Approaches to Online/Remote/Hybrid Labs

This is a non-exhaustive list of approaches to online/remote/hybrid labs faculty may utilize, often in combination, to accommodate instruction. Few of these options would be fully suitable for advanced labs which require hands-on access to harmful chemicals, highly specialized equipment, and the like.

 

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  1. Kitchen Labs: DIY labs that can be done with items available in the home (kitchen garage, yard, etc.) 
  2. Science in My Backyard: Faculty reconsider, scale, and calibrate experiments and data gathering efforts to scales and contexts students can do independently and locally.
  3. Lab-in-a-Box: Kits UM BookStore and faculty collect and to students to assemble to test, collect, and/or analyze data.
  4. MacGyver/Apollo 13 Labs (Innovation): Problem solving with available gear.
  5. Ask an Expert (eg. Astronaut, Researcher in Antarctica or on a ship in the ocean) 
    • Pre-record content from an expert in the field and then synchronously connect students with expert for a Q/A
    • Prep students about an experiment in a remote/online location and then connect them synchronously for students to direct approach to experiment.
    • Students make predictions, and describe implications of predicted results.
    • Students read current book or journal article and have a Q/A with author.
  6. Pre-Record Video in the Lab: Faculty and/or TAs doing lab, working with gear, etc. for students to access before class. Provide students with images and data for them to analyze and present.
  7. Synchronous Labs: Connect faculty and cameras on gear in labs so that students view live feed from gear (such as microscopes and computers) and engage with faculty/TAs in lab groups synchronously to collect and discuss observations and data.
  8. Commercial Simulation: Such as Labster.
  9. Focus on Data Sets: Students analyze and present on publicly available existing pre-assembled data sets generated by scientists.
  10. Locate, Rate, Debate: Direct students to data resources (cities, states, countries, etc.) to gather, compare, and analyze.
    • Students collect similar data sets in their locations and compare
    • Students form location-specific groups collect and present data to other location-specific groups.
      1. Continue with cross-location, topic specific groups.
      2. Lessons in working in groups and working in remote/online groups.
    • Students share data via geographic databases and geographic data visualization tools, such as Google Earth.
    • Students assess the politics of data collection, sharing, and analysis
    • Focus on presenting analysis to non-science community members.
  11. Citizen Scientists: Locally-Globally-informed community science in which students gather field data in their home location
    • Share with students in other field location via shared databases
    • Cross-site groups analyze and present data via geo-spatial tools
  12. Everyday Science and Math 
    • Decipher the physics of a sneeze
    • Assess the physics and function of different broadband, wireless, and cell tech in specific conditions and locations.
    • Master the statistics of epidemiology
      1. Network effects
      2. Calculate the rate of change
    • Model the spread of a pandemic
    • Calculus and climate change
    • Census Year demographic sampling
    • Etc.
  13. Outcomes Based on Access: Segment learning outcomes not by topic but by available modalities.
    • When students are onsite, focus on use of location-specific gear
    • When students are remote/online, focus on analysis and presentation, remote/online group work, community engagement, etc.
  14. Low-Residency, Compressed Hands-on Lab/Field Sessions:  Students will engage in intensive lab and field work when able to be on campus or on site.