“it’s a lot more realistic than you’d imagine” “its really clean and very expensive...
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“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” - PowerPoint PPT PresentationTRANSCRIPT
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http://www.le.ac.uk/SWIFT
Phase 1 - Laboratory inductionLab
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 inductionConclusions
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 inductionConclusions
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 inductionConclusions
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 inductionConclusions
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 &
equipmentPhase 1 - Laboratory induction (pilot with first year Biological Sciences students).
SWIFT Phases
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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
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http://www.le.ac.uk/SWIFT
SWIFTSecond World Immersive Future Teaching
Dr. Paul D RudmanDr. Suzanne P LavelleProf. Gilly SalmonProf. Annette Cashmore