Virtual labs are equivalent to authentic labs. (pro)

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Virtual labs are equivalent to authentic labs.
(pro)

• John Olson
• Afrodita Fuentes

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Position Statement (Intro)

• By its very design, a virtual lab cannot be
  identical to an authentic wet lab. However, by
  weighing the many benefits of a virtual lab
  against the traditional wet lab, an argument can
  be made that virtual labs are equivalent in value
  to the learner because they address different
  learning styles and offer a more flexible and
  open ended environment for inquiry.

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Virtual labs flexibility (Intro)

• can be conducted anytime and anywhere
• No time is needed for equipment set-up wait
  time for results
• lessen safety issues without the use of dangerous
  chemicals
• Lower cost no lab equipment, materials, and lab
  space necessary

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Virtual Labs personalization (Intro)

• every student actively participates
• multiple scenarios can be presented for students
• students can repeat the experiment multiple times
• students receive prompt personalized feedback

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Virtual Labs personalization (Intro)

• provide boundaries and guide towards
  instructional goals
• limit the range of exploration to something
  manageable and challenging, but still allow for
  inquiry, exploration, and discovery

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End Introduction
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Cookbooking

• A significant fraction of students go through
  these (wet) laboratories with little thought
  about what they should learn, but narrowly follow
  the written directions for and experiment to get
  the expected results (affectionately called
  cookbooking).

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Factors driving cookbooking

• The study further suggested that a prime factor
  behind this tendency to cookbook is the
  rigidity imposed upon instructional laboratories
  by severe time constraints, large numbers of
  students, costs, environmental considerations,
  and safety considerations. (Woodfield, et al,
  2004 The Virtual ChemLab Project )

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Scope of Virtual Laboratories

• ChemLab Project is not to teach laboratory
  technique but instead focus on the what,
  when, and why of experiments. Woodfield, et
  all
• designed to connect theory with practice and to
  teach cognitive thinking skills.

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Scope of Virtual Laboratories

• With the virtual lab, students dont have to
  worry about messing up or about wasting time and
  materials, and have the ability to create
  multiple scenarios

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Research Supporting VLNorthwestern University

• The study compared electronic engineering
  students using computer aided simulation software
  with traditional hands on laboratory equipment.
  (Hall, T. M., 2000)
•  Mean scoring results showed no difference in the
  scores between the two groups.

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Research Supporting VLNorthwestern University

• Overall students did not believe that either of
  the two environments was significantly better for
  learning the objective of the lab or the relevant
  theory.

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Research Supporting VLNorthwestern University

• Perhaps the most compelling pro VL argument in
  Halls research were his comments on recent
  experiences with the local and regional job
  market for Northwestern States EET graduates.
  Employers are expecting more computer based
  design and problem-solving skills than ever
  before. Virtual labs may in this circumstance
  be preferable to hardware labs.
• .

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Research Supporting VLThe Virtual ChemLab Project

• Analysis of the data determined that students
  who used the inorganic simulation believe that
  the program increases their ability to apply the
  principles and understanding they acquired in the
  classroom to a problem solving setting.
  (Woodfield, et all 2004).

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Research Supporting VLUniversity of Texas

• Vickie Freeman, chairwoman of clinical laboratory
  sciences and the Medical Branchs School of
  Allied Health Sciences commented about the
  effectiveness of virtual laboratories.

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Research Supporting VLUniversity of Texas

•  ..students dont have to worry about ruining
  expensive bacterial culturesthey are part of a
  computer simulation Were actually able to give
  them more variables than we would in a clinical
  laboratory. Virtually we can re-create any
  circumstances we want.
• .

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Research Supporting VL University of North
Carolina

• Online students do chemistry projects at home in
  their kitchen and report back results to their
  instructors via the internet.
• Professor Reeves commented that they are also
  learning at least as much as they would learn in
  an on-campus chemistry lab.
• (Carnevale, D. 2003 p. 9)

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Research Supporting VL University of North
Carolina

• online students outperformed on-campus students
  on the final exams and on the in-lab practical
  exams that Reeves gave to some of the distance
  learners.

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What students have to say

• 75 of the students like the simulation program
  for many reasons it allowed them the freedom to
  explore, to focus on underlying chemistry
  principles, to repeat procedures, and it was
  easy to use.

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What students have to say

•  Another stated that It also is interesting to
  try a bunch of experiments while they are all
  fresh in your mind and have them work out quick
  so you can fully analyze everything all at once
  and recognize the main point.

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What students have to say

• One student surveyed stated that I found that
  trial and error is a viable option, and I was
  much more apt to run several trial runs since
  they were easier to do than in a wet lab.
•   For the first time, these students learned the
  value of trial and error and of gathering and
  analyzing multiple pieces of data to decide
  which experimental procedures will achieve the
  desired result.

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What students have to say

• Students liked the fact that virtual reactions
  were quick, and could be repeated multiple times,
  so they were more confident in their results.

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What students have to say

• Many students also reported that the simulation
  increased their understanding of the subject
  matter and improved their ability to think like
  chemists.

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Learning modalities addressed

• The use of a VCL program is beneficial to
  students. Students showed a better comprehension
  of the techniques and basic concepts used in
  their laboratory work. Use of VCL especially
  contributed to improving the work of those
  students who have the greatest learning
  deficiencies.
• (Martinez-Jimenez, Pontes-Pedrajas, Polo,
  Climent-Bellido, 2003)

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Learning modalities addressed

• Allows for a wider variety of learning styles
• Allows students to explore and experiment

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End Position Section
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Summary Benefits of Virtual Labs

• Complements the traditional methods.
• It permits the reflective self training of
  students throughout their individual work

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Summary Benefits of Virtual Labs

• Creates a viable option for distance learners.
• Provides practical experience by connecting the
  theory taught in the classroom with the real
  world of the laboratory.

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Summary Benefits of Virtual Labs

• Addresses the problem of overcrowded classes.
• Allows instructors to focus on the explanation of
  basic theories and reduces the time devoted to
  instrument operation and technique.

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Summary Benefits of Virtual Labs

• Provides a realistic learning environment for
  different learning styles
• Teaches the cognitive processes (or analytical
  skills) that form the foundation of chemistry and
  other laboratory sciences.

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Summary Benefits of Virtual Labs

• A simulated environment helps overcome the
  tendency of students to cookbook by reducing
  many of the constraints of wet labs including
  costs, environmental and safety considerations.

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Summary Research Supporting VLKeller Keller

• Virtual labs offer more student guidance,
  immediate support, tracking, accountability.
  No student is left waiting for the teachers
  instructions and no student waits for the others
  to do everything in the group.

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Summary Research Supporting VLKeller Keller

• Virtual labs can provide boundaries to
  exploration that gently channel students toward
  instructional goals while allowing real science
  to take place

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Summary Research Supporting VLKeller Keller

• Teachers can provide a variety of scenarios for
  students to choose. Exploration may be limited
  but manageable and open for inquiry, exploration,
  and discovery.

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Summary Closing thought

• It would appear that we have reached the limits
  of what it is possible to achieve with computer
  technology, although one should be careful with
  such statements, as they tend to sound pretty
  silly in 5 years.
• John Von Neumann (ca. 1949)