Improving and Assessing Student Hands-On Laboratory Skills through Digital Badging

Hensiek, Sarah; DeKorver, Brittland K.; Harwood, C.J.; Fish, Jason; O'Shea, Kevin; Towns, Marcy H.

doi:10.1021/acs.jchemed.6b00234

Cited by 72 publications

(98 citation statements)

References 21 publications

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“…A pre-/post survey was used to examine students' perception of their knowledge, confidence, and experience in several aspects to do with each procedure, based on the approaches used in previous reports on badging activities (Hensiek et al, 2016;Towns et al, 2015). Full surveys are in Appendix 2.…”

Section: Methodsmentioning

confidence: 99%

“…The use of video recordings for assessment of students completing a pipetting task (Towns, Harwood, Robertshaw, Fish, & O'Shea, 2015) and, more recently, a burette task (Hensiek et al, 2016) has been described. Students are required to submit their video for assessment to their virtual learning environment, where they are graded according to a range of criteria (e.g.…”

Section: Assessment Of Laboratory Skillsmentioning

confidence: 99%

“…Students were surveyed before and after the laboratory activity in a manner similar to that described previously (Hensiek et al, 2016;Towns et al, 2015). These surveys asked students to rate their knowledge, confidence and experience on a 5-point Likert scale, prior to and after the laboratory session (Appendix 2).…”

Section: Research Question 2: How Do Students Consider Their Own Abilmentioning

confidence: 99%

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Developing laboratory skills by incorporating peer-review and digital badges

Seery

Agustian

Doidge

et al. 2017

Chem. Educ. Res. Pract.

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Laboratory work is at the core of any chemistry curriculum but literature on the assessment of laboratory skills is scant. In this study we report the use of a peer-observation protocol underpinned by exemplar videos. Students are required to watch exemplar videos for three techniques (titrations, distillations, preparation of standard solutions) in advance of their practical session, and demonstrate the technique to their peer, while being reviewed. For two of the techniques (titrations and distillations), the demonstration was videoed on a mobile phone, which provide evidence that the student has successfully completed the technique. In order to develop digital literacy skills, students are required to upload their videos to a video sharing site for instructor review. The activity faciliated the issuing of digital badges to students who had successfully demonstrated competency. Students' rating of their knowledge, experience, and confidence of a range of aspects associated with each technique significantly increased as a result of the activity. This work, along with student responses to questions, video access, and observations from implementation are reported in order to demonstrate a novel and useful way to incorporate peer-assessment of laboratory skills into a laboratory programme, as well as the use of digital badges as a means of incorporating and documenting transferable skills on the basis of student generated evidence.

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Section: Methodsmentioning

confidence: 99%

Section: Assessment Of Laboratory Skillsmentioning

confidence: 99%

Section: Research Question 2: How Do Students Consider Their Own Abilmentioning

confidence: 99%

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Developing laboratory skills by incorporating peer-review and digital badges

Seery

Agustian

Doidge

et al. 2017

Chem. Educ. Res. Pract.

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“…Aside from that, laboratory work can assess affective domains through teamwork. Providing designing opportunities can help students to collect and analyze data appropriately (Hensiek et al, 2016). Laboratory work can help develop students' self-confidence (Gasper & Gardner, 2013).…”

Section: Figure 4 Effect Of Od3r Methods For Scientific Attitudesmentioning

confidence: 99%

Meaningful Biochemistry Learning Using the Orientation-Decision-Do-Discuss-Reflect (OD3R) Method

Anwar¹,

Senam²,

Laksono³

2018

INT J INSTRUCTION

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The implementation of KKNI curriculum in Indonesia requires meaningful learning-so does the biochemistry learning. In the mean time, biochemistry learning is constrained by the fact that its implementation and assessment have yet to be integrated with classroom learning and laboratory works. The Orientation/Decision/Do/Discuss/Reflect (OD3R) method seeks to integrate the elements and makes biochemistry learning meaningful. The implementation of the OD3R method in 4 universities in Indonesia (N = 216) shows that this method can help students to integrate information obtained from lectures by writing good laboratory reports, improve practical skills, and improving students' scientific attitudes. Each stage in the OD3R method meets cognitive, affective, and psychomotor domains in the biochemistry learning. More details on the OD3R method and its assessment are described in this paper.Keywords: biochemistry learning, laboratory work report, practical skills, scientific attitudes, meaningful learning INTRODUCTIONSince 2012, curriculum of higher education in Indonesia has changed by using the Indonesian National Qualification Framework (KKNI). This change is based on the concept of four education pillars, namely 'learning to know', 'learning to do', 'learning to be', and 'learning to live together' that are initiated by the United Nations Educational, Scientific and Cultural Organization (UNESCO). With KKNI, learning 18Meaningful Biochemistry Learning Using the Orientation … International Journal of Instruction, July 2018 • Vol.11, No.3 outcomes are expected to not only consist of knowledge but also attitudes and skills. This also happens to chemistry curriculum in higher education.Biochemistry is a course that must be taken by undergraduate students of chemistry and chemistry education programs. However, there are problems in the learning process. Students say that biochemistry is a difficult course, in which concepts to study are too many. Moreover, the concepts are irrelevant to students' life and careers (Anwar et al., 2013;Varghese et al., 2012; Afsar & Han, 2014;Anderson & Grayson, 1994;Fulton et al., 2012). In addition, there is no method that is capable of integrating study and laboratory work during learning implementation and assessment (Anwar et al., 2017).Laboratory work in biochemistry learning does not only serve to prove theories but also to stimulate and to improve skills for lifelong learning (Ottander & Greelson, 2006;Hofstein et al., 2008;Kelly & Finlayson, 2007). Until now, traditional methods remain the only choice for implementation of laboratory work. Students only duplicate methods, record investigation results, and note down the results on reports to which teaching assistants and lecturers never give feedback. To date, there is no method that integrates classroom learning and laboratory works in biochemistry learning implementation and assessment in Indonesia.Previous research has been developed to improve the implementation of laboratory works. Science Writing Heuristic (SWH) method explic...

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“…These types of credentials give potential employers a more granular understanding of what prospective employees know. Townes et al used badges in the analytical chemistry course to identify the mastery of basic laboratory skills, such as pipetting, reading a burette, or making solutions with a volumetric flask [24]/ Mellor et al, used badges in the green chemistry course to teach chemical safety [25].…”

Section: Micro-learningmentioning

confidence: 99%

How Should Chemistry Educators Respond to the Next Generation of Technology Change?

Pence

2020

Education Sciences

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Chemical educators are facing a new generation of instructional technologies that impact classroom teaching. New technologies, like smartphones, cloud computing and artificial intelligence take learning beyond the classroom; 3D printing, virtual reality, and augmented reality provide new ways to teach the virtualization skills that are important for chemists. These technologies cause students to become more isolated, so students may not develop the social skills that they will need for today's workplace. Individualized learning may be beneficial to many students, but it will create challenges for faculty. Although this article focuses on chemistry education, it should be apparent that a similar argument could be made for other sciences, like physics and biology.

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Improving and Assessing Student Hands-On Laboratory Skills through Digital Badging

Cited by 72 publications

References 21 publications

Developing laboratory skills by incorporating peer-review and digital badges

Developing laboratory skills by incorporating peer-review and digital badges

Meaningful Biochemistry Learning Using the Orientation-Decision-Do-Discuss-Reflect (OD3R) Method

How Should Chemistry Educators Respond to the Next Generation of Technology Change?

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