Rapid Conversion of a Biomedical Engineering Laboratory from in Person to Online
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Biomedical Engineering Education (Ó 2020) https://doi.org/10.1007/s43683-020-00031-y
Teaching Tips - Special Issue (COVID)
Rapid Conversion of a Biomedical Engineering Laboratory from in Person to Online H. LANCASHIRE
1
and A. VANHOESTENBERGHE
2
1
Department of Medical Physics and Biomedical Engineering, University College London, London, UK; and 2Aspire Centre for Rehabilitation Engineering and Assistive Technology, University College London, London, UK (Received 19 June 2020; accepted 14 September 2020)
Abstract—Temporary higher education institution closures in response to the 2020 COVID-19 pandemic disrupted student teaching. This paper reports on the rapid conversion of an in person laboratory session to online delivery, within 24 h of the previously scheduled in person session, and two working days after the end of face-to-face teaching at the authors’ institution. To ensure teaching continuity for students, and address intended learning outcomes (ILOs) where possible, we created online material rapidly in a manner familiar to students. Online material followed the same structure as a previously released laboratory script, intended for the in person session, and was presented on the institutional Virtual Learning Environment. The online material comprised experimental data in tables and equipment readouts, brief descriptions, and short videos demonstrating the experimental methods. We assess to what extent the ILOs were met, and argue that clear ILOs help guide changes to teaching methods, to reduce any disruption to student learning. Four aspects of the initiative are highlighted: rapid delivery; familiar structure; familiar delivery; and videos used for emphasis. Keywords—Biomedical engineering, Online, Rapid delivery, Intended learning outcomes, Laboratory teaching.
CHALLENGE STATEMENT Laboratory and field work are essential parts of professional science and engineering practice, and therefore must be part of the higher education curriculum.2,8 Laboratory based teaching has benefits beyond the hands on practice of experimentation, Address correspondence to H. Lancashire, Department of Medical Physics and Biomedical Engineering, University College London, London, UK. Electronic mail: [email protected]
helping students gain skills of scientific argument and inquiry.6 In person laboratory based teaching is among the most impacted during any disruption to education. This is due to the relatively high costs, time intensiveness, and staffing requirements of in person laboratory teaching.4,8 This paper reports on the challenge of rapidly converting scheduled in person laboratory teaching to online teaching in response to the COVID-19 pandemic. The in person laboratory session was scheduled to take place on the first teaching day after the suspension of face-to-face teaching at the authors’ institution, therefore rapid conversion was essential to minimise disruption to students. Key intended learning outcomes (ILOs) for the course were presented in the laboratory session; therefore it was essential that
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