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Delivering authentic online practical science teaching – geoscience perspectives from the OpenScience Laboratory

机译:提供真实的在线实践科学教学 - 来自Openscience实验室的地球科学观点

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摘要

Teaching practical science at a distance is challenging – how do you give students studying online a meaningful practical experience? In July 2013, the Open University (OU) launched the Wolfson OpenScience Laboratory (OSL) to deliver a wide a range of authentic practical science activities for their distance learning undergraduates. Prompted by the recognition that modern science is increasingly conducted via a computer screen (e.g. remote sensing, Martian fieldwork), the OSL presents a variety of opportunities for students to observe, investigate, gather and analyse data. The rationale is to foster problem-based, active learning, which has been proven effective by numerous studies. Simulation is kept to a minimum; most activities either generate or use real data, with authentic anomalies and ‘noise’ included – an aspect valued by the students. Geoscience is rooted in raw data collected during practical investigations, notably fieldwork. A key skill is observation, so the OSL includes digital collections of minerals, rocks and fossils, as zoomable, high resolution images and 360° videos for the 3D perspective. The Virtual Microscope enables petrographic examination of thin sections using high-quality zoomable images, in both plane- and cross polarised light, with rotation of the sample for certain points of interest. There is a virtual field trip based in a multi-user virtual environment (MUVE), as well as an exercise on maps and landforms. Developed primarily for OU undergraduates, many of the assets in the OSL are being made more openly accessible, with free registration. We are developing partnerships with other universities and schools, both as users and contributors to further assets (e.g. thin section collections). We have also gathered feedback from several surveys of OU undergraduates, as well as external users. Feedback on the pedagogical aspects of the OSL is broadly positive, with some assets (e.g. the virtual microscope) garnering particular praise; respondents value the potential for interaction with experts but also desire an explicit connection to the materials’ original field context. However, technological issues at times present a barrier to learning – perhaps reflecting the high diversity of OU cohorts, especially in terms of their individual hardware, software and IT skills. Some students resent the time investment required to master specialised scientific software, though it could be argued that acquiring such IT skills is an essential part of practising modern science!
机译:远距离教授实践科学具有挑战性–您如何为在线学习的学生提供有意义的实践经验? 2013年7月,开放大学(OU)成立了Wolfson开放科学实验室(OSL),为远程学习的学生提供了一系列地道的实用科学活动。认识到现代科学越来越多地通过计算机屏幕(例如遥感,火星实地考察)开展,这促使OSL为学生提供了各种观察,研究,收集和分析数据的机会。基本原理是促进基于问题的主动学习,这已被众多研究证明是有效的。模拟保持在最低限度;大多数活动会生成或使用真实数据,包括真实的异常现象和“噪音”,这是学生所重视的一个方面。地球科学扎根于在实际调查(尤其是实地调查)中收集的原始数据。一项关键技能是观察,因此OSL包括矿物,岩石和化石的数字馆藏,以及可缩放的高分辨率图像和3D透视图的360°视频。利用虚拟显微镜,可以在平面偏振光和交叉偏振光中使用高质量的可缩放图像对薄片进行岩石学检查,同时可以旋转样品的某些关注点。有一个基于多用户虚拟环境(MUVE)的虚拟实地考察,以及在地图和地貌上的练习。 OSL中的许多资产主要是为OU本科生开发的,并且可以免费注册。我们正在与其他大学和学校建立合作伙伴关系,作为进一步资产(例如,薄板收藏品)的使用者和贡献者。我们还从对OU本科生以及外部用户的几次调查中收集了反馈。对OSL教学法方面的反馈普遍是积极的,有些资产(例如虚拟显微镜)获得了特别的好评;受访者重视与专家互动的潜力,但也希望与材料的原始现场环境有明确的联系。但是,技术问题有时会成为学习的障碍–可能反映了OU队列的高度多样性,尤其是在其各自的硬件,软件和IT技能方面。尽管可以争辩说,掌握此类IT技能是实践现代科学必不可少的一部分,但有些学生却对掌握专业科学软件所需的时间投入表示不满!

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