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RWSL Train-the-trainer program development

Page history last edited by PBworks 10 years, 9 months ago

Overview 

This workspace relates to Outcome 5 of the NANSLO Project; i.e. Faculty will be trained in the use of the Remote Web-based Science Laboratory (RWSL).

This particular page (below) details the history and rationale for the training program.

You can follow this link to view rough notes describing the work planning process that Ron & Gina used to complete this work. 

 

Completed Documents

You can download the completed training documents you need below.

 

For an archive containing ALL NANSLO documents on this page, download this zip file.

 

General guides for Faculty
in Word 2003-2007 format  in OpenDocument format  
Instructor's guide to Teaching with the Remote Web-based Science Laboratory Teaching with RWSL.doc   Teaching with RWSL.odt  
Remote Labs: A place in your teaching?   Remote labs in your future.doc
Remote labs in your future.odt

 

 

 How-to guides for individual equipment
in Word 2003-2007 format
in OpenDocument format in wiki format
General Introduction and Overview
Training-General.doc
Training-General.odt    
 Air track experiments Training-AirTrack.doc Training-AirTrack.odt   Air Track - wiki
Spectrometer experiments
Training-Spectrometer.doc   Training-Spectrometer.odt    
Microscope experiments
Training-Microscope.doc   Training-Microscope.odt    
e/m  Apparatus experiments
Training-e over m.doc   Training-e over m.odt    

 

Outcome 5 Purpose

Outcome 5 was designed to ensure that faculty who teach with RWSL can use the equipment to connect theory with experimentation, run experiments with confidence, and convey this expertise to their students. The original outputs for this outcome were:

  • a course/module outline or syllabus
  • a short manual (digital and paper-based) module to introduce the instructor, to NANSLO’s Remote Web-based Science Lab interface
  • a training plan or curriculum (online and/or face-to-face) to enable faculty to master the learning in the module and teach it to other faculty

We determined that learners will require the following to complete this outcome:

  • Time (tbd: probably in the order of a couple of hours)
  • Technical requirements (a live connection to the RWSL at some point)
  • Prior learning (a level of comfort with computers, using the internet, etc.)

 

"Course" development  

Originally, we planned to develop a 'how to use RWSL' course within a Moodle environment, and this document captures the Moodle-based outline structure: RWSL Curriculum Outline

 

However, in late fall of 2011, RWSL was ready for Physics faculty to present air track experiments and there was an urgent need for clear documentation explaining how to work with the air track and use it with students. We produced a concise how-to document specifically designed to explain RWSL's Air Track apparatus. This document was used by faculty and customized for student use. We received feedback from users and adapted the guide for further use.

During winter of 2012, other RWSL equipment became available and we put the RWSL training "course" on hold while we met the more immediate need for training materials configured for specific RWSL equipment. We produced similar comprehensive guides to the Spectrometer, Microscope, and e/m Apparatus (see links to how-to guides, above).

 

As more and more users (both expert and novice) worked with RWSL, the interface evolved. From anecdotal evidence, it appeared that the equipment controls in the RWSL computerized interface were so similar to the equipment controls for the on-campus equipment that users needed very little instruction in how to use it. A brief needs assessment that we conducted (in an attempt to further determine what RWSL users needed to know) indicated that there was very little interest in a "course" about using RWSL. We surmised that the comprehensive Moodle "course" that we had been planning would probably not be used.

 

After consultation with project partners (primarily Paul Stacey) we determined that our faculty training efforts would be better spent by producing a summative document detailing how to use RWSL for teaching, as well as a more 'philosophical' discussion of why a science faculty member may want to use RWSL (see links to General Guides, above).

 


 

 

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