@inproceedings{WiessnerMachacekLinkLeitner,
  author    = {Wießner, Katharina and Machacek-Link, Thomas and Leitner, Rita},
  title     = {Encouraging the development of higher-order cognitive skills via applied exercises and web-based self-assessment to teach the basic principles in molecular biology.},
  series = {PIXEL NPSE2021, M{\"a}rz 2021},
  booktitle = {PIXEL NPSE2021, M{\"a}rz 2021},
  abstract  = {The responsibility of a lecturer is not only to share his or her knowledge with the students in an easy to understand manner, but also to help the students to embed new knowledge and to encourage the development of higher-order cognitive skills via applied exercises. In order to meet the growing demand for blended learning approaches a new course concept was established in autumn 2018. To enhance comprehension and to provide opportunities for self-assessment, web-based training units were implemented by using the interactive learning software "Articulate Storyline". Students had to prepare at home for the course units by completing interactive chapters. Their learning outcome was assessed by online quizzes at the end of each chapter. Online Training chapters allowed time to focus on selected topics and to repeat key messages in following presence units. Additionally, guided group exercises were performed to promote analytic skills and abstract thinking. The students had to apply and combine their knowledge to solve problem-based challenges. An optional revision course was offered to the students, which allowed for interactive repetition of the acquired knowledge with the focus on student-to-lecturer dialog. An analysis based on a written evaluation of this course resulted in a positive feedback from the students, in particular regarding the guided exercises and the offered revision course. According to the students the group exercises allowed to process the learned subjects, promoted the group climate and were a convenient diversion from the frontal lecture format. Students who attended the revision course on a regular basis showed a better performance at the final exam and exceeded especially at interdisciplinary questions. The first implementation of this master´s degree course indicated that the combination of web-based training elements with frontal lecture elements, guided exercises stimulating cognitive skills and an optional revision course can teach students the basics of biology in an understandable way. This course structure is especially applicable to teach basic subjects for groups of students with varying initial knowledge. Financial support from the City of Vienna project PBL in Molecular Life Science (21-06) is gratefully acknowledged.},
  subject      = {PBL},
  language  = {en}
}
@article{SimboeckMarksteinerMachaceketal.,
  author    = {Simb{\"o}ck, Elisabeth and Marksteiner, Jessica and Machacek, Thomas and Wiessner, Katharina and Gepp, Barbara and Jesenberger, Veronika and Weihs, Anna and Leitner, Rita},
  title     = {The Power of Problem Based Learning beyond its Didactic Attributes},
  series = {Journal of Problem Based Learning in Higher Education (JPBLHE)},
  volume    = {9},
  journal   = {Journal of Problem Based Learning in Higher Education (JPBLHE)},
  number    = {1},
  pages     = {109 -- 130},
  abstract  = {Hybrid courses with a focus on practice-orientated education and self-guided learning phases are on the rise on the higher education sector. Disciplines in Life Sciences implicate a high degree of practical laboratory expertise. The University of Applied Sciences (UAS) in Vienna, Austria, has thus been endeavoured offering students a high qualitative education integrating hybrid courses based on PBL principles, which consist of on-site (including the transmission of necessary background and practical laboratory training) and off-site (including self-study phases) sessions. As practical laboratory units are central in those courses, the restrictive measures, including the transition to a complete online teaching format due to the first Covid-19-pandemic lock-down, had severe effects on the implementation and the quality of the curriculum. According to surveys made specifically to address this problematic situation, it can be concluded that on-site practical units are fundamental for certain disciplines such as Life Sciences.},
  subject      = {Problem-based Learning},
  language  = {en}
}
@inproceedings{WiessnerPraherLiousiaetal.,
  author    = {Wießner, Katharina and Praher, Daniela and Liousia, Varvara and Gepp, Barbara and Leitner, Rita and R{\"u}nzler, Dominik},
  title     = {Testing the acute toxicity of an alternative to Glyphosate - Pelargonic acid},
  series = {SETAC Europe 30th Annual Meeting - Online},
  booktitle = {SETAC Europe 30th Annual Meeting - Online},
  organization    = {Society of Environmental Toxicology and Chemistry (SETAC)},
  abstract  = {Glyphosate-based herbicides were used as plant protection product globally for several decades. However, glyphosate is discussed as showing genotoxicity and many other side-effects such as inhibiting the mitochondrial succinate dehydrogenase, leading to a decreased ATP production. Therefore, finding alternative active substances is necessary. Pelargonic acid (nonanoic acid) and its ammonium salt (saponified form), which are used as alternatives to glyphosate-based herbicides, are biological derived substances considered as environmentally friendly herbicides. To test the effects of pelargonic acid in its acidic form (active substance in TopGun) and its saponified form (in Finalsan Plus) on the aquatic ecosystem, students of the master study program "environmental management and ecotoxicology" compared the toxicity levels of these substances using zebrafish embryos within the scope of a student research course. The project was developed by applying the 7-step problem-based learning method which allowed the students to design their experiments independently with the guidance and feedback of the lecturers. Acute toxicity was determined according to OECD test guideline 236 in D. rerio which revealed a LC50 of 1.55 mg/L of pelargonic acid, a LC50 value of 0.93 mg/L pelargonic acid in TopGun and a LC50 of 36.37 mg/L of Finalsan Plus. Neutral Red Uptake assays were performed on the rainbow trout-derived gill cell-line RTgill-W1 to determine the acute toxicity according to the OECD test guideline 129 which revealed the IC50 value of 12.4 mg/L pelargonic acid in TG. Due to solubility limits, no reliable IC50 could be obtained. The results of the tests indicate differences in the acute toxicity of the pelargonic acid-based formulations TopGun and Finalsan Plus. However, more investigations have to be done in order to analyse if the acidic form is more toxic than the saponified form. Furthermore, detailed ecotoxicological risk assessments and an evaluation of the genotoxicity of both herbicides has to be performed before any conclusion can be drawn. Financial support from the City of Vienna project PBL in Molecular Life Science (21-06) is gratefully acknowledged.},
  subject      = {Environmental Chemistry},
  language  = {en}
}
@inproceedings{LeitnerGeppLiousiaetal.,
  author    = {Leitner, Rita and Gepp, Barbara and Liousia, Varvara and R{\"u}nzler, Dominik},
  title     = {Teaching 3R principles in ecotoxicology by performing a problem-based learning project},
  series = {ALTEX Proceedings, LINZ 2018 - EUSAAT 2018, Volume 7, No. 2, ISSN 2194-0479 (2018)},
  booktitle = {ALTEX Proceedings, LINZ 2018 - EUSAAT 2018, Volume 7, No. 2, ISSN 2194-0479 (2018)},
  subject      = {Problem Based Learning},
  language  = {en}
}
@misc{Leitner,
  author    = {Leitner, Rita},
  title     = {PBL-Szenario mit degressivem Support durch Lehrende im Modul "Angewandtes Forschungsprojekt in Umweltmanagement"},
  subject      = {Problem Based Learning},
  language  = {de}
}
@misc{GeppLiousiaMachaceketal.,
  author    = {Gepp, Barbara and Liousia, Varvara and Machacek, Thomas and Praher, Daniela and Eisner, Katharina and Limbeck, Sophie and Gamper, Janine and Schwarzl, Elisabeth and Hazod, Till and Landwehr, Renate and Wenger, Charlotte and Olscher, Christoph and Leitner, Rita and R{\"u}nzler, Dominik},
  title     = {Pelargonic acid - an alternative to glyphosate-based herbicides?},
  subject      = {Ecotoxicology},
  language  = {en}
}
@misc{Leitner,
  author    = {Leitner, Rita},
  title     = {Teaching 3R principles in ecotoxicology by performing a problem-based learning project},
  subject      = {Problem Based Learning},
  language  = {en}
}
@misc{LeitnerSauermann,
  author    = {Leitner, Rita and Sauermann, Stefan},
  title     = {Erreichen „harmonisierter Empfehlungen": von Studierenden generierte Fragen als Ausgangspunkt f{\"u}r evidenzbasierte Argumentation von Stakeholder-Sichtweisen - ein problem-based learning Ansatz},
  subject      = {Problem Based Learning},
  language  = {de}
}
@article{LeebLeitnerPichleretal.,
  author    = {Leeb, Christine and Leitner, Rita and Pichler, Verena and Huber-Gries, Carina and R{\"u}nzler, Dominik and Jesenberger, Veronika},
  title     = {Einf{\"u}hrung und Optimierung eines praxisorientierten PBL-Moduls im Life-Science-Bereich},
  series = {Zeitschrift f{\"u}r Hochschulentwicklung (ZFHE)},
  volume    = {11},
  journal   = {Zeitschrift f{\"u}r Hochschulentwicklung (ZFHE)},
  number    = {3},
  pages     = {107 -- 121},
  subject      = {Life Science},
  language  = {de}
}
@inproceedings{LeebLeitnerPichleretal.,
  author    = {Leeb, Christine and Leitner, Rita and Pichler, Verena and Huber-Gries, Carina and R{\"u}nzler, Dominik and Jesenberger, Veronika},
  title     = {Einf{\"u}hrung und Optimierung eines praxisorientierten PBL-Moduls im Life-Science-Bereich},
  series = {Proceedings des Kongresses Problem-Based Learning 2016 PBL - Kompetenzen f{\"o}rdern, Zukunft gestalten},
  booktitle = {Proceedings des Kongresses Problem-Based Learning 2016 PBL - Kompetenzen f{\"o}rdern, Zukunft gestalten},
  subject      = {Life Science},
  language  = {de}
}
@misc{LeebLeitnerPichleretal.,
  author    = {Leeb, Christine and Leitner, Rita and Pichler, Verena and Huber-Gries, Carina and R{\"u}nzler, Dominik and Jesenberger, Veronika},
  title     = {Einf{\"u}hrung und Optimierung eines praxisorientierten PBL-Moduls im Life-Science-Bereich},
  subject      = {Life Science},
  language  = {de}
}
@misc{FriedrichLakicPraehauseretal.,
  author    = {Friedrich, Robin and Lakic, Nevana and Pr{\"a}hauser, Linda and Schweitzer, Karoline and Olscher, Christoph and Monforte Vila, Xavier and Leitner, Rita and Gepp, Barbara},
  title     = {Effects of Plastic on the Freshwater Snail Biomphalaria Glabrata},
  series = {SETAC Europe 32nd Annual Meeting in Copenhagen, Denmark from 15 - 19. May 2022},
  journal   = {SETAC Europe 32nd Annual Meeting in Copenhagen, Denmark from 15 - 19. May 2022},
  subject      = {Ecotoxicology},
  language  = {en}
}