Educators often struggle when teaching cellular and molecular processes because typically they have only two-dimensional tools to teach something that plays out in four dimensions. Learning research has demonstrated that visualizing processes in three dimensions aids learning, and animations are effective visualization tools for novice learners and aid with long-term memory retention. The World Wide Web Instructional Committee at North Dakota State University has used these research results as an inspiration to develop a suite of high-quality animations of molecular and cellular processes. Currently, these animations represent transcription, translation, bacterial gene expression, messenger RNA (mRNA) processing, mRNA splicing, protein transport into an organelle, the electron transport chain, and the use of a biological gradient to drive adenosine triphosphate synthesis. These animations are integrated with an educational module that consists of First Look and Advanced Look components that feature captioned stills from the animation representing the key steps in the processes at varying levels of complexity. These animation-based educational modules are available via the World Wide Web at http://vcell.ndsu.edu/animations. An in-class research experiment demonstrated that student retention of content material was significantly better when students received a lecture coupled with the animations and then used the animation as an individual study activity.

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We describe a technique for automatically constructing a taxonomy of word senses from a machine readable dictionary. Previous taxonomies developed from dictionaries have two properties in common. First, they are based on a somewhat loosely defined notion of the IS-A relation. Second, they require human intervention to identify the sense of the genus term being used. We believe that for taxonomies of this type to serve a useful role in subsequent natural language proce,sing tasks, the taxonomy must be based on a consistent use of the IS-A relation which allows inheritance and transitivity. We show that hierarchies of this type can be automatical!y constructed, by using the semantic category codes and the subject codes of the Longman Dictionary of Contemporary English (LDOCE) to disambiguate the genus terms in noun definitkms. In addition, we discuss how certain genus terms give rise to other semantic relations between definitions.