Anita PPT Vadodara

Virtual labs pedagogical aspects
Vlabs Team
IIT Bombay
21/06/17 New Virtual lab development workshop 1

Before we start
– Engineering happens in laboratories!

– Pledge to restore the respect lab work deserves!!
– BE SO GOOD NOBODY CAN IGNORE YOU!!!

Total Participants : 38

Design the story board for your virtual lab
Design learning Design

Design tasks
objectives assessments
• Introduction to • Dimensions of Tasks in • Various assessment
learning objectives labs methods in vlabs
• Various laboratory • Cognitive structure of
• Hierarchy of the
learning objectives as tasks
per ABET assessments
• Instructional strategies
• Hierarchy of the used in labs
learning objectives –
Bloom’s taxonomy • Hierarchy of lab tasks
Write assessment for
Write learning objectives Write the tasks aligned to your vlabs aligned to
for your vlab at higher learning objectives learning objectives and
cognitive levels tasks
Design Learning Objectives
• Introduction to learning objectives
• Various laboratory learning objectives as per
ABET
• Hierarchy of the learning objectives – Bloom’s
taxonomy
• Write learning objectives for your vlab at
higher cognitive levels

Laboratory scenario
Basic Electronics Lab
Experiment - To study a Clipper circuit using PN junction
diode
Students perform the

experiment
• Construct the circuit
• Observe the waveforms
by applying input as per
the specified procedure
• Write the results

What happens next?

In the practical exam
Design a Clipper circuit using PN junction diode to get the
following transfer characteristics
Outcome
Most of the students are not able
to get the desired result
Feedback given by students
• This was not taught in the lab
• We did not do this in the lab
Teacher reaction
They have performed the
experiment on Clipper so
they should be able to
design the circuit
21/06/17
Both are right, but what went wrong?
THINK
Participants – Come up with
one possible reason what went
wrong and write it in your
notebook.
New Virtual lab development workshop

9
21/06/17
PAIR
Participants – Discuss your
reason with your neighbor and
decide the stronger reason

10
21/06/17
SHARE
Participants: Share your
pair’s reason with fellow
participants

11
Summary - What went wrong?
Teacher/Examiners
expectations Mismatch
Student’s level of
learning

What is the solution?
Teacher/Examiners
expectations Need to match - How to match?
Student’s level of
learning

Teacher’s Matched Student’s level of
Expectations with learning

Teacher’s Matched Student’s level of
Expectations with learning
Defining Learning
Objectives

Definition –Learning Objective
Learning objectives are goal statements

which includes
specific
s measurable performance outcomes
of learner

Which is a valid learning objective?
1. Students will be able to understand the function of Clipper
circuit.
2. Students will be able to visualize the output of Clipper
circuit.
3. Student will know how Clipper circuit works, after
performing the experiment
4. All of the above
5. None of the above
Learning objectives are goal statements which includes

specific measurable performance outcome of learner
circuit.
circuit.
4. All of the above
5. None of the above
Learning objectives are goal statements which includes

specific measurable performance outcome of learner
circuit.
circuit.
Not specific – “understand”.
4. All of the above Difficult to measure - “visualize”
5. None of the above Why? None are –“performance outcomes
Learning objectives are goal statements which include

specific measurable performance outcomes of learner
Learning objectives – Don’ts & Do’s
DON’T Instead DO Need to be
Understand function of Formulate using Specific and
logic gates “action” verbs: measurable
Visualize logic circuits identify, list, describe,
Know how logic gates explain, solve, analyze,
work design, compare
Why?
Learning objectives are goal statements which include

specific measurable performance outcomes of learner
Learning objectives – Don’ts & Do’s
DON’T Instead DO Need to be
Understand function of Formulate using Specific and
logic gates “action” verbs: measurable
Visualize logic circuits identify, list, describe,
Know how logic gates explain, solve, analyze,
work design, compare
Teach logic circuits with Concerned with
examples learner (not
Show animation to what will
explain function of logic teacher do)
circuit

13 Laboratory Learning objectives specified
by ABET
Data Instrume
Analysis ntation
Models Design
Learn
from Experiment
Failure
13 Laboratory Learning objectives specified
by ABET
Psych
Creativity omoto
r
Safety Communication
Teamwor Ethics in
k the lab
Sensory
Awareness

Instrumentation
• Use devices and equipment
• Select devices and equipment
• Identify limitations of devices and equipment
• Make appropriate measurements
• Develop practical skills
• Connect to real world

Instrumentation - Example
Use devices and equipment

Instrumentation
Use devices and equipment
Student should be able to select and use

components and equipment suitable for the
given lab task.
Students should be able to identify the multiple

representations used for the components and
equipment.

Experiment
• Design a procedure
• Implement the procedure
• Identify the limitations of the procedure
• Reflect on the results

Experiment - Example
Design a procedure
• Students should be able to
– Design correct procedure such as decide correct
components and equipment,
– Design circuit,
– Decide the inputs to be applied,
– Decide the measurements to be carried out,
– Decide type of analysis to be carried out,
– Decide data to be collected from observations,
– Decide type of analysis to be carried out on the collected
data,
– Know the expected results and
– Write conclusions to test a certain hypothesis.

Data Analysis
• Collect appropriate data
• Represent data using suitable methods
• Plot data and extract information
• Use and interpret methods for data
visualization
• Interpret results
• Quantify uncertainties of results

Data Analysis - Example
Collect appropriate data
Students should be able to select the correct
parameters to be plotted on the two axes.
Students should be able to select the correct scales
for the axes.
Students should be able to observe the plots and
collect values of parameters.
Students should be able to calculate the correct
values based on the scales used.
Modeling
• Choose appropriate model
• Switch between models based on applications
• Understand limitations of various models

Modeling - Example
• Choose appropriate model
Students should be able to select the theoretical
model for the PN junction diode/ BJT/FET
depending on the type of application.

21/06/17
Write learning objectives for your experiment
SELF ASSESSMENT:
Participants – Self-assess the objectives you wrote:
1. Did you start with: The student should be able to …

2. Did you use action verbs? (avoid understand/know)

34
21/06/17 30 Seconds
POLL
Q. How would you order the following learning
objectives? (hierarchy/ level/ complexity)
A. Student will be able to write truth table of basic gates.
B. Student will be able to draw output waveforms for
given gate combinations.
C. Student will be able to draw logic diagram for given
real life problem.
1. A < B < C 3. A > B > C

2. A < C < B 4. A = B = C
35
Different expected outcomes
1.Student will be able to write truth table of basic gates.
Expected outcome
Student will be able recall truth table explained in the class.
2. Student will be able to draw output waveforms for given

gate combinations.
Expected outcome
Student will be able to first interpret the given logic diagram then
find output for each block by applying truth table and then decide
the final output

Different expected outcome
3. Student will be able to draw logic diagram for
given real life problem.
Expected outcome
Student will be able to first identify number of inputs

then decide logical decisions to be taken ,then identify
gates then decide its combinations and then they will
able to draw logic diagram

How can we decide complexity?
Revised Bloom’s taxonomy (RBT)
A taxonomy is used to classify things. Bloom’s is a
taxonomy of educational objectives. This taxonomy
defines levels of objectives in 3 domains:
• Cognitive (knowledge based)
• Affective (emotive based)
• Psychomotor (action based)
A revised version of Bloom’s taxonomy was published by Anderson et al. in 2001. We will
concentrate on cognitive domain from revised Bloom’s taxonomy in this document

Hierarchy of cognitive levels
(Revised Bloom’s taxonomy, Anderson & Krathwohl)
Levels Revised Bloom’s taxonomy

6 Create
5 Evaluate
4 Analyse
3 Apply
2 Understand
1 Recall

Level Description –Learning Level Action Verbs
Recall Focuses on memorization and List, Identify, Define,

recall, reproduce State

Examples of learning objective at
Recall Level
Student will be able to
• Draw logic symbol of “AND "gate.
Expected outcome
Symbol of “AND gate

Underst Grasp meaning, explain, Describe, Explain,

and interpret, translate, Give example of,
paraphrase of memorized info Select

Understand Level
Student will able to
• Write truth table for given combination of
“AND” gates .
Expected outcome
• Table showing various combinations of input
and output for given combination of “AND
"gates

Apply Use knowledge in a new Apply, calculate,

situation. Involves rules, solve, predict
methods, laws, principles----
and interpret, translate, Give example of,
paraphrase of memorized info Select
Apply Level
Student will be able to
• Decide which gate is suitable for given situation.
• Ex - A staircase light is controlled by two switches
one at the top of the stairs and another at the
bottom of stairs. Identify the gate to realize above .
Expected outcome
Students will draw the block diagram for the situation
and write truth table and then identify appropriate
gate
Analyse Separate whole into parts until analyze, infer

structure of whole and relation examine, dissect
between parts is clear ascertain,
Apply Use knowledge in a new situation. Apply, calculate,
Involves rules, methods, laws. solve, predict
and interpret, translate, paraphrase Give example of,
of memorized info Select
Examples of learning objective at Analyze
Level
• Realize operation of BCD to binary decoder
using optimum gates.
Expected outcome
Write truth table of decoder ,decide function
performed and possible gates to implement
given decoder.

Evaluate Judge value based on criteria, assess, conclude,
decision making contrast, evaluate
Analyse Separate whole into parts until analyze, infer
structure of whole and relation examine, dissect
between parts is clear ascertain,
and interpret, translate, paraphrase Give example of,
of memorized info Select
Evaluate Level
• Compare and contrast two methods for
implementing given function
Expected outcome
Student should able to apply different methods
to implement function. They should able to
identify pros and cons of each method .They
should able to select criteria to justify why one
method is better than other method
Create Generate new ideas, products or ways of design, combine, devise,
looking at things. modify, plan
Evaluate Judge value based on criteria, decision assess, conclude,
making contrast, evaluate
Analyse Separate whole into parts until structure analyze, infer
of whole and relation between parts is examine, dissect
clear ascertain,

Understan Grasp meaning, explain, interpret, Describe, Explain, Give
d translate, paraphrase of memorized example of, Select
info
Recall Focuses on memorization and recall, List, Identify, Define, State
reproduce
Create Level
• Design of counter /state machine etc.
Expected outcome
Student should able to generate truth table for
given example. They should able to select
appropriate Flip Flop. Use Flip Flop truth table
and design the circuit

Create Generate new ideas, products or ways design, combine, devise,
of modify, plan
looking at things.
Evaluate Judge value based on criteria, decision assess, conclude,
making contrast, evaluate
Analyse Separate whole into parts until structure analyze, infer
of whole and relation between parts is examine, dissect
clear ascertain,

Understand Grasp meaning, explain, interpret, Describe, Explain, Give
translate, paraphrase of memorized example of, Select
info
Recall Focuses on memorization and recall, List, Identify, Define, State
21/06/17 reproduce New Virtual lab development workshop 52
Learning objectives of a few existing virtual labs
1. In this lab basic analog and digital techniques are demonstrated.
We will simulate code converter, counter, registers, ALU,
decoder, encoder, MUX, DEMUX, converters and many more.
2. The objective of this experiment is to design and analyze
different adder circuits. You should make half adder, full adders,
and multi-bit adders.
3. To study pulsed heating of materials.
4. To find the coefficient of discharge for venturi-meter.
5. To find the coefficient of discharge for orifice meter.
6. To compare the serum protein expression profiles of diseased
and healthy (control) human subjects using 2D gel
electrophoresis.
7. To verify Bernoulli's theorem.
8. To experimentally demonstrate the concept of quantization of
energy levels according to Bohr’s model of atom.
9. To determine the control characteristics of pH controller
(M7822N) of Bio-Engineering AG fermenter.
Identify the cognitive level of each objective
1. In this lab basic analog and digital techniques are demonstrated.
We will simulate code converter, counter, registers, ALU,
decoder, encoder, MUX, DEMUX, converters and many more.
2. The objective of this experiment is to design and analyze
different adder circuits. You should make half adder, full adders,
and multi-bit adders.
3. To study pulsed heating of materials.
4. To find the coefficient of discharge for venturi-meter.
5. To find the coefficient of discharge for orifice meter.
6. To compare the serum protein expression profiles of diseased
and healthy (control) human subjects using 2D gel
electrophoresis.
7. To verify Bernoulli's theorem.
8. To experimentally demonstrate the concept of quantization of
energy levels according to Bohr’s model of atom.
9. To determine the control characteristics of pH controller
(M7822N) of Bio-Engineering AG fermenter.
Activity
• Form groups based on the experiment you are going
to develop
• For the experiment you have proposed to develop/
wish to develop
• Write one learning objective at Apply level.
• Write one learning objective at Analyze level.
• Write one learning objective at Evaluate level.
• Write one learning objective at Create level.

Activity
Share the learning objectives you
have written with the participants

How do you achieve the learning
objectives in virtual labs?

Design tasks
• Dimensions of Tasks in labs
• Cognitive structure of tasks
• Instructional strategies used in labs
• Hierarchy of lab tasks
• Write the tasks aligned to learning objectives

Four dimensions of laboratory tasks
Reinforce theoretical concepts

Practical Skills and Instrumentation
Learning outcomes Modeling
Experimentation
Data Analysis
Learn from failure
Cognitive structure Objects, observables, actions
Laboratory
task profile Degree of openness
Instructional strategy Nature of students involvement
Level of student involvement
Duration of task
Practical context of Type of apparatus involved
the task Sources of data
Tools available for data processing
Cognitive structure of Tasks

Instructional Strategies used in laboratories
• Expository Instruction
• Inquiry Instruction
• Discovery Instruction (Guided-inquiry)
• Problem-Based Instruction
• Project-Based Instruction
• Degree of openness
• Nature of students involvement
• Level of student involvement

Example

Example

Cons of Expository method
• “Cookbook” nature, which emphasizes following
specific procedures to collect data.
• No attention is given to the planning of the
investigation or to interpreting the results.
• Majority of them require students to operate
predominantly at the three lower levels of
Bloom’s taxonomy, namely, recall, understand,
and apply.
• Virtually no activities require students to operate
at any of the three higher cognition levels,
analyse, evaluate, or create.
Guided – Inquiry method
• Students are able to develop a general
understanding of the underlying principle.
• Personalize the information students acquire,
making it more meaningful and better
retained
• “finding out for one’s self ”

What is Guided – Inquiry method?
• You give students an open question. Typically
in groups, they design investigation methods
to reach a conclusion.
– Reinforces Curriculum Content
– “Warms Up” the Brain for Learning
– Promotes a Deeper Understanding of Content
– Helps Make Learning Rewarding
– Builds Initiative and Self-Direction

Example

What is Problem-based method?
• In this style, students are presented with a
problem statement often lacking in crucial
information.
• From this statement they redefine the problem in
their own words and devise a procedure that will
lead them to a solution.
• The problems are “open-ended”. That is, they
possess a clear goal, but there are many viable
paths toward a solution.
• The problems are designed to be conceptually
simple.
Advantages of Problem-based method
• Encourage independent thinking

• Emphasis is placed on developing testable
hypotheses rather than obtaining correct
results.
• As in the real world, the problem comes first
and serves as a vehicle for investigation and
learning.

Problem – Based Experiment
• Design a Diode Clipper to obtain following transfer characteristics for the
given input.
• Compare the circuit designed by you with the circuit designed by your
neighbor.
• What similarities and differences did you observe in the two circuits?

Chemical Engineering lab
IIT Bombay

Example

Sensor Modeling lab
College Of Engineering Pune

Example

Example

Example

Project – based method
• Similar to Problem-based
• The problem is closer to real world
• Mostly the students design, develop and
implement a device/application/system
• Work in teams of 4/5

Various Learning Approaches in Virtual Lab Design
Components of Expository Guided Problem Project Inquiry
lab Inquiry Based Based
Learning Given Given Given – Given – Given
Objectives/Aim Mostly open Mostly real
ended world
problem problem
Background Given Given Given Given Not Given

Theory
Procedure/Desig Given Students Not Given Not given Not given
n are guided
Information Given Students Not given Not given Not given
about what data are guided
to be collected
Data Analysis Given Students Not given Not given Not given
and Results are guided
Results Given Students Not given Not given Not given
Interpretation are guided
and Conclusions
Important tips
• Target learning objectives at higher cognitive
levels
• Do not cover many concepts in one experiment
• Do not directly convert physical labs to virtual labs
• Incorporate non linearity's – Simulation results
always ideal but not so in physical
• Y = mx –> equation to calculate y
( incorporate experiments in which y is known
and x is to be found out
• Student engagement – in physical 1 hr in vlabs 15
min so how this can be increased

A library of a variety of components and types of
instruments
A library of a variety of components and types of
instruments
Students can vary the properties of components
Require less setup time and provide results of lengthy
investigations instantaneously
Facilitates recording measurements and plotting of
data (e.g., semi-log graphing of the transfer function of
a low-pass filter)
Extract valid information from a complex visualization
when they draw what they observed in an experiment
Students can also directly link unobservable processes to
symbolic equations and observable phenomena, which
encourages them to make abstractions over different
representations
Extreme tasks are possible
If students do not complete correctly, an explanation is
provided in the form of a concise informative message
Scaffolds to students
Provide the guidelines for selection of parameters and
the testing of the selected values.
Students can perform more experiments and thus
gather more information in the same amount of time it
would take to do the physical experiment.
All parameters may be modified, which cannot be done with the
real system
Enable students to use complex inquiry practices to separate
variables that might be difficult to use in physical experiments
Full function simulations of the instruments provided to take the
measurements
Students are not distracted by aberrations in the equipment or
unanticipated consequences
Important tips
• Target learning objectives at higher cognitive
levels
• Do not cover many concepts in one experiment
• Do not directly convert physical labs to virtual labs
• Incorporate non linearity's – Simulation results
always ideal but not so in physical
• Y = mx –> equation to calculate y
( incorporate experiments in which y is known
and x is to be found out
• Student engagement – in physical 1 hr in vlabs 15
min so how this can be increased

Design assessment
• Various assessment methods in vlabs
• Hierarchy of the assessments
• Write assessment for your vlabs aligned to
learning objectives and tasks

Various assessment methods used in laboratories
• Mode of administration
– Online
– Offline – Paper and Pencil
• Time of administration
– After the end of semester – Term or Semester end -
Summative
– After the students complete the lab work – Post-test -
Summative
– While the students are carrying out the labwork –
Formative

Various assessment methods used in laboratories
• Instrument used
– Lab report – Handwritten
– Lab report – Online
– Tests
– Presentations
• Measurement metric
– Students lab skills
– Students conceptual understanding
– Students prior defined learning outcomes
• Agent
– Teacher/Instructor
– Peer
– Self

Proposed assessment method
• The assessment method of formative

assessment is recommended so that
1. Students establish the link between objects
and observables
2. We assess them for students learning in the
laboratory and not just the final product.

Proposed assessment method

Aligning Assessment with Learning Objectives
Learning Objectives
Assessment
Aligning Assessment to Learning Objectives
118
Polling question
Is the assessment Question aligned with objective?
Obj: Students should be able to graphically draw the

characteristics of different types of resistors.
Ques: Which of the V-I curves

could represent a Non-Ohmic
resistance?
A. Yes
B. No
Polling question
Obj: Students should be able to apply Ohm’s in

simple series circuits.
Ques :Design a circuit that will reduce the given DC fan's

rotation speed to 40 % of its current speed.
A. Yes
B. No
June 14, 2014 120
Polling question
Obj: Students should be able to calculate the

resistance in the circuit from experimental
observations of voltage (V) and current (I).
Ques: Write mathematical statement for Ohm’s law.
A. Yes
B. No
June 14, 2014 121
Example
2. In the simulator we apply

LOGIC ONE on a pin to glow
respective LED as cathode is
assumed to be grounded and
anode is connected to the pin. Is
it possible to glow the led by
applying LOGIC ZERO to
respective pin? What will be the
change in the hardware.
Assessment – each student should get a different answer – not like the current pre-post tests
Write a program in such a way
that 64H should be visible
across port 0 and the 2's
complement of 64H should be
visible across port 1.

2. If Vref range is 10v
,ADC is 8bit .What
will be the input
value for getting
output of 66H or
01100110B.
Also verify the
formula :
(ADCout)10=
Vin*256/Vref.

Important Tips
• Assessment should be preferably of the lab work
carried out and not theoretical knowledge
• Faculty should have flexibility to assign different
assessment to different students
• When the lab is hosted on Open Edx and a
certified lab course is implemented the
assessment should have provision of part marking
• A separate log file for each student should be
created so that plagiarism is taken care of

Activity – Final Story Board
• Form groups based on the experiment you are going to develop
• For the experiment you have proposed to develop/ wish to
develop and learning objectives selected
• Select the instructional strategy
• Based on this write the tasks you will assign the students
• Write assessment questions to be given to the students

Activity
Share the story board you have
written with the participants

Thank You!
• Any Questions?

Anita PPT Vadodara

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Virtual labs pedagogical aspects

21/06/17 New Virtual lab development workshop 1

– Engineering happens in laboratories!

21/06/17 New Virtual lab development workshop 2

21/06/17 New Virtual lab development workshop 3

Design learning Design

21/06/17 New Virtual lab development workshop 5

Students perform the

21/06/17 New Virtual lab development workshop 6

21/06/17 New Virtual lab development workshop 7

Both are right, but what went wrong?

New Virtual lab development workshop

Both are right, but what went wrong?

New Virtual lab development workshop

Both are right, but what went wrong?

New Virtual lab development workshop

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Learning objectives are goal statements

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Learning objectives are goal statements which includes

Learning objectives are goal statements which includes

Learning objectives are goal statements which include

Learning objectives are goal statements which include

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Student should be able to select and use

Students should be able to identify the multiple

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Write learning objectives for your experiment

Participants – Self-assess the objectives you wrote:

1. Did you start with: The student should be able to …

New Virtual lab development workshop

1. A < B < C 3. A > B > C

Student will be able recall truth table explained in the class.

2. Student will be able to draw output waveforms for given

21/06/17 New Virtual lab development workshop 36

Student will be able to first identify number of inputs

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Levels Revised Bloom’s taxonomy

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Level Description –Learning Level Action Verbs

Recall Focuses on memorization and List, Identify, Define,

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Level Description –Learning Level Action Verbs

Underst Grasp meaning, explain, Describe, Explain,

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Apply Use knowledge in a new Apply, calculate,

Analyse Separate whole into parts until analyze, infer

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Apply Use knowledge in a new situation. Apply, calculate,