An analysis of the provision of context within existing remote laboratories

Machet, T; Lowe, D

An analysis of the provision of context within existing remote laboratories

Machet, T

Lowe, D

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Publisher:: IEEE
Publication Type:: Conference Proceeding
Citation:: 2015 IEEE Frontiers in Education Conference (FIE), 2015, 2015, pp. 1-9
Issue Date:: 2015

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Field	Value	Language
dc.contributor.author	Machet, T https://orcid.org/0000-0003-1963-898X
dc.contributor.author	Lowe, D
dc.date	2015-10-21
dc.date.accessioned	2023-02-28T02:55:31Z
dc.date.available	2023-02-28T02:55:31Z
dc.date.issued	2015
dc.identifier.citation	2015 IEEE Frontiers in Education Conference (FIE), 2015, 2015, pp. 1-9
dc.identifier.isbn	9781479984534
dc.identifier.issn	1539-4565
dc.identifier.uri	http://hdl.handle.net/10453/166498
dc.description.abstract	Laboratory work is a well-accepted component of science and engineering programs. One emerging trend has been the increasing utilisation of remotely accessed laboratories, where the students can remotely monitor and/or control physical apparatus, typically across the internet. This supports greater flexibility of access for students as well as the possibility of sharing of facilities between institutions. One additional benefit is greater flexibility in designing the learning context within which the laboratory can be positioned. As the interaction is computer mediated, it becomes simpler to modify this interface and hence change the laboratory context. Research has shown that context can have a significant effect on learning outcomes, students' retention of information, engagement with learning and on knowledge transfer from one domain to another (see, for example, [1],[2]). Despite this there has been little consideration given to understanding contextual information provided in laboratories in general and remote laboratories in particular. In this paper we report on an analysis of contextual information provided within remote laboratories. Consideration is given to the ways in which the contextual information provides a connection between the real-world concepts being explored and the laboratory as a proxy for those concepts. The analysis shows that there is a diverse range of approaches and representational forms and suggests a new taxonomy that may be useful in describing the context found in laboratory activities for future analysis and design.
dc.language	en
dc.publisher	IEEE
dc.relation.ispartof	2015 IEEE Frontiers in Education Conference (FIE)
dc.relation.ispartof	2015 IEEE Frontiers in Education Conference (FIE)
dc.relation.isbasedon	10.1109/FIE.2015.7344342
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	An analysis of the provision of context within existing remote laboratories
dc.type	Conference Proceeding
utslib.citation.volume	2015
utslib.location.activity	IEEE
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
utslib.copyright.status	closed_access	*
dc.date.updated	2023-02-28T02:55:30Z
pubs.finish-date	2015-10-24
pubs.publication-status	Published
pubs.start-date	2015-10-21
pubs.volume	2015

Abstract:

Laboratory work is a well-accepted component of science and engineering programs. One emerging trend has been the increasing utilisation of remotely accessed laboratories, where the students can remotely monitor and/or control physical apparatus, typically across the internet. This supports greater flexibility of access for students as well as the possibility of sharing of facilities between institutions. One additional benefit is greater flexibility in designing the learning context within which the laboratory can be positioned. As the interaction is computer mediated, it becomes simpler to modify this interface and hence change the laboratory context. Research has shown that context can have a significant effect on learning outcomes, students' retention of information, engagement with learning and on knowledge transfer from one domain to another (see, for example, [1],[2]). Despite this there has been little consideration given to understanding contextual information provided in laboratories in general and remote laboratories in particular. In this paper we report on an analysis of contextual information provided within remote laboratories. Consideration is given to the ways in which the contextual information provides a connection between the real-world concepts being explored and the laboratory as a proxy for those concepts. The analysis shows that there is a diverse range of approaches and representational forms and suggests a new taxonomy that may be useful in describing the context found in laboratory activities for future analysis and design.

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http://hdl.handle.net/10453/166498