The SimBio Virtual Labs® module Darwinian Snails (Herron et al. 2014) uses as a framework Robin Seeley's study on the effect of European green crab predation on the evolution of shell thickness in periwinkle snails in New England (Seeley 1986), and the module is structured around a series of simulations of a periwinkle snail population.
While the module is structured around concepts, questions, and analyses related to climate change, it can also readily serve as a template for similar instructional efforts on the vast array of biological topics that are informed by natural history specimens (Cook et al. 2014).
These sessions (one or more per module) are structured such that a learner can work them through in 10 to 20 minutes.
Each module is structured in an identical way and incorporates introductory quizzes, videos, informational content, interactive activities, as well as homework suggestions and summaries.
The vaccination module is structured to allow the evaluation of the vaccination programme, in addition to screening practice, by altering transition rates that reflect the natural history of infection acquisition.
At university a lot of the modules are structured into themes, like the new A-level format; you could mention any period you thought relevant to the theme.
Following agreed knowledge engineering conventions, the modules are structured in a comparable manner, and terms of the knowledge base follow naming conventions; decisions are structured similarly.
Training modules are structured in a pretest-didactics-post test format.
The modules are structured to assist physicians in counselling their patients according to the philosophy of shared decision making [ 22, 23].
According to this methodology, the SMC is structured into five-modules: (1) Pre-process module; (2) Short-term module; (3) Long-term module; (4) Coastal terrain module; and (5) Tutorial module.
