Abstract
ABSTRACT Traditional practical work for higher education in STEM subjects is under pressure from rising student numbers and adesired increase in active learning. Investing in more buildings and staff is financially challenging, while stretching existing resources affects outcomes, health, and participation. A more pragmatic approach is to embrace a less instrumentalist view of practical work in physical spaces and instead adopt a critical post-humanist approach which mixes both humanity and technology to achieve a sum greater than the parts, not bound by the limits of either. We share the experiences of leading UK exponents of non-traditional laboratories in the four main categories of simulation, virtual laboratories, real-asynchronous, and real-synchronous activities, as well as experts in scaling digital education initiatives for university-wide adoption. We foreshadow opportunities, challenges and potential solutions to increasing the opportunity for active learning by students studying at traditional campuses, via the complementary addition of non-traditional practical work.
Highlights
There is a widespread perception that STEM educators need to turn out graduates better able to meet societal and industry needs, and to do so at scale in order to satisfy demand
We will illustrate examples connected with our experience of existing non-traditional practical work (NTPW) activities across the spectrum, from simulations to remote laboratories with real equipment, with our view on how these areas can or should progress
If students are allowed to submit multiple times this can provide an environment for risk-free experimentation enabling error correction before credit is assigned. This feedback contrasts against traditional laboratories, which are, time limited and do not provide students with an opportunity to redo experimental work or calculations, there is a tension against providing feedback that only amounts to grade-polishing
Summary
There is a widespread perception that STEM educators need to turn out graduates better able to meet societal and industry needs, and to do so at scale in order to satisfy demand. For example, Graham (2018) in the case of Engineering or Manduca et al (2017) for Geosciences To meet this challenge, it is often suggested to use active learning in its various forms such as problem-based learning (PBL), design-based learning (DBL) or project-based learning (PJL). STEM education can meet this overarching challenge, and alleviate existing constraints, through significant adoption of non-traditional practical work (NTPW). NTPW is not a low-cost alternative to traditional laboratories, as it offers equal or better outcomes than traditional practical work, across all educational categories (Brinson, 2015). We will illustrate examples connected with our experience of existing NTPW activities across the spectrum, from simulations to remote laboratories with real equipment, with our view on how these areas can or should progress. In section three, we outline a future-looking view of the challenges and opportunities in what we see as the generation of NTPW development
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