Adding pedagogic value to virtual experiments: examples from the QuVis simulations

1. Adding pedagogic value to virtual experiments: examples from the QuVis simulations • Antje Kohnle, University of St Andrews • www.st-andrews.ac.uk/physics/quvis • Workshop on Remote Experiments for HE: 17 April 2015

2. 17 simulations 50 simulations 18 simulations NEW: sims for touchscreens One collection embedded in a full curriculum at quantumphysics.iop.org developing introductory quantum theory using two-level systems Kohnle et al., Eur J Phys, 35, 015001 (2014) research-based;freely available for use online or download; introductory to advanced level

3. Outline • Adding pedagogic value: • multiple representations • implicit scaffolding • making the invisible visible • goals and in-built challenges • evaluation and refinement • www.st-andrews.ac.uk/physics/quvis

4. Helping students make connections between multiple representations

5. Helping students make connections between multiple representations

6. Helping students make connections between multiple representations

7. Implicit scaffolding to guide students towards the learning goals and promote student-driven inquiry • Simple startup configuration to encourage exploration. • Controls typically explored from top to bottom, left to right (Saffer 2010). Progress from simpler to more complex situations. • Extreme cases often explored first. Use illuminating limiting cases. • Group related quantities. • Avoid extraneous material not required for learning goals. Reduce complexity to focus on key ideas. • User-controlled text explanations on demand. • Easily clickable controls to avoid frustration • Clear measurements or Reset button to create a safe environment. • www.st-andrews.ac.uk/physics/quvis

8. Implicit scaffolding to guide students towards the learning goals

9. Making the invisible visible: promoting the development of models Kohnle et al. 2013 PERC Proceedings

10. Using goals and in-built challenges to promote engagement and deep learning

11. Using goals and in-built challenges to promote engagement and deep learning Kohnle et al, Am. J. Phys, in press • www.st-andrews.ac.uk/physics/quvis

12. Using goals and in-built challenges to promote engagement and deep learning

13. Using goals and in-built challenges to promote engagement and deep learning

14. Evaluation and refinement using student feedback key in developing educationally effective resources • Coding • considers research on • student difficulties • interaction design • visualization • physics student coders • iterative revisions during coding • revisions to all simulations and activities wherever appropriate • In-class trials • revisions • ideas for new simulations • Initial design • Observation sessions Kohnle 2014 GIREP-MPTL Proceedings

15. The potential of pairing remote labs with interactive simulations • Remote labs: • hands-on experience with real lab equipment, data-handling • Accompanying simulation allows students to: • Refine mental models by making the invisible visible • Explore a wide range of parameters that would otherwise be difficult to change. • Compare outcomes of experiments for different models.