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2. “What role has online learning in enabling students to acquire the practical skills in an e-enabled world.” Susanne Boyle, Senior Manager Learning, Teaching and Professional Skills & Director of Jorum. mimas.ac.uk

3. Some Challenges in STEM curricula include: • Relatively large groups in practical settings. • Practicalities of gaining experience of specialist environments e.g. Pharmaceutical manufacturing plants. • Multiple learning styles. • Limited opportunity to use complex laboratory equipment. or re-visit a “crime scene” or field trip experience. • Inaccessibility of laboratories outwith normal working day. • Aim: Improvement of STEM student experience by using e-approaches to enhance teaching, learning and assessment strategies. mimas.ac.uk

4. Blended Learning Approach to Inculcate Confidence and Competency in Laboratory Practical Skills . The strategy focused around laboratory skills acquisition e.g. pipetting; spectroscopy, construction of calibration lines with a cohort of Stage 2 undergraduate MPharm students. A blended learning approach supported the needs of multiple learning styles. Introduced to complement a novel summative practical skills assessment in Biochemistry. Traditional laboratory practical sessions. Student groupings of 4-5. Max 45 students per 3 hr session Facilitated by 3 staff Digitised text chapters, accessed via Moodle, to ensure accessibility of core materials requiring private students study. Online Articulate quizzes, accessed via Moodle and bespoke online videos demonstrating set up and operation of key lab equipment. mimas.ac.uk

5. Student Feedback: • “The majority of the experiments were for 4 or 5 people but you could actually do it on your own or in pairs so thought this was a little pointless and also meant if there were people in the group who liked to take the lead, others would simply not get a turn and be left behind. “ • “The quizzes provided on Moodle which gave good examples of test and exam style questions were particularly useful both in assessing understanding of particular topics and in preparation for the examination and skills test—would have been useful to have these for other modules” • “The videos were very helpful” • “Being able to access the videos and quizzes in my own time helped me revise and reduced the assessment stress” • Boyle SP. 2012 Creative Education Vol 3; 908 - 991 mimas.ac.uk

6. Augmented Reality: Medicine, Pharmacy & Health Sciences Augmented Reality (AR) enables primary sources to be explored in situ or remotely with significant enrichment of 2D or 3D objects. Building on the success of the Special Collections (SCARLET) project we are collaborating on a number of projects which exploit the application of AR pharmacy, science (ERASMUS+ project) and interprofessional education. To support 3D object recognition allowing layering of anatomical recognition. To support interactive learner materials (Prescribing Skills ibooks) Provide instructional demonstrations e.g. cannula insertion, OSCE station activities and geology field trips. mimas.ac.uk

7. Discovery Geology Field Trip Augmented Reality (AR) Offers great potential as a means of enhancing user experience during field trips. Hope Valley Field Trip Augmented Reality (AR) App Enhances walking experience Includes expert academic quality Feature finder identifies fossil, oil deposits and minerals mimas.ac.uk

8. Enabling Effective Sharing of Quality Digital Resources Jorum is a strategic repository service supported nationally by Jisc. Used effectively Jorum has the potential to bring significant sector efficiencies & greatly widen the access to quality e-resources for STEM practitioners and students. mimas.ac.uk