{"title":"作为在线实验室平台的iLabs:以新冠肺炎大流行期间斯坦福大学为例","authors":"M. Zaman, L. T. Neustock, Lambertus Hesselink","doi":"10.1109/EDUCON46332.2021.9454028","DOIUrl":null,"url":null,"abstract":"The iLabs platform – a low cost, highly scalable way to provide online learning for remote and virtual laboratory experiments is introduced into a classroom setting for the first time. As the COVID-19 pandemic has disrupted conventional laboratory experiment-based teaching, the iLabs platform can be a potential solution to include remote and virtual experiments in the curricula. As a case study, the process and challenges of integrating an iLabs experiment into a course are discussed. The described process includes converting a physical experiment into an iLabs experiment and using it as a teaching tool in one course at Stanford University during the Autumn 2020-2021 quarter. Feedback collected from the students is discussed. Although performed on a small scale, the case study suggests that the platform has the potential to be a helpful teaching tool for science and technology classes. In addition to being a substitute for a physical laboratory during the pandemic, the platform can be included as a supplementary teaching tool complementing physical laboratory experiments after the pandemic as well and will aid remote education.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"88 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":"{\"title\":\"iLabs as an online laboratory platform: A case study at Stanford University during the COVID-19 Pandemic\",\"authors\":\"M. Zaman, L. T. Neustock, Lambertus Hesselink\",\"doi\":\"10.1109/EDUCON46332.2021.9454028\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The iLabs platform – a low cost, highly scalable way to provide online learning for remote and virtual laboratory experiments is introduced into a classroom setting for the first time. As the COVID-19 pandemic has disrupted conventional laboratory experiment-based teaching, the iLabs platform can be a potential solution to include remote and virtual experiments in the curricula. As a case study, the process and challenges of integrating an iLabs experiment into a course are discussed. The described process includes converting a physical experiment into an iLabs experiment and using it as a teaching tool in one course at Stanford University during the Autumn 2020-2021 quarter. Feedback collected from the students is discussed. Although performed on a small scale, the case study suggests that the platform has the potential to be a helpful teaching tool for science and technology classes. In addition to being a substitute for a physical laboratory during the pandemic, the platform can be included as a supplementary teaching tool complementing physical laboratory experiments after the pandemic as well and will aid remote education.\",\"PeriodicalId\":178923,\"journal\":{\"name\":\"2021 IEEE Global Engineering Education Conference (EDUCON)\",\"volume\":\"88 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-04-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2021 IEEE Global Engineering Education Conference (EDUCON)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/EDUCON46332.2021.9454028\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2021 IEEE Global Engineering Education Conference (EDUCON)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/EDUCON46332.2021.9454028","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
iLabs as an online laboratory platform: A case study at Stanford University during the COVID-19 Pandemic
The iLabs platform – a low cost, highly scalable way to provide online learning for remote and virtual laboratory experiments is introduced into a classroom setting for the first time. As the COVID-19 pandemic has disrupted conventional laboratory experiment-based teaching, the iLabs platform can be a potential solution to include remote and virtual experiments in the curricula. As a case study, the process and challenges of integrating an iLabs experiment into a course are discussed. The described process includes converting a physical experiment into an iLabs experiment and using it as a teaching tool in one course at Stanford University during the Autumn 2020-2021 quarter. Feedback collected from the students is discussed. Although performed on a small scale, the case study suggests that the platform has the potential to be a helpful teaching tool for science and technology classes. In addition to being a substitute for a physical laboratory during the pandemic, the platform can be included as a supplementary teaching tool complementing physical laboratory experiments after the pandemic as well and will aid remote education.