VIRTUAL LABS Models for Virtual Laboratories

Overview

The resources for laboratory course demonstrate that there are many ways to approach virtual laboratories. The different approaches are covered below.

Simulations

Simulations

A simulated laboratory experiment is one in which students can manipulate the mouse to carry out simulated experiments, such as dissections or chemical lab procedures. These are available online for free or purchase, or faculty may create their own.

Jenny Poor used simulations in the spring 2020 semester to demonstrate the principles of physics. While it is preferable for students to do these procedures in person, they were useful to provide students with exposure to the desired content. In some cases, students had better outcomes with the virtual simulations than in past years.

In the list of resources, there are simulations for almost every scientific discipline. Note that Butler does not support Flash viewers. Simulations in HTML5 work well. Many simulations have been converted to HTML5, although some sources have a combination of Flash and HTML5. If you are interested in simulations, you may have to try a few before you get one in the right format.

Kits

Kits

Lab kits are collections of materials that students can use at home or in a lab to carry out scientific experiments. The kits can be pre-ordered from a commercial supplier, created from materials at Butler and sent to students, or made by students with supplies available at home.

One commercial source for mail order kits is Carolina Distance Learning. Their kits come with all the supplies and materials for an experiment as well as an insurance policy. They guarantee the safety of the materials and procedures they make available. Mike Trombley ordered kits from Carolina for a summer course, and found that they arrived late due to increased demand as a result of the pandemic.

Kali Veness sent materials to students in the PA program. She noted that it was most helpful for students when they used the materials with live Zoom guidance.

Chris Stobart created his own kits for his summer 2020 courses. He purchased the materials, assembled the kits and sent them to students enrolled in his course. According to Chris, the kits are working well for his course.

Another way for students to access materials to carry out their experiments at home is to have them use supplies from their kitchen or pantry. Mike Samide used this method in his CH106 course this spring.

Video Demonstrations

Video Demonstrations

Video demonstrations of laboratory techniques can be helpful if students are unable to conduct the technique in person and to assist students at home. A variety of video demonstration resources are available online, and faculty can create their own.

YouTube is a useful resource for video demonstrations of lab techniques. Both Mike Trombley and Chris Stobart used YouTube as a resource for their summer courses.

If videos are not available online, faculty may consider making their own. For more information contact Mike Samide, Libby Davis, Stacy O'Reilly or Mike Trombley and Chris Stobart.

An easy way to film your own video is to use your smart phone or tablet. During the spring 2020 semester, Kali Veness and Catherine Pangan used their cell phones to make videos for their students. Both found creative ways to support their cameras while proceeding with the demonstration.

The Center for Academic Technology can provide technical resources for faculty seeking to film their own demonstrations. For example, they have several GoPro cameras for faculty use, small tripods, and cell phone holders to assist faculty with filming their own demonstrations.

Data analysis

Data Analysis

In some cases, analysis of data is the primary desired student learning outcome. In that case, existing data sets are useful for modifying existing labs or developing new data analysis assignments.

Jeremy Johnson used this technique during the Spring 2020 semester. He used Panopto and Zoom to provide explanations of data analysis and assignments. In addition, instead of the normal independent lab projects, he had students use journal articles to develop short research proposals. The students were responsible for reading and scoring each other's proposals.

Another option is to consider embedding data in a video that students need to collect as they proceed through laboratory. In this fashion, students can be more active participants in the video than passive video watchers.

Zoom

Zoom

Due to time differences, synchronous zoom sessions may be a challenge for running a laboratory. However, some faculty noted that they are useful for short problem solving sessions or troubleshooting a laboratory procedure. In addition, any synchronous zoom session can be recorded to enable students to view the meeting asynchronously if needed.

Pros and Cons

Each model for virtual laboratories has advantages and disadvantages. For a list of pros and cons, see here.

Summary

There are multiple ways to engage students if a virtual laboratory experience is necessary. One final thought is that any virtual solution should be engaging for students. For example, multiple media options in concert with interactive activities will likely be more meaningful to students than a simple video to watch or text to read.

If you have further questions, please ask your peers for brainstorming new ideas and sharing ideas and techniques.

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