Roger Williams University Partners with Google and Labster to Launch Virtual Reality Science Labs

Standing inside a private room in the University Library last week, Joshua Abston performed a biology lab assignment on cellular respiration, but it was actually taking place inside a virtual reality lab

Pengembangan Media Praktikum Laboratorium Virtual Untuk Pembelajaran Optika Kelas VIII SMP Negeri 1 Tungkal Ulu

Lab activity is necessary in studying science especially physics. It is needed to support theoretical teaching activity in the classroom. Lab plays important roles in physics teaching-learning activities. The facts, many schools have inadequate lab facilities to support lab works and thus limited lab activities can be done. To improve physics teaching-learning activities with limited lab facilities, virtual lab is necessary to be developed to ensure that theoretical teaching materials are supported by lab activity in virtual manner. The purpose of this study was to develop virtual lab for subtopic of optics. Students\u27 responses on the virtual lab were obtained through small and large student groups. The final product was used in a real teaching activity and it shows that students paid more attention on the product and involved actively in virtual lab activity

Nucleon Polarizabilities

The subject of nucleon polarizabilities in real, virtual, and doubly virtual Compton scattering is discussed with respect to what is known and how such quantities can be extracted from data.Comment: 13 page Latex file; Talk given at Chiral Dynamics 2000 Workshop, Jefferson Lab, July 200

Study of Generalized Parton Distributions with CLAS

The program to study the Generalized Parton Distributions in deeply virtual exclusive processes with CLAS at Jefferson Lab is discussed.Comment: added reference

IUPUC Spatial Innovation Lab

During the summer of 2016 the IUPUC ME Division envi-sioned the concept of an “Imagineering Lab” based largely on academic makerspace concepts. Important sub-sections of the Imagineering Lab are its “Actualization Lab” (mecha-tronics, actuators, sensors, DAQ devices etc.) and a “Spatial Innovation Lab” (SIL) based on developing “dream stations” (computer work stations) equipped with exciting new tech-nology in intuitive 2D and 3D image creation and Virtual Reality (VR) technology. The objective of the SIL is to cre-ate a work flow converting intuitively created imagery to an-imation, engineering simulation and analysis and computer driven manufacturing interfaces. This paper discusses the challenges and methods being used to create a sustainable Spatial Innovation Lab

Virtual Fluidization Labs to Assist Unit Operations Courses

As technology advances, educational platforms are changing, evolving towards partially or entirely virtual environments. New emerging virtual tools are used to enhance topics discussed in lecture settings. In chemical engineering education, one of the fundamental courses for undergraduate pathways is the unit operations labs; however, physical lab settings have a few drawbacks. Costs required to store and maintain the equipment in the physical labs can add up, and a limited number of students can access the equipment in labs. Thus, virtual lab platforms are viable and economical options for either an alternative or a lab preparation tool. For this study, a fluidized bed virtual lab was implemented with a cohort of students to study the virtual lab effectiveness. The fluidized bed virtual lab is built on the Ergun equation to assist users to successfully correlate the relationships between specific variables, such as particle diameters, to fluidized bed behavior while comparing to experimental data. From that understanding, the user would be able to utilize the experience from the virtual lab to navigate data collection and analysis when in a physical fluidized bed unit operations lab with more confidence and understanding. Therefore, the fluidized bed virtual lab can be incorporated into a course as an additional educational resource

Pengembangan Virtual Lab Untuk Praktikum Penurunan Titik Beku Dan Tekanan Osmotik Larutan

Virtual lab of freezing point depression and osmotic pressure experiment has been constructed by using R&D method. Validator judgment to content suitability, construction, and easy to use aspect of developed virtual lab were 95.24%, 93.94%, and 87.18%, respectively. The preliminary testing was conducted at SMAN 1 Labuhan Maringgai to find out teachers and students responses about developed virtual lab. Teachers gave good responses to content suitability and easy to use aspect with the percentage of them were 97.62% and 98.72%, respectivity. Students also gave good responses to easy to use with the percentage was 98.85%. Based on the result, the developed virtual lab have high validity and feasible to be used in learning. Penelitian virtual lab untuk praktikum penurunan titik beku dan tekanan osmotik larutan ini menggunakan metode penelitian dan pengembangan (R & D). Hasil validasi ahli pada aspek kesesuaian isi, konstruksi, dan kemudahan penggunaan virtual lab yang dikembangkan masing-masing adalah 95,24%, 93,94%, dan 87,18%. Uji coba terbatas dilakukan di SMAN 1 Labuhan Maringgai untuk mengetahui tanggapan guru dan tanggapan siswa tentang virtual lab dikembangkan. Guru memberikan tanggapan yang baik pada aspek kesesuaian isi dan kemudahan penggunaan dengan persentase masing-masing 97,62% dan 98,72%. Siswa juga memberikan tanggapan yang baik pada aspek kemudahan oenggunaan dengan persentase 98,85%. Berdasarkan hasil penelitian dapat disimpulkan bahwa, virtual lab yang dikembangkan memiliki validitas tinggi dan layak digunakan dalam pembelajaran

An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria

It is difficult to learn professional courses such as Computer Science without hands-on activities with appropriate technical support. Computer Science programming courses are the core of a Computer Science qualification and some of the learning outcomes of a Computer Science programming course are writing program code, program testing and debugging. Inadequate computers in the computer laboratory and policies that restrict the concept of 'Bring Your Own Technology' (BYOT) inside the computer laboratory posed a challenge to hands-on programming activities. However, students in the Computer Science department at the University of Jos learn computer-coding theory, but unable to have hands-on experience due to several reasons. This research investigates how use of virtual lab on Moodle Learning Management System (LMS) could enhance students' acquisition of Java programming skills. The virtual lab provides a lab environment for students to practice programming and experiment concepts learned. Activity Theory was used as a theoretical framework to analyse the activity of Java programming on the virtual lab. Seven participants including the lecturer were enrolled on the Java Programming Language virtual lab practical sessions for this research work. The research activity system focuses on Java hands-on programming tasks for a period of three weeks and after that data was collected using interview and content generated from the virtual lab activities' chats and forum. Interview questions were developed and administered to students, while a semistructured interview with the lecturer was conducted. The data collected from the interviews and the contents collated from chats and forum activities were coded using ICT data analysis tool Nvivo, based on thematic analysis. The data was thoroughly reviewed, explained, interpreted, and analysed using the theoretical framework, activity theory. The results show that the virtual lab helped students perform practical programming activities, where students accessed and used the virtual lab concurrently at any time and place. The participants used their private computers, mobile devices in the hostels, at home, or at hotspots to access the virtual lab. However, accessing the virtual lab required adequate Internet connection. The virtual lab programming activity system promoted student-centred learning, self-paced practice, and enabled students to repeat or revisit incorrect assignments multiple times. The activity system's subject (lecturer, students) interacts with the mediating tools (mobile devices, virtual lab) to perform the object (Java programming), which enhanced the achievement of the outcome (programming skills). Therefore, it can be said that the virtual lab mediated hands-on programming activities