Universal Environment for Delivering Remote-Laboratories within the STEM Disciplines

跨学科(99)这个项目调查了一种激进的方法，在提供实验室课程的同时，利用新兴的计算机和网络技术(软件和硬件)在教育中的好处。这项工作汇集了一名工程师、一名教育心理学家和一名教学设计专家，他们正在设计和开发一个通用的基于互联网的远程实验室环境，在这个环境中，学生可以按照自己的速度进行，更灵活地进行。可定制的环境将嵌入式评估和监控设施(学生和整个班级的进度)整合到一系列实验室课程中，因此来自STEM学科的教师/辅导员可以很轻松地整合他们的实验室课程。学生们体验了吸引人的实验室，以及一种发展自我监控和反思技能的方法，同时利用每个学生先前存在的知识进行工作。这一概念融合了新兴的互联网技术、软件、计算机接口、尖端的图形用户界面、有效的教学设计、评估和评估方案。开发的环境有五个重要特点：a)通过远程实验室学习；b)易于与一系列STEM课程整合；c)与实验实时视频和音频链接；d)频繁的学生反馈；e)教师/辅导员监测学生的进度和活动。远程实验室需要物理(真实)实验设备，这些设备可以被远程控制。通过两门本科生级实验课程(高级数字设计实验和控制系统实验)对开发环境进行了验证。在跨学科整合和对不可预测的人类学习领域所构成的独特挑战的探究方面的进展与新兴技术相结合，以实现尽可能高的学习表现。这些活动建立在前一次国家科学基金资助期间开发的知识基础上，并通过使其在STEM主题领域的范围内更灵活和更有效地使用而将这个远程实验室推进到下一个水平。该项目具有潜在的变革性，因为它正在将传统的生产线风格的实验室交付系统转变为个性化和个性化的学习方法。

Interdisciplinary(99) This project investigates a radical approach for delivering laboratory courses while utilizing the benefits of emerging computer and web technology (software and hardware) in education. The work brings together an engineer, an educational psychologist and a pedagogical design expert in the design and development a universal Internet-based remote laboratory environment where students can proceed at their own pace with more flexibility. The customizable environment brings together an embedded assessment and monitoring facility (progress of a student and the class as a whole) to a range of laboratory courses, so that faculty/facilitator from STEM disciplines can integrate their laboratory courses with very little effort. Students experience engaging laboratories and a means for developing skills of self-monitoring and reflection, while working from pre-existing knowledge of each student. The concept blends emerging Internet technology, software, computer interfacing, cutting edge graphical user interface, effective pedagogical designs, assessment and evaluation schemes. The developed environment has five important features: a) learning through remote laboratory; b) ease of integration with a range of STEM courses; c) real-time video and audio link with experiments; d) frequent student feedback; and e) faculty/facilitator monitoring of student progress and activities. The remote laboratory entails physical (real) laboratory equipment that is controlledremotely. The developed environment is validated by using two undergraduatelevel laboratory courses (advanced digital design laboratory and control systems laboratory). Advances in cross discipline integration and inquiry into unique challenges posed by an unpredictable arena of human learning are combined with emerging technologies to achieve the highest possible performance in learning. The activities build on knowledge developed during a previous NSF grant and advance this remote laboratory to the next level by making it flexible and more effective for utilization in range of STEM subject areas. The project is potentially transformative because it is converting traditional production-line style laboratory delivery systems to a personalized and individualized approach to learning.