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Title:

Virtual Labs

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Virtual Labs Alim John Beveridge Yunn Chyi Chao Stephanie Gerson Keri Morgret Learning Problems Difficulty conceptualizing dynamic processes of human body. – PowerPoint PPT presentation

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Title: Virtual Labs


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 products 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 Hellers 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
Support Mechanisms
  • Teacher training
  • Student training

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
Improvements
  • 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

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