Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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22 Computer-Based Resources for Learning Peter Fenrich To create an effective online lab, you may have to think differently than everyone else. Sometimes everyone else is wrong. – Irwin DeVries and Peter Fenrich Education for a Digital World 341
22 – Computer-Based Resources for Learning Learning outcomes After completing this chapter, you should be able to: • Teach practical skills effectively. • Describe typical problems you may encounter when teaching practical skills in labs. • Describe pros and cons of virtually controlling real equipment. • Design effective lab tests for online learners. • Gain acceptance for online labs. • Discuss the future of online labs. • Discuss the strengths and weaknesses of drill and practice programs, tutorials, simulations, educational games, intelligent tutoring systems, and virtual reality applications. • Develop and select instructional materials. Introduction This chapter first focuses on the viability of teaching lab, shop, and other practical skills in a virtual environment. I discuss instructional design considerations for online labs as well as how educational technology can support online learners, especially given problems with “live” labs. I also discuss ideas regarding controlling real equipment, how lab tests can be handled, and ideas with respect to articulation. I also share some thoughts on the future of online labs. The instructional design topic will address learning outcomes that focus on important skills, content areas that will be stronger or weaker than traditional labs, and strategies for effectively teaching lab skills online. I will present a variety of computer-based resources that can support learners beyond more common online strategies. These resources include drill and practice programs, tutorials, simulations, and educational games. The chapter will conclude with brief notes on intelligent tutoring systems and virtual reality applications. Online labs Online (or virtual) labs simulate traditional settings, and sometimes take students beyond what can be done in a traditional lab. In general, there are two types of labs. One simulates real experiments, equipment, or procedures, while the other lets learners access and control real equipment from a remote location. These are different from software simulations that emulate realworld scenarios such as investing money, controlling power plants, and flying airplanes. An online lab is not created simply by transferring a lab workbook to a website, allowing students to access software from different campus or off-campus locations or enabling them to submit assignments via the Internet. In this chapter, the term “lab” is used generically for any setting where practical skills are taught, such as in labs, shops, and classrooms. Some online labs let you simulate lab procedures or equipment. For example, using the computer’s mouse, students can get a beaker, put a precise amount of a specific chemical in it, and virtually carry out all of the needed procedural steps. This is useful for preparing students to carry out lab procedures efficiently in a reallife lab. One problem is that online labs are much more valuable if the learner can also see the results. It would be ideal to let learners virtually mix chemicals and to provide opportunities that would be too costly or dangerous to carry out in a real lab. However, as the number of variables increases, the complexity of online lab design and possibilities increase. Imagine all of the possibilities with all of the different chemicals mixed together in different volumes, concentrations, combinations, and sequences. You could theoretically state what would happen for each case but, for practical reasons, students would not be able to see a video clip or animation of each possibility. PROBLEMS WITH TEACHING LAB SKILLS IN TRADITIONAL WAYS There can be numerous problems when teaching practical skills in typical face-to-face labs: • When a demonstration is done, some students, such as those in the back of the class, may not be able to clearly see what is being demonstrated. • Many instructors will not show all of the possible demonstrations, due to time, cost, or equipment limitations. • Dangerous, expensive, or unavailable equipment or materials may limit what learners can see or do. • The costs of building and maintaining labs are high. – Even if a lab can be built, funds are still needed to run labs. Staff, materials, and equipment replacement due to breakage as well as wear and tear are significant. Equipment upgrades are also a costly, important consideration. • It may not be possible or practical to teach some skills. – For example, one way to teach troubleshooting involves taking components out of functioning systems, breaking them, putting them back in, and letting students determine the problem. However, 342 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts BUILDING COMMUNIT
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1 Emerging Technologies in E-learni
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3 Challenges Confronted and Lessons
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12 Articulation and Transfer of Onl
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Part 3: Implementing Technology Edu
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17 E-learning Standards Randy LaBon
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19 - Building Communities of Practi
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Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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