barry ryan_alternative laboratories: near peer constructed technology enhanced labs

Alternative Laboratories: Near Peer Constructed Technology

Enhanced Labs.

Dr. Barry Ryan.(@CBS_Lecturer)

College of Sciences and Health,Dublin Institute of Technology.

If you are looking for this Irishman interested in Chem Ed research....

WARNING!!!

You should go to Room 5!

Alternative Laboratories: NP TEL Labs

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TE-Game Based Learning.Multi-Level Approach: Participants

Image attribution: http://www.sohood.com

Action….response…reaction

Rewarding upon completion

Incrementally harder with each level

Challenging, but achievable with practice

ViCE-PHEC 2014

TE-Game Based Learning.Multi-Level Approach: Participants

Recall how you felt when you were a child playing and imagining….

…What if…..????

• free to fail, • free to experiment, • free to fashion identities, • free to chose how much effort they put into play, • free to interpret the play situation whichever way they want.

TE-Game Based Learning: Five Freedoms of Play.

Klopfer et al., (2009)

Klopfer, E., Osterweil, S. & Salen, K. (2009). Moving Learning Games Forward: Obstacles, Opportunities, and Openness. Massachusetts Institute of Technology; Cambridge, MA: The Education Arcade Publishers, pp.4-6.

TE-Game Based Learning: Game Playing and Learning.

What gaming skills can be transferred to the learning environment:

• Collaboration • Problem solving

• Communication• Critical thinking

• Engagement• Creativity

Image attribution: Efraimstochter Image attribution: platinumportfolio Image attribution: 134213/84

Are these not some of the key skills we want every student to develop in every module?

• Analyse and synthesize several multimodal sourceson the subject content.

• Brainstorm, conceptualize, create, implement andevaluate their idea(s).

• Reflect and refine not only their design, but alsotheir understanding.

To effectively create a student must:

TE-Game Based Learning: Students as Creators of Learning.

Level Four: Designers and Developers of the Curriculum:• Near Peer Curriculum Change Agents.


Pre laboratory resources and their effect.

Brief: Aid first year UG lab preparation.

Change Agent:Create a suite of online interactive resources and videos Identify and select “threshold concepts”Trial and EvaluateRecommendations and re-iterate.



Identify and select “threshold concepts”

Method: Surveys, questionnaire, personal reflection and interview

Cousin (2006)

Image attribution OpenClips

Result: Three problem areas for RLOs.

1. Calculations2. Measurements3. Reaction Purification


Conclusions: • Students appreciated RLOs• Benefit to Yr1 UG students• Preparation or ‘Just in Time’?• Bias (Moderator Acceptance) and ‘Scaleability’


Evaluation

Ethically collected data via survey and focus groups. Image attribution Geralt

Did you find the RLOs helpful?

n=32


https://goo.gl/PDbJlJ


Result: Evolution of a traditional lab into an AR/SBL TEL lab.

1. Initial workshop to introduce concept and technology2. AR to drive inquiry and guide student learning3. Student driven lab and evaluation

Laboratory redesign to incorporate AR and PBL.

Remove ‘cook-book’ nature of labs and enhance student independence in labs

Method: Develop an augmented reality enhanced lab



How to create an Aura?

Step One: The Trigger.



Step Two: The Overlay (a.k.a. Content).

Note: Aurasa Studio or Aurasma App



Step Three: Create Channel and Name Aura.


Augmented Scenario Based Learning.

• “who did it?” scenario*

• Core Competency = TLC

• No student manual!

• Project student developed/optimized

• Blend science & pedagogical research

*McDonnell, C., O’Connor, C., & Seery, M. K. (2007). Developing practical chemistry skills by means of student-driven problem based learning mini-projects. Chemistry Education Research and Practice, 8(2), 130-139


Research Question and Methodology.

Can augmented reality be used to improve first yearundergradute students perceived understanding of a chemistrylaboratory experiment?

• Investigative case study (n= 17; M9: F:8 )

• Quantitative and qualitative data collection methods

• 12 Weeks (Design, Develop, Execute and Evaluate)


Key Research Findings.

Thematic analysis (Braun and Clarke, 2006) converged on threethemes, following triangulation and data saturation:

• Student lab preparation

• Visual aids to learning

• Confidence


Key Research Findings: Student lab preparation

Without AR

With AR

Do you prepare for labs?• Low % in depth pre-lab prep

• Hangover from second level

• Manual: Confusing, too ‘scientific’

• Multiple labs to prep/week


Key Research Findings: Visual aids to learning

Before AR lab

After AR lab

Do you use visual aids to help you learn?

• “See” how to carry out technique

• Health and Safety reminders

• ‘Green fingers’ tips

• ‘Just-in-time’ learning

• Pause, Consider, Rewind, Replay


Key Research Findings: Confidence

Without AR

With AR

Are you confident in lab skills?

• Confidence leads to learning(Chesser-Smyth, 2013 and Rasul, Bukhsh & Batool, 2011)

• Biggest fear: making mistakes

• Support & Guidance in lab

• Optimal use of lab time

• Cognitive load reduction

Chesser-Smyth, P. (2013). Student life - How to build self-confidence. Nursing Standard, 27, 64-64.Rasul, S., Bukhsh, Q. & Batool, S. (2011). A study to analyze the effectiveness of audio visual aids in teaching learning process at uvniversity level. Procedia - Social and Behavioral Sciences, 28, 78-81.

Conclusions: • Improved ‘perceived’ learning (RQ = Yes!)

• Initially struggled with ‘lack of structure’• Novelty factor or real alternative?• Bias (Moderator Acceptance)

Recommendations: • Use AR to help all types of learners (e.g. VARK scale)

• Blended use of AR, integrated into more traditional manuals

Laboratory redesign to incorporate SBL and evaluate.


TEL always = engagement?

AR in the Lab: points to consider….

Requirement for internet connectivity• Data plans?

Students with Smartphones• In the lab?

Resource development• Reuse existing?


http://www.smartlabtoys.com/smartphone-science.html

Potential alternative uses of Aurasma in STEM education

• Interactive journal article• Animated diagrams• Visual ‘instrumentation SOPs’• Engaging ‘notes’• Entry and Exit tickets• ‘Visible’ thinking and worked examples• Augmented poster presentations• …………

…any more?


Thanks and acknowledgements:

Image attribution Nemo

Alice Lynskey (DT422 Pharmaceutical Healthcare graduate, 2015).Sarah Fitzpatrick (DT420 Nutraceuticals graduate, 2013).

All the staff and students based at DITs Cathal Brugha St campus.

The support and guidance from the Learning, Teaching andTechnology Centre, Aungier St, DIT.

Comment, Questions, Collaborations?

@CBS_Lecturer / [email protected]


If you put your

mind to it, you

can accomplish

anything.-- Marty McFly

@CBS_Lecturer