platform that’s driving improved performance and high satisfaction for students and faculty alike. It’s described as an integral part of the math curriculum, purpose-built to effectively adapt to individual students and their unique learning needs.
The adoption and success of MyLab Math at IUPUI goes hand in hand with Pearson’s commitment to going above and beyond as a dedicated partner every step of the way.
