EUROPEAN JOURNAL OF PHYSICS
doi:10.1088/0143-0807/30/4/008
Interactive suppress experiments—innovative virtual(prenominal) laboratories for space learners
P A Hatherly1,2,4 , S E Jordan1,2 and A Cayless2,3
1 Department of Physics and Astronomy, The Open University, Walton Hall, Milton Keynes MK7 6AA, UK 2 piCETL, The Open University, Walton Hall, Milton Keynes MK7 6AA, UK 3 The Open University in Scotland, 10 Drumsheugh Gardens, Edinburgh EH3 7QJ, UK
E-mail: p.a.hatherly@open.ac.uk
Received 15 December 2008, in final form 3 April 2009 Published 8 May 2009 Online at stacks.iop.org/EJP/30/751
Abstract
The desirability and value of testing ground work for physics students is a wellestablished principle and issues arise where students ar inherently remote from their host institution, as is the geek for the UK’s Open University. In this paper, we present developments from the Physics Innovations Centre for faithfulness in Teaching and Learning (piCETL) in the production and engineering science of the virtual laboratory resources, interactive screen experiments, and the benefits and drawbacks of such resources.
We overly research the motivations behind current implementation of interactive screen experiments and examine evaluation strategies and outcomes through a series of case studies.
1. Introduction
The concept and implementation of virtual laboratory resources in the somatogenetic sciences has many consequences. These relate to the purpose a virtual laboratory is seeking to address, the experience of both students and tutors, and the suitability of an activity. In this paper, we explore these concepts in the context of a particular class of virtual laboratory, the interactive screen experiment (ISE), pioneered by Kirstein [1, 2] and Schumacher [3], introduced to the UK as the truth viewer by Bacon [4, 5] and now being developed at the UK Open University (OU) in partnership with the University...If you want to get a full essay, order it on our website: Orderessay
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