DISCIPLINE
Human Movement

DURATION
V-Lab is used during several learning sessions conducted over a three-week period at the mid-point of the semester. Basic introductory concepts are delivered in face-to-face mode before students use V-Lab.

ICT USED
Website, multimedia application, and web-based database was designed and built to meet the functional needs of the academic teaching team.

DELIVERY CONTEXT
V-Lab is delivered totally online and is supported by face-to-face lectures and laboratory sessions. While students can examine the information on the web-site online at a time and place convenient to them, a face-to-face component is required because students need to conduct their test in the “real” lab before entering their results in the V-Lab Data Processing facility.

TARGET AUDIENCE

• First year undergraduate students studying Exercise Science enrolled in a subject about Physical Activity, Fitness and Health.
• Majority of students are between the ages of 18-24 years.
• No prior experience in the field of exercise physiology is expected.
• Minimal prior computer/internet experience is expected.

COHORT
The Learning Design has been implemented with 310 first year students. Students are divided into approximately 12 tutorial groups. The maximum number of students that can be supported depends on the availability of computers and the accessibility of the “real” lab.

BROADER CONTEXT
V-Lab is used in a core one-credit point first year unit which is based on understanding how the human body responds to physical activity. It is a simulation of the real-time laboratory in which students are required conduct fitness testing procedures, calculate results and compare them with normative data.

V-Lab offers opportunities for more considered learning that is unavailable in real labs due to overcrowding and timetabling constraints. As such, V-lab is an important aspect of the students' learning experience. However, it represents only a small component of the unit requiring about 5 to 6 hours work for each student, though some students also use it for revision purposes. (A normal workload for one unit across a semester would amount to about 120 hours work.)

• Learn about the nature and use of fitness testing equipment in a virtual environment in each of the following six areas - Anthropometry, Muscular Strength, Aerobic Power, Anaerobic power, Lung Function, and Flexibility.
• Learn the step-by-step procedures for carrying out complex fitness testing in the six areas.
• Competently apply the procedures in a real laboratory setting.
• Learn to calculate and process data in a web browser/online technology environment, and to analyse specific test results for each of the six areas.
• Increase competence in, and understanding of, the potential of online technology by using V-Lab and its accompanying website.

IMPLEMENTATION OF ASSESSMENT STRATEGIES
Students are required to carry out individually real-time fitness tests and submit results online. They also submit a written 'fitness test report' designed to feedback the test data to the individual tested. Tutors then review this report and the individual V-Lab online data. These activities are seen as opportunities for self-analysis and are regarded as 'hurdle' requirements- that is to say, they are expected to carry out each fitness test, but no grades are attached to the tasks.

IMPORTANCE OF ASSESSMENT STRATEGIES USED
The very basic assessment strategies employed are important in ensuring that students carry out the V-Lab testing procedures. In and of themselves they do not serve as a mechanism to demonstrate learning outcomes. The demonstration of learning outcomes is more evident in the procedures conducted in the real lab; V-Lab provides an opportunity for students to prepare well for their real-time testing in the labs. It also contributes to content knowledge which is examinable at the end of semester.

Students do not negotiate their own assessment in any way.

WHY ICT IS USED
The use of ICT was introduced in an attempt to overcome difficulties associated with learning certain concepts in overcrowded laboratories in a short time frame, including :

• Complexity of data manipulation and comparison to normative data sets.
• Standardisation of test procedures.

HOW ICT USE HELPS
ICT enables powerful data-processing and data-manipulation processes that allow students to more efficiently see results and make comparisons.

MOST IMPORTANT ICT CONTRIBUTION TO LEARNING DESIGN
Provides for 'virtual' one-on-one 'expert'/student interaction.