Teach Labs Remotely


Teach Lab-Based and Performance-Based Courses Alternatively

This guide is meant to provide you some resources and does not go into great detail. It is meant to provide you with key concepts to keep in mind when transitioning to remote delivery labs and website in which you can look for existing labs and resources. It is intended to assist with getting you started.

You will want to focus on what is important and what are the critical outcomes you want students to learn. You will likely be shifting from focusing on the "how to" do the lab and manipulate tools, measuring chemicals, performing tasks, etc. to more on "analyzing results" and what is the outcome of the lab.

There are a lot of great resources and websites that share certain labs such as dissecting or chemistry simulations.

Southeast Resources

  • JoVE: The JoVE collection is a video library of scientific fundamentals demonstrations in STEM. Kent Library was contacted by them and JoVE is offering access to their Video Library free through June 15th. Please be looking for updates regarding JoVE.
  • JoVE has made its educational video content available through Jun. 15, 2020. That includes free access to the three types of resources: JoVE Core, a video textbook that covers core concepts in biology and social psychology to improve learning comprehension; JoVE Science Education, a collection of easy-to-understand video demonstrations in eight STEM fields; and Lab Manual, curriculum for introductory biology lab courses. The company is also making its curriculum specialists available to help faculty map JoVE videos to their curriculum at no charge.
    https://info2.jove.com/requestaccess

Virtual/Alternative Lab Resources


Alternative Lab Activity Ideas

  • Lab Project where students create “something” that was/is being covered in the lab
    • I.e. instead of just having your students take a quiz on the parts of the muscle you could have them create their own and let them pick and choose household items they have laying around. Then require the students to take a picture of their newly created muscle and make them describe the different components of the muscle, and why they selected the material they did for that component.
  • Have students gain a better understanding of the actual lab equipment
    • I.e. if you are teaching a welding lab maybe you talked about the external components of the welder, but have you ever had the students look at all the internal parts and their importance. Students could be quizzed, or each student/small group could create an unlisted YouTube video about the different parts
  • Recording yourself completing the lab
    • If you have the ability to complete the lab yourself (either at home or safely at the University), you can record yourself completing the lab. You can use a video editing software (OBS is an open source software that works great!) to edit and add text or vocals to your video. You may find it more helpful to record the lab with no sound, then during editing you can voice over the video to create the best possible sound quality.

Creating Lab Videos? - What to Consider

  • Video length - Keep it short
    • Guo et al. (2014) observed that the median engagement time for videos less than six minutes long was close to 100%. At 9-12 minutes that was roughly 50%, and from 12-40 minutes that was down to 20%
  • Style
    • Use a conversational style also known as the personalization principle by Richard Meyer. This states that the use of conversational rather than formal language during multimedia instruction has been shown to have a large effect of students’ learning, perhaps because this style encourages students to develop a sense of social partnership with the instructor (narrator) that leads to greater effort and engagement (Meyer, 2008)
  • Make sure the video feels worthwhile
    • This is going to be an incredibly difficult task for instructors as you all rush to find learning experiences for your students using a different modality that you started the semester off doing. However, creating your own videos rather than using someone else's is that to students it will feel like the material was made specifically for them. If you are reusing video from another source students may not feel as connected to the content.
Source: Brame, C.J. (2015) Effective educational videos. Retrieved 3/17/2020 from https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-video