Implementation of Low-Cost Laboratory in Education: A Systematic Literature Review

In developing countries, the need of practical facilities such as teaching aids and laboratories equipment is still a problem in education. This Inadequate laboratory equipment will affect learning outcomes, and the quality of graduates. The high price of commercial equipment is one of the factors. Therefore, there has been a lot of research to develop low-cost laboratory. This article aims to review the development of low-cost laboratory and how they have implemented in learning. The Systematic Literature Review  method is used to overview the implementation of low-cost laboratories in the learning. The synthesis of articles refers to the PRISMA 2020 guidelines. The published articles used in this study were obtained from the IEEE Xplore database for publication from 2017 – 2021.  After the articles are selected using inclusion and exclusion criteria, 32 articles were obtained for use. The results of this study indicate that a low-cost laboratory can be an alternative solution to the high price of commercial equipment, and as a learning aid to improve learning outcomes. The methods used in implementing low-cost laboratories are design, research and development and experimentation. The use of low-cost laboratories in learning activities shows a positive impact on improving the quality of learning outcome

Enumeration of CD4+ T-Cells Using a Portable Microchip Count Platform in Tanzanian HIV-Infected Patients

Background CD4+ T-lymphocyte count (CD4 count) is a standard method used to monitor HIV-infected patients during anti-retroviral therapy (ART). The World Health Organization (WHO) has pointed out or recommended that a handheld, point-of-care, reliable, and affordable CD4 count platform is urgently needed in resource-scarce settings. Methods HIV-infected patient blood samples were tested at the point-of-care using a portable and label-free microchip CD4 count platform that we have developed. A total of 130 HIV-infected patient samples were collected that included 16 de-identified left over blood samples from Brigham and Women's Hospital (BWH), and 114 left over samples from Muhimbili University of Health and Allied Sciences (MUHAS) enrolled in the HIV and AIDS care and treatment centers in the City of Dar es Salaam, Tanzania. The two data groups from BWH and MUHAS were analyzed and compared to the commonly accepted CD4 count reference method (FACSCalibur system). Results The portable, battery operated and microscope-free microchip platform developed in our laboratory (BWH) showed significant correlation in CD4 counts compared with FACSCalibur system both at BWH (r = 0.94, p<0.01) and MUHAS (r = 0.49, p<0.01), which was supported by the Bland-Altman methods comparison analysis. The device rapidly produced CD4 count within 10 minutes using an in-house developed automated cell counting program. Conclusions We obtained CD4 counts of HIV-infected patients using a portable platform which is an inexpensive (<$1 material cost) and disposable microchip that uses whole blood sample (<10 µl) without any pre-processing. The system operates without the need for antibody-based fluorescent labeling and expensive fluorescent illumination and microscope setup. This portable CD4 count platform displays agreement with the FACSCalibur results and has the potential to expand access to HIV and AIDS monitoring using fingerprick volume of whole blood and helping people who suffer from HIV and AIDS in resource-limited settings.Wallace H. Coulter Foundation (Young Investigation Award in Bioengineering Award)National Institutes of Health (U.S.) (NIH R01AI081534)National Institutes of Health (U.S.) (NIH R21AI087107)National Institutes of Health (U.S.) (NIH grant RR016482)National Institutes of Health (U.S.) (grant AI060354)National Institutes of Health (U.S.) (NIH Fogarty Fellowship

Experiential learning in control systems laboratories and engineering project management

Experiential learning is a process by which a student creates knowledge through the insights gained from an experience. Kolb's model of experiential learning is a cycle of four modes: (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation. His model is used in each of the three studies presented in this dissertation. Laboratories are a popular way to apply the experiential learning modes in STEM courses. Laboratory kits allow students to take home laboratory equipment to complete experiments on their own time. Although students like laboratory kits, no previous studies compared student learning outcomes on assignments using laboratory kits with existing laboratory equipment. In this study, we examined the similarities and differences between the experiences of students who used a portable laboratory kit and students who used the traditional equipment. During the 2014-2015 academic year, we conducted a quasi-experiment to compare students' achievement of learning outcomes and their experiences in the instructional laboratory for an introductory control systems course. Half of the laboratory sections in each semester used the existing equipment, while the other sections used a new kit. We collected both quantitative data and qualitative data. We did not identify any major differences in the student experience based on the equipment they used. Course objectives, like research objectives and product requirements, help provide clarity and direction for faculty and students. Unfortunately, course and laboratory objectives are not always clearly stated. Without a clear set of objectives, it can be hard to design a learning experience and determine whether students are achieving the intended outcomes of the course or laboratory. In this study, I identified a common set of laboratory objectives, concepts, and components of a laboratory apparatus for undergraduate control systems laboratories. During the summer of 2015, a panel of 40 control systems faculty members, from a variety of institutions, completed a multi-round Delphi survey in order to bring them toward consensus on the common aspects of their laboratories. The following winter, 45 additional faculty members and practitioners from the control systems community completed a follow-up survey to gather feedback on the results of the Delphi survey. During the Delphi study, the panelists identified 15 laboratory objectives, 26 concepts, and 15 components that were common in their laboratories. Then in both the Delphi survey and follow-up survey each participant rated the importance of each of these items. While the average ratings differed slightly between the two groups, the order of each set of items was compared with two different tests and the order was found to be similar. Some of the common and important learning objectives include connecting theory to what is implemented and observed in the laboratory, designing controllers, and modeling and simulating systems. The most common component in both groups was MathWorks software. Some of the common concepts include block diagrams, stability, and PID control. Defining common aspects of undergraduate control systems laboratories enables common development, detailed comparisons, and simplified adaptation of equipment and experiments between campuses and programs. Throughout an undergraduate program in engineering, there are multiple opportunities for hands-on laboratory experiences that are related to course content. However, a similarly immersive experience for project management graduate students is harder to incorporate for all students in a course at once. This study explores an experiential learning opportunity for graduate students in engineering management or project management programs. The project management students enroll in a project management course. Undergraduate students interested in working on a project with a real customer enroll in a different projects course. Two students from the project management course function as project managers and lead a team of undergraduate students in the second course through a project. I studied how closely the project management experience in these courses aligns with engineering project management in industry. In the spring of 2015, I enrolled in the project management course at a large Midwestern university. I used analytic autoethnography to compare my experiences in the course with my experiences as a project engineer at a large aerospace company. I found that the experience in the course provided an authentic and comprehensive opportunity to practice most of the skills listed in the Project Management Book of Knowledge (an industry standard) as necessary for project managers. Some components of the course that made it successful: I was the project manager for the whole term, I worked with a real client, and the team defined and delivered the project before the end of the semester

Design and development of a 5-Channel Arduino-Based Data Acquisition System (ABDAS) for experimental aerodynamics research

In this work, a new and low-cost Arduino-Based Data Acquisition System (ABDAS) for use in an aerodynamics lab is developed. Its design is simple and reliable. The accuracy of the system has been checked by being directly compared with a commercial and high accuracy level hardware from National Instruments. Furthermore, ABDAS has been compared to the accredited calibration system in the IDR/UPM Institute, its measurements during this testing campaign being used to analyzed two different cup anemometer frequency determination procedures: counting pulses and the Fourier transform. The results indicate a more accurate transfer function of the cup anemometers when counting pulses procedure is used

College of Engineering Magazine

Promotional magazine for the University of Maine\u27s College of Engineering. This issue explores the energy generation and energy transmission-related engineering programs being conducted by faculty, staff, and students with the College of Engineering. Topics include creating a sustainable bioeconomy, development of off-shore wind generation, developing smart grid technologies, solar energy, and exploring tidal power.https://digitalcommons.library.umaine.edu/umaine_today/1056/thumbnail.jp

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Promoting STEM Education of Future Chemistry Teachers with an Engineering Approach Involving Single-Board Computers

We describe a master’s level chemistry education course that was designed to support STEM education by strengthening the E component with an engineering approach. Engineering approach is a method of conducting projects systematically similar to professional engineers. In the course, the future chemistry teachers were given the task of building a measurement instrument using a single-board computer (SBC). In addition to course description, we present a pilot study, the aim of which was to explore the opportunities and challenges the engineering approach initiates with pre-service chemistry teachers trying to accomplish a SBC-based open engineering project. The study employed a qualitative research approach, using the course as the data collection platform. The collected data was analyzed using an inductive content analysis. The data analysis shows that an open SBC project is a good platform for learning and teaching future chemistry teachers about chemistry-driven STEM education, but it is very challenging to conduct. The main conclusion is that the engineering approach is a practical solution for strengthening the engineering in STEM education. To generalize these findings to a wider context, we suggest further research to improve the course using this study’s results and re-evaluate the approach in a new instance of the course