{"id":11207,"date":"2020-06-03T12:53:44","date_gmt":"2020-06-03T16:53:44","guid":{"rendered":"https:\/\/umaine.edu\/citl\/?page_id=11207"},"modified":"2020-07-02T15:09:21","modified_gmt":"2020-07-02T19:09:21","slug":"approaches-to-online-labs","status":"publish","type":"page","link":"https:\/\/umaine.edu\/citl\/approaches-to-online-labs\/","title":{"rendered":"Approaches to Online\/Remote\/Hybrid Labs"},"content":{"rendered":"

This is a non-exhaustive list of approaches to online\/remote\/hybrid labs faculty may utilize, often in combination, to accommodate instruction. Few of these options would be fully suitable for advanced labs which require hands-on access to harmful chemicals, highly specialized equipment, and the like.<\/span><\/p>\n

 <\/p>\n

To comment and\/or offer ideas and approaches you have tried or heard about, you can add your own information by clicking here<\/a>.<\/strong><\/p>\n

 <\/p>\n

    \n
  1. Kitchen Labs<\/b>: DIY labs that can be done with items available in the home (kitchen garage, yard, etc.)\u00a0<\/span><\/li>\n
  2. Science in My Backyard:<\/b> Faculty reconsider, scale, and calibrate experiments and data gathering efforts to scales and contexts students can do independently and locally.<\/span><\/li>\n
  3. Lab-in-a-Box<\/b>: Kits UM BookStore and faculty collect and to students to assemble to test, collect, and\/or analyze data.<\/span><\/li>\n
  4. MacGyver\/Apollo 13 Labs (Innovation)<\/b>: Problem solving with available gear.<\/span><\/li>\n
  5. Ask an Expert<\/b> (eg. Astronaut, Researcher in Antarctica or on a ship in the ocean)\u00a0<\/span>\n
      \n
    • Pre-record content from an expert in the field and then synchronously connect students with expert for a Q\/A<\/span><\/li>\n
    • Prep students about an experiment in a remote\/online location and then connect them synchronously for students to direct approach to experiment.<\/span><\/li>\n
    • Students make predictions, and describe implications of predicted results.<\/span><\/li>\n
    • Students read current book or journal article and have a Q\/A with author.<\/span><\/li>\n<\/ul>\n<\/li>\n
    • Pre-Record Video in the Lab<\/b>: Faculty and\/or TAs doing lab, working with gear, etc. for students to access before class. Provide students with images and data for them to analyze and present.<\/span><\/li>\n
    • Synchronous Labs: <\/b>Connect faculty and cameras on gear in labs so that students view live feed from gear (such as microscopes and computers) and engage with faculty\/TAs in lab groups synchronously to collect and discuss observations and data.<\/span><\/li>\n
    • Commercial Simulation:<\/b> Such as Labster.<\/span><\/li>\n
    • Focus on Data Sets<\/b>: Students analyze and present on publicly available existing pre-assembled data sets generated by scientists.<\/span><\/li>\n
    • Locate, Rate, Debate:<\/b> Direct students to data resources (cities, states, countries, etc.) to gather, compare, and analyze.<\/span>\n
        \n
      • Students collect similar data sets in their locations and compare<\/span><\/li>\n
      • Students form location-specific groups collect and present data to other location-specific groups.<\/span>\n
          \n
        1. Continue with cross-location, topic specific groups.<\/span><\/li>\n
        2. Lessons in working in groups and working in remote\/online groups.<\/span><\/li>\n<\/ol>\n<\/li>\n
        3. Students share data via geographic databases and geographic data visualization tools, such as Google Earth.<\/span><\/li>\n
        4. Students assess the politics of data collection, sharing, and analysis<\/span><\/li>\n
        5. Focus on presenting analysis to non-science community members.<\/span><\/li>\n<\/ul>\n<\/li>\n
        6. Citizen Scientists: <\/b>Locally-Globally-informed community science <\/span>i<\/b>n which<\/span> students gather field data in their home location<\/span>\n
            \n
          • Share with students in other field location via shared databases<\/span><\/li>\n
          • Cross-site groups analyze and present data via geo-spatial tools<\/span><\/li>\n<\/ul>\n<\/li>\n
          • Everyday Science and Math<\/b>\u00a0<\/span>\n
              \n
            • Decipher the physics of a sneeze<\/span><\/li>\n
            • Assess the physics and function of different broadband, wireless, and cell tech in specific conditions and locations.<\/span><\/li>\n
            • Master the statistics of epidemiology<\/span>\n
                \n
              1. Network effects<\/span><\/li>\n
              2. Calculate the rate of change<\/span><\/li>\n<\/ol>\n<\/li>\n
              3. Model the spread of a pandemic<\/span><\/li>\n
              4. Calculus and climate change<\/span><\/li>\n
              5. Census Year demographic sampling<\/span><\/li>\n
              6. Etc.<\/span><\/li>\n<\/ul>\n<\/li>\n
              7. Outcomes Based on Access<\/b>: Segment learning outcomes not by topic but by available modalities.<\/span>\n
                  \n
                • When students are onsite, focus on use of location-specific gear<\/span><\/li>\n
                • When students are remote\/online, focus on analysis and presentation, remote\/online group work, community engagement, etc.<\/span><\/li>\n<\/ul>\n<\/li>\n
                • Low-Residency, Compressed Hands-on Lab\/Field Sessions:<\/b>\u00a0 Students will engage in intensive lab and field work when able to be on campus or on site.<\/span><\/li>\n<\/ol>\n

                   <\/p>\n","protected":false},"excerpt":{"rendered":"

                  This is a non-exhaustive list of approaches to online\/remote\/hybrid labs faculty may utilize, often in combination, to accommodate instruction. Few of these options would be fully suitable for advanced labs which require hands-on access to harmful chemicals, highly specialized equipment, and the like.   To comment and\/or offer ideas and approaches you have tried or […]<\/p>\n","protected":false},"author":1051,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-11207","page","type-page","status-publish","hentry"],"taxonomy_info":[],"featured_image_src_large":false,"author_info":{"display_name":"","author_link":"https:\/\/umaine.edu\/citl\/author\/"},"comment_info":0,"_links":{"self":[{"href":"https:\/\/umaine.edu\/citl\/wp-json\/wp\/v2\/pages\/11207","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/umaine.edu\/citl\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/umaine.edu\/citl\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/umaine.edu\/citl\/wp-json\/wp\/v2\/users\/1051"}],"replies":[{"embeddable":true,"href":"https:\/\/umaine.edu\/citl\/wp-json\/wp\/v2\/comments?post=11207"}],"version-history":[{"count":8,"href":"https:\/\/umaine.edu\/citl\/wp-json\/wp\/v2\/pages\/11207\/revisions"}],"predecessor-version":[{"id":11425,"href":"https:\/\/umaine.edu\/citl\/wp-json\/wp\/v2\/pages\/11207\/revisions\/11425"}],"wp:attachment":[{"href":"https:\/\/umaine.edu\/citl\/wp-json\/wp\/v2\/media?parent=11207"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}