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DESIGN EFFECTIVENESS VERSUS INTENDED OUTCOMES
The data suggests that the design was effective for its purpose
for a majority of students. Regular unit evaluations confirm
the general trend. However, this has not been further validated
through more detailed evaluations of students' learning processes
and outcomes.
HOW LEARNER ENGAGEMENT IS SUPPORTED
V-Lab was not designed to be a stand-alone resource; it was
designed to be one aspect of an overall learning environment.
In particular, the design assumes clear integration with face-to-face
teacher-supported activities, particularly in laboratories.
The learning design supports learner engagement because it
is linked closely to these real-time activities. It assumes
that students have had very little experience with fitness
testing procedures, and that they need practice in order to
become competent. V-Lab was designed to enable practice without
overcrowding campus laboratories. Learners experience key
concepts by working with V-Lab and the the broader internet
environment, reading recommended texts, and attending classes.
Within the design itself, students are not asked to reflect
on the tests or interact with peers; the design allows for
this to occur in face-to-face classes. Nonetheless, students
often do interact in pairs or small groups as they work through
V-Lab.
The requirement that students use the V-Lab calculator to
enter their data into the database supports engagement.
ACKNOWLEDGMENT OF LEARNING CONTEXT
The learning design acknowledges the learning context. Indeed
it is predicated on the immediate learning context, the field
of study (exercise physiology) and professional practice.
References to broader social or political contexts were not
included in the V-Lab design, but when appropriate were sometimes
part of class discussions.
The main intent of the design was to assist students to use
their learning of fitness test procedures in other situations.
There may be some cultural assumptions built into the design;
at the time of design and development, cultural diversity
issues were not considered.
Assessment is closely linked to intended learning outcomes.
Students are required to conduct fitness testing procedures
in real labs.
HOW THE LEARNING DESIGN CHALLENGES LEARNERS
The opportunity to question knowledge and become self-critical
is not a feature of V-Lab. The learning design adopts a simple
didactic approach;students are offered a range of resources
along with V-Lab, some of which they are required to use,
others are recommended. Having access to the web enables them
to go beyond the resources provided if they wish.
V-Lab is used in units that are largely teacher-directed.
To the extent that V-Lab offers flexibility, there is some
scope for students to plan when they do the work, but they
have no control over assessment.
OPPORTUNITIES FOR PRACTICE
Although the use of V-Lab is designed to be an individual
learning experience, students do sometimes work with each
other and articulate what they are doing and learning. This
is an ad hoc approach.
The learning design provides practice through repetition
of the virtual lab. The test of whether students are learning
appropriately from V-Lab is whether or not they are able to
carry out the correct procedures for fitness testing in real
labs.
Appropriate feedback is available at key points in the learning
process through the support mechanisms outlined above. There
is a direct alignment between V-Lab activities and laboratory
tests.
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