6. Explore ways to deliever lab experiences

The purpose of the Lab module is to help you plan the lab experiences that need to be integrated into your course. Laboratory classes provide students with hands-on experience with course concepts and with the opportunity to explore critical practices of their discipline. Labs can take a number of forms including science labs, language, child behavior, nursing simulations.  Online labs bring particular challenges and opportunities that differ from those in a standard classroom environment.  

That said, just as you would in any course environment, let your learning objectives and your plans for assessing student learning (formative & summative) guide the design of your lab.

Go to lab experience lesson

 Instruction

Lesson Topics

Visit each one of the following pages to learn more about each lesson outcome

Objectives: By the end of this lesson you will be able to: 

    1. Identify the student learning outcomes & experiences that need to be integrated into your course and any student learning outcomes.  
    2. Identify the online strategies that work best for your lab.  
    3. Outline the plan for your lab.  

Resources

General: 

ECU Faculty Presentations on Pedagogy and Canvas 

Open Educational Resources: 

Repositories of Resources: 

Tools (More are in the repository section): 

 Try it

Complete an action plan by listing your Learning Outcomes, Activities, Assessments, and Delivery tools.

 

 References & Acknowledgments

References

N Baker and J Verran (2004). The future of microbiology laboratory classes—wet, dry, or in combination? Nature Reviews Microbiology 2, 338-42. 

L Gomes and S Bogosyan (2009). Current trends in remote laboratories. IEEE Transactions on Industrial Electronics 56, 4744-4756. 

Z Hossain, X Jin, EW Bumbacher, AM Chung, S Koo, JD Shapiro, CY Truong, S Choi, ND Orloff, P Blikstein, and IH Riedel-Kruse (2015). Interactive cloud experimentation for biology: An online education case study. CHI 2015 https://web.stanford.edu/group/riedel-kruse/publications/Hossain_2015_Chi_Physarum_Cloud.pdf. 

D Kennepohl, J. Baran, M. Connors, K. Quigley, and R Currie (2005). Remote access to instrumental analysis for distance education in science. The International Review of Research in Open and Distributed Learning 6, http://www.irrodl.org/index.php/irrodl/rt/printerFriendly/260/404. 

Martinez-Jimenez, P., Pontes-Pedraja, A., Polo, J. and Climent-Bellido, M. S. Learning chemistry with virtual laboratories. J. Chem. Educ. 80, 346–352 (2003). 

RE Mayer and R Moreno (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist 38, 43-52. 

K Millis, C Forsyth, H Butler, P Wallace, A Graesser, and D Halpern (2011). Operation ARIES!: A Serious Game for Teaching Scientific Inquiry. In Serious Games and Edutainment Applications, eds M Ma, A Oikonomou, and LC Jain. Springer pp. 169-195. 

Sommers, B. A. & Sommers, R. A virtual lab in research methods. Teach. Psychol. 30, 171–173 (2003). 

Acknowledgments

Teach Remotely:  Dartmouth.  This site was originally adapted from Indiana University’s “Keep Teaching” resource by Dartmouth ITC’s Learning Design and Technology team in partnership with the Dartmouth Center for the Advancement of Learning. If you have comments, questions, or feedback, please email learning.design.tech@dartmouth.edu. This works is licensed under a Creative Commons Attribution Non-Commercial 4.0 license — meaning anyone copy and redistribute the material as long as you give appropriate credit and do not use the material for commercial purposes. (by Trustees of Indiana University and Trustees of Dartmouth College). Other contributors are cited on each resource. Please give credit where credit is due. 

University of Vanderbilt – Licensed under a Creative Commons Attribution-Non-Commercial 4.0 International License. Photo Credit: Shadab via Compfight cc 

Module 7 – Development