2019 LIT Online Presentations
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Laboratory Innovations with Technology (http://LIT.csuprojects.org ) - May 21-22, 2019 - Projects Presentation Schedule
Program Director: JP Bayard, PhD, Academic Technology Services - Lead Faculty Facilitator: Beth Weinman, PhD, Fresno State
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Day /Time Presentation Recording URLPresenter(s)CampusPresentation TitleePortfolio LinkAbstractKey Pedagogy UsedKey Technologies/ Tools Used
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5/21 / 9-10amhttps://vimeo.com/337909000Patrick BrittleChicoVR Effectiveness in Plan ReadingLinkA major challenge and struggle with Construction Management (CMGT) students, revolves around students being able to read two-dimensional construction drawings and understand how these drawings correlate to an actual three-dimensional finished product to be built or constructed. There is serious value in being able to make this correlation between the drawings and the end product. Specifically this allows one to identify crucial conflicts and coordination items during the planning stage of a project, rather than once these conflicts come to a head in the field. This can save valuable time and money by effectively identifying and resolving these issues prior to ever encountering them in the building stage of the project. While after much practice and effort the skills to read plans and visualize the end product can be learned and developed, we’d like to shorten this learning curve. Virtual Reality (VR) provides a great opportunity to improve comprehension between the drawings and the end product. Through collaboration with CSU East Bay faculty and CSU Chico’s Computer Animations and Gaming Department (CAGD), we sought to gauge whether through VR we could improve student comprehension in this area. We gave entry level CMGT students the task of reviewing both a two-dimensional drawing set on paper and a VR model of the same building. Students were then tasked with identifying problems discovered through each method. We will compare the results to understand if VR actually allows students to better comprehend potential conflicts and mistakes in the design over the alternative of reviewing two-dimensional drawings on paper.Social & Experiential LearningVirtual Reality
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5/21 / 10-11amhttps://vimeo.com/337908531Priscilla ZhaoPomonaVirtual Lab components in assisting lab instructionLinkPhysical laboratory experiments are built to provide students with hands-on opportunities and have long been crucial for engineering training. The Mechanical Engineering (ME) department of a large state university name omitted] proudly claims to be one of the few in the state that still provide so many hands-on labs to students. However, due to the rapid growth in number of enrollments, limited and shared space, and increasing difficulty of scheduling due the semester conversion, undergraduate students have experienced an increasing difficulty gaining valuable hands on experience in the lab.
Our group is focused on creating a virtual lab of the Fluid Mechanics laboratory to supplement existing physical lab exercises. The virtual lab is designed to enrich students’ lab experience, stimulate interests, and bring more individual exercise time
In this presentation, I will share our very first stage progress of creating two types of virtual labs. The first type is a virtual lab tour created from 360° pictures of the physical laboratory rooms and equipped with detailed instructions for each experiment. It is used as a pre-lab instruction tool. The second type is a virtual reality (VR) simulation lab space created using Unity game engine that allows students to interact with a simulation of one lab experiment. This is used for students to collect more data outside the physical lab meeting.
Preliminary feedback from students of using both types of virtual labs has shown to be positive. Suggestions for further improvement are also collected and incorporated into next stage of development.
Virtual reality, immersive learning, 360 tourVirtual Reality/360 Camera
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5/21 / 11-12pmhttps://vimeo.com/337909269Winncy DuSan JoseVirtual & Tele-operated Robots for Robotics EducationLinkLaboratory exercises are critical for the students to learn how to control, program, and operate the industrial robotics, such as Cartesian, SCARA, articulate robots. However, real industrial robots are expensive and require regular maintenance and frequently upgrading on both control hardware and software. In addition, due to the limited space and the number of robots, not every student gets a chance to operate a robot. This project aims at creating a virtual industrial robot laboratory that has various robot configurations, so that students can operate these “robots” anytime anywhere. Most importantly, these virtual robots have exactly same features, functions, programing codes, control algorithms, and movement just like the real industrial robots do.Teamviewer, Tele-operation,
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5/21 / 1-2pmhttps://vimeo.com/337908306Abraham WolcottSan JosePhysical Chemistry: Incorporation of VR into Thermodyanmics, KInetics and Quantum MechanicsLinkSJSU DFW rates in general and physical chemistry are 26% and 27%, respectively, represent a large hurdle for course advancement and timely graduation rates. Abstract concepts and physical models in physical chemistry and physics are inherently difficult to grasp because of limited visual tools. Here we demonstrate the incorporation of VR and computer-based tools to aid the absorption, retention and critical thinking skills in the broad subjects of thermodynamics, kinetics and quantum mechanics. Initially, free VR experiences were incorporated into the curriculum and smart-phone based VR headsets were used. The VR content was focused on kinetic theory of gases and assessed through CANVAS software. Labster software was used for kinetics lessons and it was found that these lessons are computer-based and not inherently VR immersive experiences. Now, with the aid and guidance of UNITY programmers hired through the LIT program, we have created a custom VR experience focusing on thermodynamic curricula. The experience focuses on kinetic theory of gases, allowing users to control temperature, volume and molecular identity. A readout panel displays the mean square velocity, kinetic energy and pressure. The UNITY architecture is designed to be expanded upon by future programmers and allow for multiple thrusts to be pursued to expand VR curricula. Proposals have been submitted to continue hiring programmers and advance our goals of providing increased learner outcomes in physical chemistry content. To that point, the use of VR for thermodynamics resulted in a increase of +10 points in exam #1 in Chem 160 (P-Chem) for Spring 2019. Discussions of these results are needed to guide our work.constructionism, cooperative learning and scientific argumentation. Low-cost VR headsets and Remotes ($35/student)
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5/21 / 2-3pmhttps://vimeo.com/337907176Sagil JamesFullertonVisual Work Instructions in Engineering LabsLinkThe laboratory course considered for this pilot project is the standard Strength of Material lab which includes materials testing, evaluating mechanical properties of materials and microstructural analysis. The conventional text-based instructions used for Strength of Materials laboratory experiments is complicated and difficult to read and fully understand. The instructions are often very lengthy, and students often do not perform the experiments correctly, takes longer than usual time and compromise specific safety guidelines. Statistics suggest that students only remember 10 % of what they read. Use of visual aids, images, videos, and interactions can help improve this percentage significantly. Using multimedia visuals as tools in the laboratory teachings is an efficient way for efficient knowledge transfer and enhance the student learning experience. New technologies have opened new possibilities to integrate multimedia visual aids in the laboratory courses. However, these aids are not being adequately exploited. The proposed project addresses this issue by implementing Visual Laboratory Instructions (VLI) as a tool for knowledge transfer of the standard laboratory procedures and practices. The graphic nature of the VLIs allows students to perform the laboratory tasks accurately, timely and most importantly, safely. The visual instructions help the students reduce the errors for repetitive experiments, utilize the lab space efficiently thereby gathering accurate data necessary for the material property evaluations. The VLIs also help reduce variations between the experiments done by different students and helps them understand the experiments better.Immersive LearningVisual Knowledge Share (VKS) Work Instruction Software
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5/21 / 3-4pmhttps://vimeo.com/337907460Matt LeineweberSan JoseTake-Home Lab Kits for Biomechanical TestingLinkThe application of engineering mechanics to biological systems is an integral part of any Biomedical Engineering (BME) curriculum. This general application is usually termed “Biomechanics”, and consists of the analysis of bodies at rest (engineering “statics” and “strengths of materials”) and bodies in motion (engineering “dynamics”). These topics are often particularly challenging to students since they rely on advanced mathematics to describe abstract concepts, such as stress, strain, and virtual coordinate systems. The LIT-redesigned BME 167 — Introduction to Engineering Biomechanics curriculum aims to strengthen student understanding of the fundamental relationships in Biomechanics through hands-on activities. A series of “take-home” lab assignments are used to reinforce the connection between physical phenomena, mathematical relationships, and abstract concepts. Students work in groups on these take-home labs to construct their own materials testing systems using low-cost sensors, Arduino microcontrollers, and everyday materials. They then use these systems to conduct experiments directly related to their traditional pencil-and-paper homework assignments. The hands-on activities introduced through the LIT-redesign aim to provide a stronger foundation in the basics of biomechanics, as well as an introduction to the essential hardware required for empirical data acquisition, enabling the students to more easily draw connections between these basics and the more complex applications in Biomedical Engineering.Experiential/Hands-on learningAdruino microcontrollers and low-cost sensors, videos, online discussion
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5/21 / 4-5pmhttps://vimeo.com/337907581Ben Van DusenChicoModernizing physics for future teachers using NextGen PETLinkMy LIT efforts have been centered around implementing the Next Generation Physical Science and Everyday Thinking (NGP) curriculum and its associated technologies. NGP uses a guided-inquiry approach to learning science that leverages several technologies, including simulations, videos, and whiteboards. Students get to use the PhET simulations (Wieman et al., 2008; McKagan et al., 2007) to augment the hands-on labs in the physics and chemistry units and make the invisible visible for students (e.g., seeing magnetic field lines, molecular interactions, etc.). Learning Assistants (LAs) have been central to supporting the course transformations. LAs support students in actively engaging in small-group work while providing me insight and feedback on how the class is performing and how we can improve our implementation of the curriculum.Collaborative learning, Learning AssistantsSimulations, videos, online tutorials, online tests
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5/22 / 10-11amhttps://vimeo.com/337906872Hyewon Pechkis and Paul ArpinChicoEnhancing High-Level Thinking in an Introductory Electricity and Magnetism LabLinkWe are redesigning our more traditional introductory physics Electricity and Magnetism labs to enhance students’ higher-level thinking and problem-solving skills. Specifically, we introduce physics education research-based instructional technology (e.g. “virtual” experiments) into our labs to reduce DFW rates and are building a faculty learning community. In particular, we have incorporated more design- and inquiry-based activities alongside PhET simulation activities into the labs.Inquiry-based learning - Use of Learning AssistantsPhet Simulations to help understand concepts - http://phet.colorado.edu
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5/22 / Noon-1pmKambiz HamadaniSan MarcosHands-on VR labs proof-of-principleLinkTeaching laboratory skills is time-consuming and resource intensive. Students must further be allowed to make mistakes in order to learn but this further poses safety concerns. Augmented/Virtual/Mixed reality systems have the potential to resolve such issues by providing safe, scalable, and inexpensive training environments that can provide an unlimited degree of instantaneous feedback to students during performance of lab procedures. Here we demonstrate that by using motion capture methods to spatially track the scientific tools manipulated by the user we can create virtual reality laboratory experiences with highly authentic tactile sensory feedback. Assessments tracking the impact of such "hands-on" virtual reality lab experiences on student learning and engagement within the context of a lecture-only biochemistry course will be discussed.Experiential LearningUltra-immersive Virtual/Mixed Reality
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5/22 / 3-4pmhttps://vimeo.com/337908662Dennis DahlquistSacramentoIntroduction to Digital Logic Design Laboratory (Simulation, Vlabs in Digital logic Design)LinkTeaching and learning computer engineering laboratory has many challenges simulation and visualization can greatly help students learn to design digital logic. The proposed model includes; simulation software, and instructional videos of lab equipment, tools, and lab assignments. The simulation software includes MultiSim and open source circuit simulation software, module activities, and virtual environment for student to work out circuit designs before building actual circuits. To facilitate student learning, initial logic circuit layouts are done by students in simulation and then students build actual logic circuits. This way they can experience the labs in simulation before the actual lab. The videos will help students “see” how to use the tools and equipment, and experience the lab activity before the actual design. Final the students can then compare results from calculations, simulations, and actual circuitry.
Simulation, Video, Active Learning, Agile classroom, OER, QA-OnlineVLabs, Videos, Zoom, Simulaton
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8/8 / 10am-11amhttps://vimeo.com/352789836Tumay TunurSan MarcosMovement in eXtended Reality (MiXR)- immersive Lab Design for KinesiologyLinkExtended Reality (XR) refers to all real-and-virtual combined environments generated by computer technology and wearables, and includes Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR). Immersive experiences, through XR technologies, are changing how we gain information and experiences. The ability to create various immersive environments has made virtual worlds useful for experiencing dangerous or logistically impractical science labs, simulations, and experiments, which students in a traditional kinesiology lab would have great difficulty seeing and experiencing in person. Therefore, I designed and facilitated the use of immersive simulation through the MiXR Lab for Kinesiology 301: Motor Control and Learning. XR content was diverse in nature to enable to students to gain a wide range of experience with various XR equipment, utilizing multiple ways of locomotion, and design and conduct their own research projects. Furthermore, with the id of UNITY developer collaborators, we developed specific apps that matches the course content. Altogether, this approach allowed students to gain hands-on experience using XR technologies to integrate immersive simulation in motor control rehabilitation and research settings. Experiential LearningImmersive Simulation through the Mixed Extended Reality (XR)
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