An inverted remote laboratory - makers and gamers
|Authors||Maxwell, Andrew D. (Author), Orwin, Lindy (Author), Kist, Alexander A. (Author), Maiti, Ananda (Author), Midgley, Warren (Author) and Ting, Wu (Author)|
|Editors||Lemckert, Charles, Jenkins, Graham and Lang-Lemckert, Susan|
|Journal or Proceedings Title||Proceedings of the 24th Annual Conference of the Australasian Association for Engineering Education (AaeE 2013)|
|Number of Pages||10|
|Place of Publication||Brisbane, Australia|
|Web Address (URL) of Paper||https://www.engineersaustralia.org.au/sites/default/files/shado/Learned%20Groups/Technical%20Societies/Australasian%20Association%20for%20Engineering%20Education/aaee2013_abstract_handbook.pdf|
|Conference/Event||24th Annual Conference of the Australasian Association for Engineering Education (AAEE 2013)|
24th Annual Conference of the Australasian Association for Engineering Education (AAEE 2013)
Annual Conference of the Australasian Association for Engineering Education (AAEE)
08 to end of 11 Dec 2013
Gold Coast, Australia
Not enough children develop and maintain an interest in Science, Technology, Engineering and Maths (STEM) and as a result, there is a skill shortage to meet Australia's needs in STEM careers. An effective method for developing a deep understanding of STEM concepts is through conducting experiments. A project is introduced that aims to create an innovative and unique online system for developing children's STEM concepts using a quest-based game that incorporates remotely accessed laboratories (RAL). With the support of online experts, plans and guides, learners will be making and assembling experiments locally and interfacing them to the Internet so others can use them remotely. Communication and collaboration will be fostered through game-style guilds where young people can safely tap into the expertise of their peers and experts as well as share their own knowledge.
The research aims to improve the quality of the RAL experience by conducting technical research to optimise the online experience for users and pedagogical research to improve communication and collaboration around the use of remotely accessed laboratories.
A design based research methodology is being employed to develop and test a prototype of a scalable technical and communication system that will be evaluated in field trials conducted in schools and informal learning contexts. Refinement of the design will involve an iterative process informed by observations, interviews, expert panel review and usability testing as well as mathematical modelling and test bed simulation. Technical and pedagogical peer-to-peer models will be developed.
It is anticipated that preliminary evaluation of this system will indicate the technical requirements for an end-to-end maker based system. Evaluation of user trials will identify ways maker communities supported by gamified systems for communication, collaboration and motivation can contribute to the learning experience of others. Expert review and participant feedback will indicate if user generated content in the RAL space offers a significant mechanism to not only engage children, but develop access to more experiments.
Through this research project we will demonstrate the potential for alternative delivery models for RAL that are not necessarily restricted to large institutions. Through a change in the delivery method and development of RAL experiments, maker communities have the potential to broaden engagement in the remote lab experience. Gamification of the RAL experience has the potential to increase communication and collaboration between RAL users.
|Keywords||RAL; remote access laboratories; remote access; gamification|
|ANZSRC Field of Research 2020||520102. Educational psychology|
|390113. Science, technology and engineering curriculum and pedagogy|
|400899. Electrical engineering not elsewhere classified|
© 2013 Maxwell, Orwin, Kist, Maiti, Midgley and Ting. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.
|Byline Affiliations||School of Mechanical and Electrical Engineering|
|Australian Digital Futures Institute|
|Faculty of Business, Education, Law and Arts|
|Institution of Origin||University of Southern Queensland|