Video corrections of undergraduate teaching lab reports

Comunicació presentada a INTED2019, 13th International Technology, Education and Development Conference. (March 11-13, 2019, Valencia, Spain).Here it is presented a new methodology based on using video recordings for the evaluation and marking of lab reports in the undergraduate teaching labs. Students are typically requested these reports at each lab session. The reports are partly (or fully) used for the determination of the students mark related to the teaching labs. These reports do not always have the quality expected, since undergraduate students frequently experience different difficulties. Video recordings of the marking process of the reports, with the inclusion of a detailed identification and explanation of the mistakes found, have been performed for the Materials Technology subject in the 4th course of the Industrial Technology Engineering degree. These video recordings, unlike the typically adopted corrections using text comments, were more warmly welcomed by the students, increased the comprehension of the mistakes they performed, and helped them to learn how to prepare higher quality reports. In addition, most of the students considered that these video corrections should be generally implemented in all the teaching labs. Finally, it was also found that marking through this method saves a significant amount of marking time to the lecture

Peer Evaluation of Video Lab Reports in a Blended Introductory Physics Course

The Georgia Tech blended introductory calculus-based mechanics course emphasizes scientific communication as one of its learning goals, and to that end, we gave our students a series of four peer-evaluation assignments intended to develop their abilities to present and evaluate scientific arguments. Within these assignments, we also assessed students' evaluation abilities by comparing their evaluations to a set of expert evaluations. We summarize our development efforts and describe the changes we observed in student evaluation behavior.Comment: 4 pages, 1 table, 2 figures, submitted to Summer 2014 PERC Proceeding

Lessons taught and learned from the operation of the solar energy e-learning laboratory

The solar energy e learning laboratory (solar e-lab) in Cyprus is a good example of a web-based, remote engineering laboratory. It comprises a pilot solar energy conversion plant which is equipped with all necessary instrumentation, data acquisition, and communication devices needed for remote access, control, data collection and processing. The impact that the solar e-lab had during its nearly 5 years of operation is indeed high. Throughout this period, the solar e-lab has been accessed by users from over 500 locations from 79 countries spread all over the world. In the period of November 2004 to October 2008, more than a million visits were recorded, out of which 25000 have registered on the site and surfed through studying the supplied material. Around 1000 hits concerned registered users that passed the pre-lab test and performed the experimentation part. The four years of operation of the solar e-lab demonstrated how the Internet can be used as a tool to make the laboratory facilities accessible to engineering students and technicians located outside the laboratory, including overseas. In this way, the solar energy e-learning lab, its equipment and experimental facilities were made available and shared by a number of interested people, thus widening educational experiences. Judging from the online evaluation reports that were received from the solar e-lab users during the last 2 years of operation, it can be concluded that there is nearly excellent satisfaction by the users

Water Quality Reporting Limits, Method Detection Limits, and Censored Values: What Does It All Mean?

The Arkansas Water Resources Center (AWRC) maintains a fee-based water-quality lab that is certified by the Arkansas Department of Environmental Quality (ADEQ). The AWRC Water Quality Lab analyzes water samples for a variety of constituents, using standard methods for the analysis of water samples (APHA 2012). The lab generates a report on the analysis, which is provided to clientele, and reports the concentrations or values as measured. Often times the concentrations or values might be very small, even zero as reported by the lab – what does this mean? How should we use this information? This document is intended to help our clientele understand the analytical report, the values, and how one might interpret information near the lower analytical limits. Every client wants the analysis of their water sample(s) to be accurate and precise, but what do we really mean when we say those two words? These words are often used synonymously or thought of as being the same, but the two words mean two different things. Both are equally important when analyzing water samples for constituent concentrations

Exploring the benefits of integrating business model research within living lab projects

Business model and living lab research both have similar objectives – to maximize the probability of successful market introduction of innovative solutions – be it through different means. Yet, there are still only few studies or reports discussing both, with those studies that do touch the subject staying at a high level. iMinds Living Labs has gained a lot of experience in combined living lab and business model innovation projects and, rather than being competing approaches, our results have shown that these two research methodologies can be complementary, where the combined approach turns out to be more powerful than each individual approach used alone. The goal of this article is to promote the inclusion of business model research in a model of "a living lab as a service" (and vice versa) by explaining the benefits and by introducing a practical framework to implement such combined research tracks based on the experience at iMinds Living Labs over the past few years

A Survey of University Student Attitudes Toward the Language Lab

This article reports the results of a survey of student attitudes toward thelanguage lab at Southern Illinois University at Carbondale. The report notes that aninitial positive attitude toward the lab in the first semester becomes more negativeduring the second. The author suggests a need for new lab materials that maintain theinitial favorable attitude towards the lab

Diagnostic accuracy of calculated serum osmolarity to predict dehydration in older people: adding value to pathology lab reports

Objectives: To assess which osmolarity equation best predicts directly measured serum/plasma osmolality and whether its use could add value to routine blood test results through screening for dehydration in older people. Design: Diagnostic accuracy study Participants: Older people (≥65 years) in 5 cohorts: Dietary Strategies for Healthy Ageing in Europe (NU-AGE, living in the community), Dehydration Recognition In our Elders (DRIE, living in residential care), Fortes (admitted to acute medical care), Sjöstrand (emergency room) or Pfortmueller cohorts (hospitalised with liver cirrhosis). Reference standard for hydration status: Directly measured serum/plasma osmolality: current dehydration (serum osmolality >300mOsm/kg), impending/current dehydration (≥295mOsm/kg). Index tests: 39 osmolarity equations calculated using serum indices from the same blood draw as directly measured osmolality. Results: Across five cohorts 595 older people were included, of whom 19% were dehydrated (directly measured osmolality >300mOsm/kg). Of 39 osmolarity equations, five showed reasonable agreement with directly measured osmolality and three had good predictive accuracy in subgroups with diabetes and poor renal function. Two equations were characterized by narrower limits of agreement, low levels of differential bias and good diagnostic accuracy in ROC plots (areas under the curve >0.8). The best equation was osmolarity =1.86 × (Na+ + K+) + 1.15 × glucose + urea + 14 (all measured in mmol/L). It appeared useful in people aged ≥65 years with and without diabetes, poor renal function, dehydration, in men and women, with a range of ages, health, cognitive and functional status. Conclusions: Some commonly used osmolarity equations work poorly, and should not be used. Given costs and prevalence of dehydration in older people we suggest use of the best formula by pathology laboratories using a cutpoint of 295mOsm/L (sensitivity 85%, specificity 59%), to report dehydration risk opportunistically when serum glucose, urea and electrolytes are measured for other reasons in older adults