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1. Virtual Gemba Analytics for Experiential Learning

   Santos, Fabiana; Mello, Alice; James, Nikki (January 2021, Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21))

   null (Ed.)

   When developing a project, input from stakeholders is a key to success. In this paper, a Virtual Gemba Walk dashboard for virtual capstone projects is proposed. A Virtual Gemba Walk aligns the expectations of the three stakeholders: student, teacher and industry sponsor through a real-time analytics dashboard that visualizes project indicators, tracks progress and identifies misaligned expectations. This poster presents a proposed interactive dashboard, that leverages data from technology to support the Virtual Gemba Walk process. The dashboard contains key indicators of the capstone project, triggers new Gemba Walks and visualizes feedback from each stakeholders’ perspective. The aim is to help students, teachers and industry sponsors to get meaningful feedback for a better chance of project success. 

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2. From COVID-19 to the Central Dogma

   https://doi.org/10.1525/abt.2022.84.7.410  

   McGuire, George P.; Luna, Camila V.; Staehling, Erica M.; Stroupe, M. Elizabeth (September 2022, The American Biology Teacher)

   Students often struggle with visualizing protein structures when working with two-dimensional textbook and lecture materials, so introducing them to 3D visualization software developed by and for structural biologists offers them a unique opportunity to work with authentic data while furthering their spatial reasoning skills and understanding of molecular structure and function. This article presents an active learning virtual laboratory in which students use authentic structural biology data to investigate the effects of both hypothetical and real-world SARS-CoV-2 mutations on the virus’s ability to bind to human ACE2 receptors and infect a host, causing COVID-19. Through this activity, introductory-level college students or advanced high school students gain a better understanding of applied biology, such as how vaccines and treatments are designed, as well as strengthening their understanding of core disciplinary concepts, such as the relationship between protein structure and function and the central dogma of molecular biology. While there were challenges during the pilot phase of activity development due to COVID-19 restrictions, students in the pilot groups came away from the activity with deeper understanding of the relationship between proteins and amino acid sequences and a new appreciation for the ways researchers design treatments for and study viruses. 

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3. Work in Progress: Virtual Reality for Manufacturing Equipment Training for Future Workforce Development

   https://doi.org/10.18260/1-2--44397  

   Park, Jaejong; Islam, Razaul; King, Cullan; Jiang, Lai; Peng, Xiaobo; Yalvac, Bugrahan (June 2023, ASEE Conferences)

   This Work-in-progress paper presents the pilot study of implementing a Virtual Reality (VR) environment to teach a junior-level Mechanical Engineering laboratory class at Prairie View A&M University. The target class is the manufacturing processes laboratory, which initially aimed to provide a hands-on experience with various manufacturing equipment. Providing students with systematic training followed by repetitive access to manufacturing equipment is required for longer knowledge retention and safety in laboratories. Yet, complications from the pandemic and other logistical events have negatively affected many universities' laboratory courses. The objective of this study is to examine the potential and effectiveness of the VR framework in engineering education. More specifically, this paper details the project's first phase, which includes the development and deployment of machining VR modules and preliminary outcomes. The VR module in this phase is based on the existing hammer fabrication project that requires the utilization of a milling machine, drill press, lathe, tap, and threading dies. A virtual replica of the machining laboratory was created using C# and the unity 3D game engine and published as an Android Package Kit (APK) for the META platform to be used in Oculus Quest 2 devices. The module is composed of three submodules, each corresponding to different hammer parts. These VR submodules replace traditional verbal and video training and are deployed in two semesters with 46 student participants. The student performance in project reports is compared with a control group for a quantitative assessment. Early conclusions indicate that the students remember the operation procedures and functions of equipment longer and are more confident in operating each manufacturing equipment leading to better quality parts and reports. 

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4. Multi-platform simulations facilitate interdisciplinary instruction in undergraduate neuroscience

   https://doi.org/10.1109/NER49283.2021.9441407  

   Donley, David W.; Chen, Ziao; Bergin, David; Schulz, David J.; Nair, Satish S (May 2021, 2021 10th International IEEE/EMBS Conference on Neural Engineering (NER))

   Herein, we describe the implementation of virtual labs that simulate central nervous system functions. The virtual labs use Jupyter Notebooks as a method of distribution. The underlying physiology is implemented using NEURON [8]. Python is used to implement interactive portions of the code without the need to know how to write code. Together, these tools provide a method for engaging students in inquiry-based exploration of neuroscience processes. Additionally, we report that computational tools have potential to engage students and promote inclusion in the research community similarly to students who have a traditional laboratory experience. 

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5. Interactive and Adaptable Cloud-based Virtual Equipment and Laboratories for 21st Century Science and Engineering Education

   https://doi.org/10.29007/7wf8  

   Cherner, Yakov; Cima, Michael; Barone, Paul; Van Dyke, Bruce; Lotring, Arnold (February 2020, EPiC Series in Education Science)

   This paper presents and discusses the use of simulation-based customizable online learning activities, virtual laboratories, and comprehensive e-Learning environments for teaching subjects such as materials science, chemistry, and biomanufacturing. The virtual equipment and lab assignments have been used for: (i) authentic online experimentation, (ii) homework and control assignments with traditional and blended courses, (iii) preparing students for hands-on work in real labs, (iv) lecture demonstrations, and (v) performance-based assessment of students’ ability to apply gained theoretical knowledge for operating actual equipment and solving practical problems. Using the associated learning and content management system (LCMS) and authoring tools, instructors kept track of student performance and designed new virtual experiments and more personalized learning assignments for students. Virtual X-Ray Laboratory and Web-based Environment for Single-Use Upstream Bioprocessing have been used to illustrate the implementation of the concept of Interactive and Adjustable Cloud-based e-Learning Tools. The virtual labs and e-learning environments have been used at two-year and four-year colleges and universities in the USA, UK, Tanzania and some other countries. The virtual X-Ray lab has also been integrated with the MITx course delivered via the MOOC (massive open online course) edX platform for Massachusetts Institute of Technology undergraduate students. 

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