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Melanie M. Erzinger Lecturer and Oberassistent Group of Prof. Laura Nyström
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Improving Laboratory Report Quality by using 3 complementary didactic interventions: instant lab reports (scaffolding), peer-review process and TORQUE videos
Melanie M. Erzinger
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Food Chemistry Laboratory Course (4th semester, Bachelor, Food Science)
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Chemical analysis of food
Learning objectives
Fundamental lab skills
Writing skills
• Know and apply methods • UV-Vis spectroscopy • Chromatography (TLC,
HPLC, GC) • Titration • Enzymology • Kjeldahl
• Learn and apply skills • Lab safety • Selection of correct/
appropriate/ reasonable equipment for an experiment to ensure quality of results
• Waste management
• Aquire and apply skills • Lab journals • Lab reports
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Innovedum Project
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We want to achieve…
1) …a better instruction of the basics (security, handling, reports)
2) …widen the experience with important experiments that cannot be conducted physically in the lab with all students (Kjeldahl, LC/MS)
3) …collaboration (and critical thinking) among students
4) …a stronger attractiveness for the students
Intervention
TORQUE format
interactive videos
virtual labs
instant lab reports
peer-review process
Ø interactive, social, virtual & 3D
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Quality Criteria for a Good Report
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interactive videos
instant lab reports
peer-review process
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§ replace a lecture about the topic
§ can be watched multiple times by the students
Videos «Report Writing 1-3»
28.02.2018 Melanie M. Erzinger 5 Pictures from: https://www.ethz.ch/services/de/it-services/katalog/multimedia/video-produktion/studio/inhaltsvideos.html
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Instant Lab Reports (scaffolding)
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Background Principle Calculations
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Peer-Review Process
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Write first draft of report
Peer-review
Revise report
Hand-in final report
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First Outcome: Document Analysis
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First Outcome: Questionnaire
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Thank you for your Attention!
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challenging situation
good, innovative idea how to solve the problem
(deadline: March/October 1st)
Let’s go!
Ø get help from educational developers
Ø have alternatives in mind
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Challenges in the lab course…
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§ 20-30 students § tight supervision § more time for individual
questions
10 years ago today
§ 60-80 students § supervision difficult § challenging experiments
problematic (safety issues) § less time for individual
questions
Ø majority of the students does not prepare in advance (many do not even read the protocol)
Ø a lot of time gets lost with repeating basic things again and again
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Videos and Simulations
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Self-made videos TORQUEs 2D
simulations
Virtual Reality (3D)
AugmentedReality
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Self-made videos, portable video station
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• cheap • easy • flexible use
• not professional • quite room needed
for recordings • effort (everything
self-made)
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TORQUE videos (supported by Emil Halter Foundation)
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Lab glass ware
Lab safety
Waste disposal
Solutions
Analytical balances
Report writing
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TORQUE videos – practical information
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in collaboration with ID MMS
Pictures from: https://www.ethz.ch/services/de/it-services/katalog/multimedia/video-produktion/studio/inhaltsvideos.html
Video studio Tablet/Smartboard
On site/in the lab § October 2016 – January 2017 § actual filming in the lab: 1 week § studio smartboard: 1 day § audio studio: 2 days § assistant for 3 months (30%)
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§ professional videos § good sound § possible to have multiple languages § professional support during whole process § positive effect observable after the first year
TORQUE videos – practical information
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§ expensive (30’000 CHF total for 9 videos) § process rather long (planning, skript etc.) § cannot be changed easily afterwards
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§ fully interactive advanced lab simulations § for experiments that cannot be conducted in the lab (safety,
infrastructure, money, time…) § Kjeldahl, LC-MS analysis
2D Simulations
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in collaboration with Labster
• professional simulations • rather low own effort • unlimited access for our students
• high costs • final product, nothing can be
changed anymore
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VR example § https://www.youtube.com/watch?v=Ft-pbwppS4U
Virtual Reality
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Thank you for your Attention!
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