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This work develops high-quality online educational materials for introductory college biology, using interactive video vignettes (IVVs) that embed evidence-based teaching to target common misconceptions. Each 10–20 minute IVV presents live-action scenarios where students predict, answer questions, collect data, and draw conclusions, with branching and reflection that personalize experience. Research supports building full modules and integrating IVVs as homework priming with deeper in-class extensions.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/web-based-interactive-video-vignettes-create-a-personalized-active-learning-classroom-for-introducing-big-ideas-in-introductory-biology/594666/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/web-based-interactive-video-vignettes-create-a-personalized-active-learning-classroom-for-introducing-big-ideas-in-introductory-biology/594666.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem does the flipped classroom approach aim to address in this work?","Question",{"text":111,"@type":112},"The approach is meant to free in-class time for active learning, but the work questions why students should receive passive video material at all.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How do interactive video vignettes (IVVs) work for learners?",{"text":116,"@type":112},"Each IVV uses live-action scenarios where students investigate a biological problem through predictions, questions, data collection, and conclusion drawing, supported by branching and reflection.",{"name":118,"@type":109,"acceptedAnswer":119},"What kinds of biology concepts are the IVVs designed to teach?",{"text":120,"@type":112},"The manuscript describes IVVs centered on core concepts such as Evolution, Information Flow, Energy Transformation, Structure/Function relationships, and Systems, along with the process of science and interdisciplinary biology.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},594666,1792079597,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":41},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Web-based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology  \nL. Kate Wright1*, Dina L. Newman1, Jean A. Cardinale2, and Robert Teese3  \n1Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623 2Division of Biology, College of Liberal Arts and Sciences, Alfred University, Alfred, NY 14802 3School of Physics and Astronomy, Rochester Institute of Technology, Rochester, NY 14623  \n*Corresponding Author: [lkwsbi@rit.edu](lkwsbi@rit.edu)  \nAbstract: The typical “flipped classroom” delivers lecture material in video format to students outside of class in order to make space for active learning in class. But why give students passive material at all? We are developing a set of high-quality online educational materials that promote active, hands-on science learning to aid in teaching of core concepts for introductory biology at the college level. Interactive video vignettes (IVVs) incorporate evidencebased teaching strategies to address known areas of confusion for entering students. Each IVV includes a liveaction scenario with undergraduates investigating a biological problem with a realistic experiment that users participate in. Through the course of each 10-20 minute video, users are required to make predictions, answer questions, collect data and draw conclusions. Branching and reflection of previous answers allows each user to have a personalized experience. Research into how students learn with these tools is being used to develop entire modules that will incorporate the IVV as a priming activity to be done as homework, along with suggested activities to be done in class that take the introduced concepts deeper and/or broader.  \nKeywords: Online learning, flipped classroom, student engagement, prediction  \nINTRODUCTION  \nMost members of the post-secondary biology education community are aware of the national calls for college biology education reform (Alberts, 2008; Woodin et al., 2010; Singer et al., 2012). Undergraduates need to understand the“process of science, the interdisciplinary nature of the new biology, and how science is closely integrated within society. Students also should be competent in communication and collaboration, as well as have a certain level of quantitative competency, and a basic ability to understand and interpret data.”(AAAS, 2011) . Educators should encourage critical thinking, focus on unifying concepts, de-emphasize rote memorization, and allow students to practice experimental design and analysis of data and scientific models (DiCarlo, 2006) . This shift in emphasis necessitates the use of studentcentered, interactive instructive “activeengagement” practices, which have been shown to be directly related to increased student learning gains (Knight & Wood, 2005; Armbruster et al., 2009; Smith et al.,  \n2009; Freeman et al., 2014) . Some instructors may choose to convert their whole course into a “flipped classroom” or may choose a combination of different student-centered activities.  \nUnfortunately, despite best intentions, it is often difficult for an instructor to redesign an entire course to incorporate evidencebased pedagogies centered on studentcentered activities. Plus, in an effort to increase depth of coverage, instructors may struggle to decide which of the plethora of topics and concepts to focus on, particularly in broad, foundational courses such as Introductory Biology. Without easy-toincorporate research-based pedagogical tools, many instructors may abandon the idea of trying to create a more studentcentered, active engagement classroom. In order to help instructors, we are developing a set of high-quality educational materials that promote active, hands-on science learning to aid in teaching of core concepts for introductory college-level biology. The materials will be packaged as Modules for Interactive Teaching or MINTs. Each  \nMINT will be grounded in an Interactiv","cbCaieRt3WXwUqUf","https://ap.wps.com/l/cbCaieRt3WXwUqUf","pdf",583882,12,"English","# Introduction\n## Active engagement and flipped classroom redesign\n## Interactive Video Vignettes (IVVs) and MINT modules\n# Methods\n## Target learners and scenario design\n## Alignment with major biology concepts","[{\"question\":\"What problem does the flipped classroom approach aim to address in this work?\",\"answer\":\"The approach is meant to free in-class time for active learning, but the work questions why students should receive passive video material at all.\"},{\"question\":\"How do interactive video vignettes (IVVs) work for learners?\",\"answer\":\"Each IVV uses live-action scenarios where students investigate a biological problem through predictions, questions, data collection, and conclusion drawing, supported by branching and reflection.\"},{\"question\":\"What kinds of biology concepts are the IVVs designed to teach?\",\"answer\":\"The manuscript describes IVVs centered on core concepts such as Evolution, Information Flow, Energy Transformation, Structure/Function relationships, and Systems, along with the process of science and interdisciplinary biology.\"}]","Web-based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology | PDF"]