Enhancement of Student Learning in Experimental Design Using Virtual Laboratories: Year 3

Milo Koretsky; Christine Kelly

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Conference: 2011 ASEE Annual Conference & Exposition
Location: Vancouver, BC
Publication Date: June 26, 2011
Start Date: June 26, 2011
End Date: June 29, 2011
ISSN: 2153-5965
Conference Session: NSF Grantees Poster Session
Tagged Topic: NSF Grantees
Page Count: 10
Page Numbers: 22.617.1 - 22.617.10
DOI: 10.18260/1-2--17898
Permanent URL: https://peer.asee.org/17898
Download Count: 440

Paper Authors

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Milo Koretsky Oregon State University

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Milo Koretsky is an Associate Professor of Chemical Engineering at Oregon State University. He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels.

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Christine Kelly Oregon State University

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Abstract

Enhancement of Student Learning in Experimental Design Using Virtual LaboratoriesAbstractPresently there is a need to develop more effective ways to integrate experimental design into theengineering curriculum. To address this need, we are developing virtual laboratories that providestudents a capstone experience in which they can apply experimental design in a context similarto that of a practicing engineer in industry. In a virtual laboratory, students do not interact withreal equipment to obtain data, but rather with computer simulations of laboratory equipment, thatproduce results that can be obscured by noise. However, as opposed to being constructed as adirect one-to-one replacement, the instructional design is to compliment the physical laboratoriesin the curriculum so that certain specific elements of the experimental design process areaddressed. This NSF CCLI Phase II project builds upon the successful proof-of-concept grant tomore fully develop the virtual laboratory as a learning tool for teaching experimental design, toinvestigate its utility and to extend its effectiveness.Results are presented from two virtual laboratories, the Virtual CVD Laboratory, a simulation ofan industrial-scale chemical vapor deposition (CVD) reactor, and the Virtual Bioreactorlaboratory, based on an industrial scale bioreactor process. Qualitative assessment data in theform of think-aloud sessions are being collected and analyzed. A novice-expert comparison isbeing developed by having engineers from industry also perform the project while participatingin the think-aloud protocols. Student perceptions of learning are compared between the virtuallaboratory and two physical laboratories using set of short answer survey questions that wasasked after each laboratory. A method to represent student groups’ model development as theyproceed through the task situated in the cyber-environment of the virtual laboratory is beingdeveloped. Data sources include laboratory journals, an initial design memorandum, the finalwritten and oral reports, and experimental records available through the instructor interface. Inaddition to the implementation at the university level, the Virtual CVD Laboratory is being usedby over 500 students at 4 different High Schools. New, level-appropriate assignments have beendeveloped. Based on this successful experience, five workshops have been delivered to highschool, community college and university instructors.

Citation
Format

Koretsky, M., & Kelly, C. (2011, June), Enhancement of Student Learning in Experimental Design Using Virtual Laboratories: Year 3 Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17898

TY  - CPAPER
AB  -    Enhancement of Student Learning in Experimental Design Using Virtual                              LaboratoriesAbstractPresently there is a need to develop more effective ways to integrate experimental design into theengineering curriculum. To address this need, we are developing virtual laboratories that providestudents a capstone experience in which they can apply experimental design in a context similarto that of a practicing engineer in industry. In a virtual laboratory, students do not interact withreal equipment to obtain data, but rather with computer simulations of laboratory equipment, thatproduce results that can be obscured by noise. However, as opposed to being constructed as adirect one-to-one replacement, the instructional design is to compliment the physical laboratoriesin the curriculum so that certain specific elements of the experimental design process areaddressed. This NSF CCLI Phase II project builds upon the successful proof-of-concept grant tomore fully develop the virtual laboratory as a learning tool for teaching experimental design, toinvestigate its utility and to extend its effectiveness.Results are presented from two virtual laboratories, the Virtual CVD Laboratory, a simulation ofan industrial-scale chemical vapor deposition (CVD) reactor, and the Virtual Bioreactorlaboratory, based on an industrial scale bioreactor process. Qualitative assessment data in theform of think-aloud sessions are being collected and analyzed. A novice-expert comparison isbeing developed by having engineers from industry also perform the project while participatingin the think-aloud protocols. Student perceptions of learning are compared between the virtuallaboratory and two physical laboratories using set of short answer survey questions that wasasked after each laboratory. A method to represent student groups’ model development as theyproceed through the task situated in the cyber-environment of the virtual laboratory is beingdeveloped. Data sources include laboratory journals, an initial design memorandum, the finalwritten and oral reports, and experimental records available through the instructor interface. Inaddition to the implementation at the university level, the Virtual CVD Laboratory is being usedby over 500 students at 4 different High Schools. New, level-appropriate assignments have beendeveloped. Based on this successful experience, five workshops have been delivered to highschool, community college and university instructors.
AU  - Milo Koretsky
AU  - Christine Kelly
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Enhancement of Student Learning in Experimental Design Using Virtual Laboratories: Year 3 
UR  - https://peer.asee.org/17898
DO  - 10.18260/1-2--17898
ER  -