Preliminary Go-Lab requirements specifications, needs analysis, and creative options

Effie Law, Jan Rudinsky, Matthias Heintz, Nicola Bedall-Hill, Urmas Heinaste, Nikoletta Xenofontos, Zacharias C. Zacharia, Ton de Jong, Henny Leemkuil, Evita Tasiopoulou, Gina Mihai, Eleftheria Tsourlidaki, Sofoklis Sotiriou, Javier García-Zubia, Olga Dziabenko, Angelos Alexopoulos, Diane Dikke, Adrian Holzer, Sten Govaerts

Research output: Book/ReportReportProfessional

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Abstract

This deliverable D3.1 consists of two major parts: Part 1 reports on the design, implementation and findings of the Go-Lab Teacher and Student surveys that aimed to understand the current IT usage habit of the teachers and students as well as their experiences with online labs. Each of these two multilingual web-based surveys had more than 300 responses. Overall, the participating teachers and students had positive attitudes towards online labs. Nevertheless, efforts are needed to address the difficulties identified by the respondents, especially the availability and accessibility of online labs.

Part 2 covers two major types of participatory activity conducted in Go-Lab: Visionary Workshop (VW) and Participatory Design (PD) workshop. VWs aim to collect from a broad spectrum of stakeholders their future visions of using online labs in general and the Go-Lab Portal in particular for science education. PD workshops enable teachers and students with hands-on activities to share their feedback on the current design of the Go-Lab Portal. Methodologically, both VW and PD workshop are started off with an introduction to the vision and key concepts, especially the inquiry-learning cycle of Go-Lab. This basic understanding is crucial for the participants to discuss the related questions and provide feedback. A VW is followed by discussions to explore the future of science education, to develop scenarios of an online lab application and to identify key issues for the development of Go-Lab, and is ended with a survey. A PD workshop consists of a set of activities including mockups evaluation (computer-based using myBalsamiq and paper-based using the Layered Elaboration technique), selecting design options, focus groups and writing
postcards.

Altogether 25 VWs and 9 PD workshops have been conducted in nine and five European countries, respectively, from May to August 2013. They involved in total 728 participants, consisting of 685 teachers and 43 students from secondary and primary schools. Comprehensive empirical data have been gathered and analysed. Results thereof enable us to answer a set of pedagogical research questions (RQs) and to derive a list of requirements; both types of input are highly relevant to the design of the Go-Lab Portal. Specifically, the requirements are prioritised in terms of obligation, namely “must have”, “should have” and “nice to have”. They are also categorised with regard to their implications: general pedagogical requirements, general technical requirements, design of the existing mockups, and creation of new tools for the use of online labs. These empirical findings can inform the future work of the pedagogical team (WP1) and technical team of Go-Lab (WP4/WP5).
Original languageEnglish
Place of PublicationEnschede, The Netherlands
PublisherGo-Lab Consortium
Number of pages90
Publication statusPublished - 2013

Publication series

NameGo-Lab Deliverable
PublisherGo-Lab Consortium
VolumeD3.1

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