Effectiveness of a Large-Scale Implementation of Hybrid Labs for Experiential Learning at Imperial College London

Experiential learning is an integral component of engineering education. The Chemeng Remote Experience Augmented through TEchnology (CREATE) labs concept was implemented in the academic year 2020-21 in response to COVID19 for first-, second-, and third-year chemical engineering undergraduate students studying at Imperial College London. Using a range of technologies including pan-tilt-zoom cameras and Microsoft HoloLens 2 to provide real-time views of the lab environment from anywhere in the world. Students could control the experiments remotely while graduate teaching assistants (GTAs) operated the equipment based on the students’ instructions. This study is aimed at assessing the effectiveness of this implementation with a focus on student communication and confidence. Students and GTAs were surveyed at the end of labs, and a year-dependent response was observed. The majority of students (>70%) reported experiencing effective communication with team members and GTAs and there was a strong positive correlation between communication and confidence in applying engineering concepts in the labs (χ2 = 79.96;p=1.69×10-10). 5-10% of students from all year groups reported that they disliked the lack of in-person activities. The majority (>90%) of GTAs assisting with experiments stated that they associated their role in the CREATE labs with that of a facilitator. The overall delivery of CREATE labs during academic year 2020-21 was positively received by both students and GTAs with recommendations for in-person activities for first- and second-year students. With minor modifications, CREATE labs has the potential to prepare students for effective remote communication and gain experience in using smart technologies which are key components of Industry 4.0.

CREATE Labs – Student centric hybrid teaching laboratories

The CREATE labs, a hybrid laboratory experience suitable for remote learning was developed at Imperial College in response to the COVID-19 pandemic. To facilitate the transformation from traditional to remote labs, a systematic review of offered projects was carried out to identify where learning objectives could be met using remote-friendly options such as simulations. Essential physical experiments were augmented through the use of various technologies including online collaboration software and first-person point of view cameras to enable a high level of student involvement. Student surveys and interviews confirmed a positive experience comparable to previous years with an improvement in feedback provision.

Transforming Traditional Teaching Laboratories for Effective Remote Delivery – A Review

Teaching laboratories form an essential component of any engineering education. They enable students to participate in various stages of experiential learning including conceptualization and experimentation followed by reflection, analysis and interpretation of data. However, operating teaching laboratories with social distancing measures poses significant logistical and safety challenges, and alternative modes of delivery may be a realistic way forward in adapting engineering curricula to the post COVID-19 world. Best practices from spaces such as distance learning and virtual / remote laboratories can be leveraged to facilitate educators’ responses. This review is aimed at identifying evidence-based approaches for transforming hands-on labs into virtual or remote operation to achieve desired learning outcomes without compromising on soft skills and student self-efficacy. A critical review of the recent literature on delivering STEMM education laboratories in either a virtual or remote setting or a combination of both is presented here. Commonly emerging approaches are identified and strategies to implement remote or mixed-mode (a combination of remote and traditional lab components) delivery are highlighted. The value of these approaches to the educator is assessed based on claimed learning outcomes, availability of resources, technology, scheduling, and cost factors.

Review and Analysis of Massively Registered Clinical Trials of COVID-19 using the Text Mining Approach.

OBJECTIVE: Immediately after the outbreak of nCoV, many clinical trials are registered for COVID-19. The numbers of registrations are now raising inordinately. It is challenging to understand which research areas are explored in this massive pool of clinical studies. If such information can be compiled, then it is easy to explore new research studies for possible contributions in COVID-19 research. METHODS: In the present work, a text-mining technique of artificial intelligence is utilized to map the research domains explored through the clinical trials of COVID-19. With the help of the open-- source and graphical user interface-based tool, 3007 clinical trials are analyzed here. The dataset is acquired from the international clinical trial registry platform of WHO. With the help of hierarchical cluster analysis, the clinical trials were grouped according to their common research studies. These clusters are analyzed manually using their word clouds for understanding the scientific area of a particular cluster. The scientific fields of clinical studies are comprehensively reviewed and discussed based on this analysis. RESULTS: More than three-thousand clinical trials are grouped in 212 clusters by hierarchical cluster analysis. Manual intervention of these clusters using their individual word-cloud helped to identify various scientific areas which are explored in COVID19 related clinical studies. CONCLUSION: The text-mining is an easy and fastest way to explore many registered clinical trials. In our study, thirteen major clusters or research areas were identified in which the majority of clinical trials were registered. Many other uncategorized clinical studies were also identified as "miscellaneous studies". The clinical trials within the individual cluster were studied, and their research purposes are compiled comprehensively in the present work.

Moving to Timed Remote Assessments: The Impact of COVID-19 on Year End Exams in Chemical Engineering at Imperial College London

Summative year end assessments are a major component of student assessment at the Department of Chemical Engineering, Imperial College London. More than 600 students participate in over 40 different exams during the summer term. At the end of the spring term, the college moved to fully remote operation due to COVID-19, leaving the academic community with the challenge of delivering examinations remotely. At the time the pandemic hit the UK, teaching for all modules in the department had been completed, the exam timetable had already been published, and all exam papers passed the mandatory external quality review. To implement time-limited remote exams as stipulated by the university, the department decided to proceed with an existing VLE platform for submission of answer-sheets. This study highlights stakeholder reflections from the academic and student community during the implementation of this approach culminating in a mock examination to gauge readiness of the infrastructure as well as the student population. Our survey found that the majority of students (>80%) managed to follow the written instructions and readily engaged with scanning technologies and the uploading process. In the main, students did not have to adapt their learning or writing style. All stakeholders provided constructive suggestions at the end of the mock exam resulting in a relatively smooth transition to this new mode of examination. This study highlights challenges and reflections on making the summer year end exams remote in a very short time frame in a large and diverse Chemical Engineering department at very short notice.