Rudman et al - alt-c_2010
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Transcript of Rudman et al - alt-c_2010
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http://www.le.ac.uk/SWIFT
SWIFTSecond World Immersive Future Teaching
Dr. Paul D Rudman
Dr. Suzanne P Lavelle
Prof. Gilly Salmon
Prof. Annette Cashmore
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http://www.le.ac.uk/SWIFT
Real-world genetics laboratories
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http://www.le.ac.uk/SWIFT
Learning goals
Laboratory environment & equipment
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http://www.le.ac.uk/SWIFT
Learning goals
Carry out experiments & evaluate data
Laboratory environment & equipment
![Page 5: Rudman et al - alt-c_2010](https://reader030.fdocuments.us/reader030/viewer/2022032616/55a791031a28ab30478b471e/html5/thumbnails/5.jpg)
http://www.le.ac.uk/SWIFT
Learning goals
Link to theoretical knowledge
Carry out experiments & evaluate data
Laboratory environment & equipment
![Page 6: Rudman et al - alt-c_2010](https://reader030.fdocuments.us/reader030/viewer/2022032616/55a791031a28ab30478b471e/html5/thumbnails/6.jpg)
http://www.le.ac.uk/SWIFT
Learning goals
Carry out experiments & evaluate data
Laboratory environment & equipment
Team working & communication skills
Link to theoretical knowledge
![Page 7: Rudman et al - alt-c_2010](https://reader030.fdocuments.us/reader030/viewer/2022032616/55a791031a28ab30478b471e/html5/thumbnails/7.jpg)
http://www.le.ac.uk/SWIFT
Learning goals
Team working & communication skills
Higher-level skills for experimental design
Carry out experiments & evaluate data
Laboratory environment & equipment
Link to theoretical knowledge
![Page 8: Rudman et al - alt-c_2010](https://reader030.fdocuments.us/reader030/viewer/2022032616/55a791031a28ab30478b471e/html5/thumbnails/8.jpg)
http://www.le.ac.uk/SWIFT
Higher-level skills for experimental design
Carry out experiments & evaluate data
Laboratory environment & equipment
Time Resources SpaceInteraction
(student -teacher)
Constraints
Team working & communication skills
Link to theoretical knowledge
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http://www.le.ac.uk/SWIFT
How to add extra laboratory experience?
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http://www.le.ac.uk/SWIFT
Virtual worlds (VW)
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http://www.le.ac.uk/SWIFT
Virtual worlds (VW)
Learning features:
Experience in context
Procedural skills
Group-based
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http://www.le.ac.uk/SWIFT
Virtual laboratory using Second Life® VW
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http://www.le.ac.uk/SWIFT
Learning goals
Laboratory environment & equipment
Phase 1 - Laboratory induction (pilot with first year Biological Sciences students).
SWIFT Phases
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http://www.le.ac.uk/SWIFT
Learning goals
Carry out experiments & evaluate data
Future Phase 2 - Investigation of case studies for genetic screening (first year medical students).
SWIFT Phases
Link to theoretical knowledge
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http://www.le.ac.uk/SWIFT
Learning goals
Higher-level skills for experimental design
Carry out experiments & evaluate data
SWIFT Phases
Team working & communication skills
Future Phase 3 - Problem-solving, experimental design
sessions in molecular genetics (second year Biological Sciences
students).
Link to theoretical knowledge
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http://www.le.ac.uk/SWIFT
Phase 1Laboratory induction
(pilot)
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction (pilot)
46 attended SWIFT meeting
13 participants
Participants
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http://www.le.ac.uk/SWIFT
Class survey suggests participant are representative of cohort
Sample size 119
%
Sample size 15
Phase 1 - Laboratory induction
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http://www.le.ac.uk/SWIFT
RW setupPhase 1 - Laboratory induction
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http://www.le.ac.uk/SWIFT
VW TrainingPhase 1 - Laboratory induction
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http://www.le.ac.uk/SWIFT
VW TrainingPhase 1 - Laboratory induction
Walking
Flying
Chat; Instant messaging
Friends; Groups
Landmarks; Teleport
Sit; Stand
Clothing
Camera
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Lab session
Meeting area
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Lab session
Outside lab
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Lab session
Changing into lab coats
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Lab session
Guided tour
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Lab session
Ethanol hazard
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Lab session
Group tasks
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Results
Students’ experience of the virtual laboratory
“It’s a lot more realistic than you’d imagine”
“Its really clean and very expensive looking”
“Cool! Really realistic and representative of a real lab in the university!”
“It looked very realistic; I didn’t think it would be quite that realistic, to be honest”
“It was just like playing a video game, like the SIMs or something … I do feel comfortable in it [VW]”
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Results
Students’ learning in the virtual laboratory
“There were a lot of things, like distilled water taps, that I’d never heard of before”
“And safety rules I think, that she ran over, which we do normally go over in labs, but I felt like I was learning it more.”
“When I first started labs in September I was really scared of going into the labs cause we did no [lab] work in biology in A-level ... and if we had of had this induction it would have really helped”
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Results
Students’ reflections
“If possible, next time we could do an actually experiment?”
“I was hoping to use some of the equipment I had never actually used before but all we did was look at most of them”
“There was, you know, inappropriate sort of content when I went to the welcome area when I tried it at home. But in the contained area it was really good.”
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Conclusions
1) Use the VW for its strengths (virtual location, remote collaboration; meta-data)
2) Be clear on learning aims3) Add detail according to need
Building in Virtual Worlds
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Conclusions
1) Most students had basic self-taught VW skills2) Flying and clothes were difficult3) Only teach critical skills
Virtual World Training
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Conclusions
The virtual laboratory
1) Effective as a laboratory experience2) Effective for learning and revising lab skills3) Especially useful if no lab experience
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory induction Conclusions
1) Interaction between socialisation in the real and virtual worlds
2) Addresses real lab availability; new limit is student availability
Using Virtual Worlds
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http://www.le.ac.uk/SWIFT
Learning goals
Laboratory environment & equipment
Phase 1 - Laboratory induction (pilot with first year Biological Sciences students).
SWIFT Phases
![Page 36: Rudman et al - alt-c_2010](https://reader030.fdocuments.us/reader030/viewer/2022032616/55a791031a28ab30478b471e/html5/thumbnails/36.jpg)
http://www.le.ac.uk/SWIFT
Learning goals
Higher-level skills for experimental design
Carry out experiments & evaluate data
Team working & communication skills
Future Phase 3 - Problem-solving, experimental design sessions in molecular genetics (second year
Biological Sciences students).
Future Phase 2 - Investigation of case studies for genetic screening (first year medical students).
SWIFT Phases
Link to theoretical knowledge
![Page 37: Rudman et al - alt-c_2010](https://reader030.fdocuments.us/reader030/viewer/2022032616/55a791031a28ab30478b471e/html5/thumbnails/37.jpg)
http://www.le.ac.uk/SWIFT
SWIFTSecond World Immersive Future Teaching
Dr. Paul D Rudman
Dr. Suzanne P Lavelle
Prof. Gilly Salmon
Prof. Annette Cashmore
![Page 38: Rudman et al - alt-c_2010](https://reader030.fdocuments.us/reader030/viewer/2022032616/55a791031a28ab30478b471e/html5/thumbnails/38.jpg)