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Virtual Labs

Virtual Labs. ‘Alim John Beveridge Yunn Chyi Chao Stephanie Gerson Keri Morgret. Learning Problems. Difficulty conceptualizing dynamic processes of human body. Failure to formulate overall, systemic perspective (“big picture”). Absence of laboratory activities in physiology course.

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Virtual Labs

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  1. Virtual Labs ‘Alim John Beveridge Yunn Chyi Chao Stephanie Gerson Keri Morgret

  2. Learning Problems • Difficulty conceptualizing dynamic processes of human body. • Failure to formulate overall, systemic perspective (“big picture”). • Absence of laboratory activities in physiology course

  3. Design Decisions • IMPORTANT: no formal conceptual framework underlying product’s design. • Based on pragmatic experience of project leaders (15 years of teaching).

  4. Design Decisions • Process of design very evolutionary. • Originally designed to only simulate laboratory experiments. Hence the name.

  5. Design Rationales • Didactic content: based on lecture & textbooks. • Focus on concepts identified as difficult by focus group. • Interface: Professor Heller’s needs.

  6. Design Rationales • Animation: unique capacity of animation to model dynamic processes. “Wow-factor” • Games: apparent popularity and excitement of computer games • Quizzes: self-assessment

  7. Theories Kozma: Media • Users can set their own pace and take the path they choose. • Pictures: encode more information than text. More memorable

  8. Theories Kozma: Media • Animation • Helps build dynamic mental models of phenomenon. • Interaction • Allows users to learn about cause and effect.

  9. Theories Mallone: Motivation • Interface: Control • Animation: Sensory Curiosity • “Water Balance” Game: All four

  10. Strengths • Good use of graphics, animations and simulations. • Allows user-manipulation, making choices and controlling. • Other support. E.g. notepad – also serves as a bookmark to the content.

  11. Weaknesses • Design principles • Content is fragmented • Lack of supporting and meaningful activities to the simulations/animations. • Content and structure • To be used as a supplement or stand-alone product? • User interface • Screen is too crowded and noisy • Unclear instruction of the activities.

  12. Recommendations for Usage • Context • Teacher as facilitator • Alternate textual support • Auxiliary class activities

  13. Teacher training Student training Support Mechanisms

  14. Questions • How does VL fit in with the course? • Why is VL content valuable? • Specifically, how do components of VL correlate with course lessons and book chapters?

  15. Student-student interaction Sensory interactivity Note printing Search engine Difficulty levels Progression Helper function Zoom function Live visuals Menu bar User manual for teachers, students Improvements

  16. Novel Suggestions • Closure / culmination • Character • Metacognitive development • Possible use of agents • User control of media

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