Staff working in lab-based disciplines have had to work quickly and creatively to transition to virtual and online teaching this year. Faced with the challenge of giving students an authentic as possible lab experience, they have had to create new resources and re-imagine assessment approaches which not only support student learning, but are also deliverable/manageable at scale.
This session brings together two colleagues from the School of Science – Sylvia Urban and Lathe Jones – to explore and compare their experiences of moving Chemistry labs online. Sylvia beings by showing how she has created an exciting collection of new resources – including annotated videos and datasets – to recreate the lab experience for students at home. In highlighting the need to develop new practical assessments, she hands over to Lathe, who shows how he has made it possible to give students personalised feedback on their lab reports/assignments, using mail merge tools to convert existing student performance data. The session will conclude with shared reflections on the lessons learned, the benefits for student learning and possibilities for enhancing these innovations in the future.
The videos below are edited versions of the sessions conducted by Sylvia and Lathe, technical glitches and Q&A removed.
Part A – Sylvia Urban: An Agile Approach to Online Labs
Part B – Lathe Jones: Personal Feedback Mid-Semester
Similar Solutions Lab Sessions
- Solutions Lab 13: Time Saving Tips for Teaching Online
- Solutions Lab 10: Twist & Flip: Creating a great lecture experience online
- Creating Microlectures (key concept videos)
- Teaching Labs Online
- Virtual Lab & Science Resources
- Formula for making sense of your online course content
- Austen, L, & Malone, C. (2018). What students’ want in written feedback: praise, clarity and precise individual commentary. Practitioner Research in Higher Education, 11 (1), 47-58.
- Feedback for Learning: Closing the Assessment Loop – Report