myscope: a national approach to education in advanced

MyScope: a national approach to education in advanced microscopic characterisation through integrated learning tools

Final Report 2013

Partner institutions and team members:

The University of Queensland

Dr Bronwen Cribb (project leader)

The University of New South Wales

Professor Paul Munroe

The Australian National University

Professor Tim White

Flinders University

Professor Joe Shapter

The University of Sydney

Dr Lilian Soon

The University of Western Australia

Assistant Professor Dr Janet Muhling

Report authors: Dr Bronwen Cribb, Professor Tim White, Professor Paul

Munroe, Professor Joe Shapter, Assistant Professor Dr Janet Muhling, Mr Chris

Frost, Mr Matthew Whittington

http://ammrf.org.au/myscope/

MyScope: a national approach to education in advanced microscopic characterisation through integrated learning tools 2

Support for the production of this report has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this report do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.

With the exception of the Commonwealth Coat of Arms, and where otherwise noted, all material presented in this document is provided under Creative Commons Attribution‐ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by‐sa/3.0/. The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the Creative Commons Attribution‐ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by‐sa/3.0/legalcode. Requests and inquiries concerning these rights should be addressed to: Office for Learning and Teaching Australian Government Department of Education GPO Box 9880, Location code N255EL10 Sydney NSW 2001 [email protected]

2013 ISBN: 978‐1‐925092‐03‐5


Acknowledgements

We acknowledge the vital contribution made to this project by the Australian Microscopy & Microanalysis Research Facility. We thank the numerous contributors to this project for their help with content, presentation, evaluation and dissemination.


List of acronyms used

ALTC Australian Learning and Teaching Council Ltd

AMMRF Australian Microscopy & Microanalysis Facility

SEM Scanning electron microscopy

TEM Transmission electron microscopy

AFM Atomic force microscopy

SPM Scanning probe microscopy


Executive summary

MyScope: training for advanced research, is an online site that provides education tools for teaching and learning in the area of microscopy based characterisation for science, technology and engineering. The tools are available in an open access form at http://ammrf.org.au/myscope/. The project, initially titled ‘A national approach to education in advanced microscopic characterisation’, was renamed ‘MyScope’ for the launch in 2011. A range of modules have been developed to sit within the site. These are: scanning electron microscopy; transmission electron microscopy; scanning probe and atomic force microscopy; confocal microscopy; microanalysis; and X‐ray diffraction techniques. The project is a collaboration between six universities, with input from a further nine institutions and assistance and guidance from the Australian Microscopy & Microanalysis Research Facility. The project grew out of a collective recognition at the national level that there are fundamental challenges in the current education model. The first was the growing numbers of students wanting access to advanced research techniques. Growth was mapped at approximately 10% per annum. Specialised equipment was limited due to expense and needed to be accessible by the research community at tertiary education campuses. Therefore, access issues were limiting available time for student education. The specialist staff base, with the requisite knowledge and practical skills to educate students was also limited. Basically, students were not getting the access they needed. The second challenge was the diversity of the student body. The cohort requiring education was mixed, with a variety of backgrounds and goals. There were undergraduate students with different educational backgrounds seeking an overview of topic; final year students requiring specific techniques for project work, future career or postgraduate students, and also professional researchers, educators and managers with different educational demands. A more flexible approach to education was needed. This national bank of learning tools (e‐modules) was developed to provide a novel, flexible education landscape to integrate with traditional learning environments. Data gathered from student questionnaires and via post‐use test results indicated that the modules enhanced positive attitudes towards on‐line learning platforms, engendered positive attitudes to on‐line assessment and enhanced student core knowledge. Use of MyScope prior to small‐group practical interaction reduced instruction time without reducing educational outcomes. The modules in MyScope contain a number of components. These are: an interactive questionnaire to allow the user to assess their knowledge, guide choices and tailor the learning environment for flexible learning; self guided tutorials with videos, animations and glossary to prepare students with knowledge and specialist language; virtual instrument platforms to practice use of instrumentation; and online competency testing to demonstrate readiness for hands‐on experience.


MyScope provides the versatility to better match institutional educational processes with student and educator needs and goals. The module format is highly successful and can be adopted across a broad range of research techniques. It is recommended that further modules be developed to cater to a broader suite of research topics. Evaluation and dissemination activities are ongoing with the support of the Office for Learning and Teaching and AMMRF, with national workshops held in November 2013, involving nine organisations including university and partner stakeholders. National and international conference presentations are planned for 2014. A paper is available via Cambridge Journals or online: Microscopy and Microanalysis, Volume 17, Issue S2, July 2011, pp 870 – 871: Advanced Microscopic Characterisation through Integrated Learning Tools: B. Cribb, T. White, J. Shapter, J. Muhling, L. Soon, S.P. Ringer, E. Grinan, C. Frost and P.R. Munroe; Microscopy and Microanalysis conference proceedings: Aug 07‐11, 2011, Nashville, TN, United States. This project provided the opportunity to reflect upon team management from which we present some thoughts:

Involvement of a national body that brings together multiple interested parties provides a positive focus and cohesion for such a project.

Team members who work closely with their institutional legal office staff, explaining the project, aims and expectations for outcomes, ensure the most rapid development of a commonly agreed memorandum of understanding.

Taking the time to develop a common vision, and foundation documents that rest on learning attributes leads to group cohesion and successful products.

Face‐to‐face communication enhances team integration, boosts team energy and productivity.

Finally, staging a launch provides an excellent avenue for reaching a broad audience of stakeholders.


Table of Contents

Acknowledgements ..................................................................................................................... 3

List of acronyms used ................................................................................................................. 4

Executive summary ..................................................................................................................... 5

Tables and Figures ...................................................................................................................... 8

Tables ................................................................................................................................. 8

Figures ............................................................................................................................... 8

Project overview ......................................................................................................................... 9

Project aims ..................................................................................................................... 11

Project outcomes: Module design ............................................................................................ 13

Tailoring the module to user needs ................................................................................ 14

Targeting strong theoretical knowledge ......................................................................... 17

Formative and summative assessment ........................................................................... 21

Evaluation and dissemination: Feedback and use .................................................................... 24

Sustainability ............................................................................................................................. 28

Editing tools ..................................................................................................................... 28

Management tools .......................................................................................................... 28

Automated features ........................................................................................................ 29

New modules ................................................................................................................... 30

Lessons learnt and recommendations for similar projects ...................................................... 31

Appendix A ................................................................................................................................ 36

Learning Objectives: Scanning Electron Microscopy Module ......................................... 36


Tables and Figures

Tables

Table 1. Graduate attributes for the scanning electron microscopy (SEM) module.

Figures

Fig. 1. The process used for education in advanced research techniques in science, technologies and engineering.

Fig. 2. Welcome page for the SEM module.

Fig. 3. How the MyScope SEM module is tailored to user needs.

Fig. 4. MyScope SEM module tailored to a specific need: sample preparation.

Fig. 5. MyScope SEM module ‘Background information’ page (with extra inset).

Fig. 6. MyScope SEM module ‘Scanning electron microscopy in practice’ menu options.

Fig. 7. The sample preparation chart found in the MyScope SEM module.

Fig. 8. The glossary, video library and image gallery provided in the MyScope SEM module.

Fig. 9. Screen image of the virtual scanning electron microscope in operation.

Fig. 10. The page ‘What content is right for me?’ in the SEM module, demonstrating guidance provided after an incorrect answer to a question.

Fig. 11. Certificate achieved on passing the SEM module, provided when the score is 8 or greater out of 10.

Fig. 12. Map distribution of visits to MyScope: data obtained via Google Analytics for 8 months.


Project overview Disciplines from biology to molecular science, engineering to bioengineering and nanotechnology, and fields as diverse as geoscience, toxicology, neuroscience, art, archaeology, and forensics, require characterisation technologies that enable imaging, quantification and analysis of materials. Many current advances in health, engineering and science are the direct result of exploiting these methodologies. Education allows students to learn principles of operation of these specialist techniques. Students need to be able to determine appropriate methodologies, understand the background theory necessary for interpretation of data, and acquire practical skills. But growing demand and disparate cohorts present challenges to current educational approaches. Independent assessment for the National Collaborative Research Infrastructure Strategy and Characterisation Council (2008) [1] as well as a user satisfaction survey administered by the Australian Microscopy and Microanalysis Research Facility (2007‐2008) [2] highlighted educational deficiencies in access and capacity. The first report noted that: “Difficulties experienced are reasonably pronounced relating to timely access of facilities, availability of skilled operators for the instrumentation/technologies or of training in use of the same and in obtaining travel funding (especially to use state‐of‐the‐art options)” [1]. Use was determined to be growing at about 10% per annum [3]. Concerns led to discussion at the 2009 national meeting of AMMRF members (Fremantle, June 2009), attended by representatives of 13 Australian universities and linked national facilities. Attendees expressed the consensus that business‐as‐usual was not adequately serving the ever‐increasing numbers of educational clients. There was also a second deficiency recognised in the educational model: there was a significant diversity in the learning cohort not catered to by the current teaching and learning practices. Backgrounds of users for these techniques were diverse; so too were their goals, as was seen from the AMMRF Annual Reports [3]. Students, or perhaps more correctly termed education clients, and their goals could be summarised as follows: traditional bachelor degree student seeking an overview of a topic; final year students requiring techniques for project work or future career; local and overseas postgraduate students requiring specific skills to undertake research; professional researchers in multidisciplinary fields requiring up‐skilling; educators teaching techniques who must keep up‐to‐date with recent developments; and finally, technical officers and managers from industry who required new skills or awareness. Satisfying these markedly distinct learning requirements with timely and economic intervention was a challenge. Experts in research‐led teaching from six universities drew together to address these challenges: The University of Queensland, The University of New South Wales, The Australian National University, Flinders University, The University of Sydney, and The University of Western Australia. With the support and assistance from the Australian Microscopy and Microanalysis Research Facility a project was devised. Australian and our Singapore partner educators in the disciplines had already begun to embrace alternative tools at an institutional level to meet these educational challenges such


as online tools and instructional videos. It was from these nascent efforts that inspiration was drawn for the development and integration of a flexible and comprehensive blended learning program that could be made available at a national level. Approaches had been trialled at Nanyang Technological University, Singapore, under one of our team, with large numbers of students and anecdotal student feedback provided confidence that a modular system could be built that incorporated instructional flexibility, curriculum currency and was individualised for the experience or prior knowledge of students. This project therefore embraced e‐tools as a solution. Blended learning techniques and use of e‐tools are well established approaches in higher education [4‐9]. The Web is now considered a standard tool for both information access and dissemination in education [10]. Blended learning combines different modes of delivery, models of teaching and styles of learning, and in contemporary use, always includes e‐tools. Despite concerns early on in the use of on‐line materials, modern e‐tools and simulated learning environments have been shown to have the capability of delivering enhanced educational outcomes [11]. They are also important in building institutional capacity in an environment where resources are limited [12‐15]. Despite the intuitive concept that practical skills should best be taught by physical practice alone, e‐learning and virtual platforms have been shown to be successful when used in disciplines where students need time in practical environments to perfect skills, such as in dentistry, veterinary science and medicine [16‐19]. Such an approach teaches knowledge and skills but simulation‐based learning has also been shown to have the capacity, if well designed, to enable concept‐based learning in science and engineering [10, 20, 21]. Access to e‐tools might be raised as a legitimate concern in a project reliant in large part on web and computer‐based delivery. However, a recent Australian study found that the student body is highly technical‐literate with over 90% of students associated with tertiary education in first year having access to computers, not including access on campus [22]. The education process used in advanced research techniques for science, technologies and engineering can be described as shown in Fig.1; stages 1 and 3. The project plan was to interpolate an accelerated consolidation component seen as stage2.


Fig. 1. The process used for education in advanced research techniques in science, technologies and engineering.

The goals for this stage 2 were:

rapid classification of the skills and weaknesses of individuals;

tailored pathways to learning;

the supply of strong theoretical knowledge;

timely formative assessment and comprehensive summative assessment that provided feedback;

accelerated learning through self‐directed study;

emphasis of kinaesthetic processes though simulated/ virtual machines; and

versatility to match institutional needs. Project aims The project aims were threefold:

1. Build a national bank of open access web‐based educational resources to interlink and support face‐to‐face (contact) learning by larger cohorts and prepare trainees for intensive one‐on‐one instruction;

2. Develop stand‐alone modules from these web resources to provide teachers in different disciplines with the flexibility to deliver tailored courses with materials sourced from different institutions; and

3. Create an internet portal as a hub for accessing the educational platform; a site to provide orientation and direction, and allow integration into current teaching programs operating within tertiary institutions. These aims have been achieved.

MyScope: training for advanced research, is the online site developed by the project team. It


provides education tools for teaching and learning in the area of microscopy based characterisation. The tools are available in an open access form at http://ammrf.org.au/myscope/.


Project outcomes: Module design Six modules were developed for MyScope:

• Scanning electron microscopy (SEM)

• Transmission electron microscopy (TEM)

• Scanning probe microscopy (SPM)/ atomic force microscopy (AFM)

• Light microscopy, specifically confocal microscopy

• Microanalysis

• X‐ray diffraction (XRD) The project team first needed to design a suitable model for the technical modules. The initial step was to assess the success of material already available, specifically the virtual laboratories used at Nanyang Technological University, and the videos and specially developed handbooks in use around the nation. Expert educators in the technologies for which specific modules were planned were consulted through national workshops. The project team consolidated opinion and experience. Lists of graduate attributes and learning objectives were constructed. These were assessed and further developed by a specialist education subcommittee. Story‐boards were used by teams of experts to guide development of materials. The process allowed teams to equalise their expectations in relation to objectives. This visual approach also helped team members shape materials in a way that allowed for comment (formative evaluation) and iterative change. Scanning electron microscopy was the first technique for trial of these approaches. After creation, the module was evaluated and critiqued by experts in the discipline area, and redeveloped. It was then evaluated by a range of stakeholders and further adjusted. This module served as a base template for development of the other modules. The educational landscape presented to a student must rest upon instructional design principles that match human cognitive architecture and provide guided instruction [23]. Understanding the way students learn the different techniques/disciplines was an important aspect of module development. Practical disciplines demand not only the acquisition of new terms and concepts but also development of novel kinaesthetic skills. Anecdotal data showed that for many students, such as those new to the disciplines and those for whom English was a second language, the capacity to comprehend was overloaded so that progress slowed. All problem‐based searching makes heavy demands on working memory, and therefore novice learners need a strategy that first builds long‐term memory [23]. The most important factor influencing learning is what the learner already knows [24]. By assessing the primary knowledge (long‐term memory) of the learner on entering an educational landscape, via for instance an interactive questionnaire and providing feedback, learners should therefore be better able to comprehend their level of knowledge and build realistic expectations for use of e‐tools. Tailoring through menu item selection allows the student to select the most appropriate combination of tools to build the deficit memory. Oversight and the face‐to‐face instruction are important and students should not simply be cast adrift onto a sea of learning technology without guidance. However, design of e‐tools can utilise strong in‐built direction through the incorporation of such flexible pathways.


Flexibility is important: “A necessary component of any system for the instructor is a flexible tool that can be modified to meet the individual needs of both students and instructors” [25]. It has been demonstrated that tailoring of virtual learning tools is appreciated by students: In a virtual platform used in chemistry, ChemVoyage, students reported feeling that conventional programs lacked scaffolding and did not consider the different levels of a student’s prior knowledge [10]. Tailoring was planned for in the design of MyScope modules and will be described in detail below during an exploration of the different features of an example module. Beyond tailoring, other forms of feedback are important in e‐tools. Teaching organic chemistry via the Internet demonstrated that virtual learning systems must provide immediate and adequate feedback [25]. Therefore we built formative assessment into the internet‐based modules. Despite previous studies that have shown inconsistent results for student acceptance of web‐based assessment, recent investigation has demonstrated an increase in student attitudes to online testing when comparing before and after exposure [26]: students think it “is a good idea”. In detail, acceptance of online testing as part of an educational method, perceived ease of use and perceived objectivity were significantly improved after exposure. We found a positive change to student attitudes also to be the case for MyScope. Data were gathered from a questionnaire given to students before and after exposure (see chapter on feedback and use). Keenness on the part of the students to use online testing also improved. In order to develop online testing as a formative approach, we built feedback into question‐bank answers so that users of the module materials were redirected back into the knowledge areas that best fitted their deficits. Again, this will be demonstrated when the example module is explored below. Once discipline‐specific language has been achieved and concepts mastered, simulations or virtual machines can present students with an avenue to build kinaesthetic skills. Active learning environments are considered superior to passive environments [25, 27]. Such virtual environments have been shown to be well received by students: a project that developed a virtual microscope to allow students to access digitized slides was enthusiastically received by students, and survey questions showed improved time and increased student collaboration [16]. In MyScope we use a range of virtual machines as part of the module designs.

Although our suit of modules was restricted to six, many other technologies could utilise the approach we have developed. In order to explore this approach we will use the first module developed (SEM) as an example for component module design:

Tailoring the module to user needs

Tailoring is all about adaption: “creating a learner experience that purposely adjusts to various conditions (personal characteristics, pedagogical knowledge, the learner interactions, the outcome of the actual learning processes) over a period of time with the intention to increase pre‐defined success criteria (effectiveness of eLearning: score, time, economical costs, user satisfaction)” [28]. Tailoring is embedded in the MyScope site through the initial page. As well as presenting a welcome and introduction to the purpose of the module, it provides the advice: “If you do not wish to start at the beginning and go all the way through the site, the pages following this one give you the opportunity to tailor the


site to your specific learning needs.” (Fig. 2).

Fig. 2. Welcome page for the SEM module. Menu items are presented at the left of the screen in a vertical stack with broad topics. These open up into subheadings upon selection. For example, within the nested pages belonging to the ‘Introduction’ are the menu items, ‘Tailor this module’; ‘FAQ’ (frequently asked questions); ‘What content is for me?’ and ‘SEM challenges’. The specific tailoring page allows the user to choose what they want to do with the site. The following is stated: “Choose what you want from the list below and the menu (at left of screen) will recommend pages for you.” The text then provides a range of selections from which to choose, with boxes to be checked (Fig. 3). Checking (ticking) the boxes results in the greying out of all irrelevant content. This leaves highlights on the menu bar for those parts of the site that are relevant to specific activities. For example, if a site user is only interested in learning how to prepare a sample for scanning electron microscopy checking the relevant box selects the panel ‘Scanning electron microscopy in practice’ as the area the user needs to concentrate his or her attention (Fig. 4). Users not sure what they want or need are aided by the following direction that is presented at the base of the page: “If you're not sure, answer a short questionnaire to determine what you need. The results will only be seen by you. You can use the frequently asked questions to find specific information.” This component of the module allows rapid classification of skills and weaknesses.


Fig. 3. How the MyScope SEM module is tailored to user needs.

Fig. 4. MyScope SEM module tailored to a specific need: sample preparation. Tailoring is not restricted to the theory component of the module. The virtual instrument also enables students to individualise their educational experience, by selecting those


operational components they require. The goal of our tailoring is to accelerate learning by enabling students to direct their own study, self‐test to assess comprehension and retention of knowledge, and develop mastery of specific topics. By being able to exclude information they already know, or do not need to know, site users are freed from a one‐size‐fits all environment. It must not be forgotten that tailoring assists educators too. It allows versatility in instruction and helps educators fit their use of materials to specific institutional requirements. To this end, we are currently investigating additional ways to tailor modules for educators. This includes integrating the test tool with institutional internet platforms such as blackboard.

Targeting strong theoretical knowledge

Students require knowledge both of the background theory relevant to the module technique and specific machine operation. They also need to know details about sample preparation. Such information can improve student data collection and interpretation. MyScope modules have been designed from a standpoint of understanding what attributes are deemed necessary. This is the first time in Australia that learning and teaching in the area of microscopy and microanalysis has been addressed in terms of establishing a common view of education aims. It allows for a standardisation of expectations and a similar approach to be used in education across the nation. The learning aims and graduate attributes developed for the SEM document are provided as an example in Appendix A. In order to achieve the desired attributes, higher‐level menu items in the module are divided into appropriate topics. For example ‘Background information’ comprises three subtopics: Parts of the machine; Applications/practical uses; and Concepts (Fig. 5).

Fig. 5. MyScope SEM module ‘Background information’ page (with extra inset).


To handle the acquisition of practical skills, the menu item, ‘Scanning electron microscopy in practice’ opens up into four subtopics dealing with more practical topics: Principles of SEM operation; Sample preparation; Virtual SEM; and Health and safety (Fig. 6).

Fig. 6. MyScope SEM module ‘Scanning electron microscopy in practice’ menu options. Sample preparation is taught through an interactive chart (Fig. 7) that develops an understanding of the kinds of decisions needed. Chart boxes link to text and videos. Arrowhead icons on the chart indicate that videos are available to demonstrate practical tasks.


Fig. 7. The sample preparation chart found in the MyScope SEM module. Videos are also separately searchable along with glossary and diagrams used in the site. These are all found through a menu bar on the right of each module screen (Fig. 8).


Fig. 8. The glossary, video library and image gallery provided in the MyScope SEM module. The virtual machine is an interactive simulation that allows students to see and use the kinds of controls necessary for operating the equipment and to practice with them. This emphasises a kinaesthetic process essential to the acquisition of practical skills, and allows students to appreciate the cause and effect of simultaneously varying multiple instrument settings. It also allows students to break components without cost, and learn from those mistakes. The student can choose to use the virtual machine in a learning mode or a test mode. In the learning mode, instructions are given for the student to follow and corrections suggested for poor operational choices. Mouse‐over text boxes pop up to explain controls and errors (Fig. 9). A progress bar at the top allows the user to see how many steps are involved and gauge time needed to complete the task.


Fig. 9. Screen image of the virtual scanning electron microscope in operation. The potential benefits of virtual electron microscope simulations include: remote access at all hours; instructional interventions and warnings at crucial junctions; scalability to large student numbers; and tolerance of excursions from standard operating procedures.

Formative and summative assessment

Assessment supports active learning on the site through the direct provision of feedback. A correct answer earns a tick. But an example screen shot shows what a user sees when an incorrect answer is provided (Fig. 10). There is an explanation of the correct answer, and a box titled ‘See why in’ that can be clicked to show what areas of the module should be consulted to find the knowledge needed to correctly answer the question. Students have a choice of the initial short multiple choice test or a more comprehensive test that can generate a pass certificate (Fig. 11). Anecdotal evidence suggests some students choose to learn through repeated use of this question bank, rather than by interrogating the


menu in a step‐by step fashion. Learning through self‐testing can be useful for those who already have a good knowledge base but require revision or have an education base that lacks a few specifics.

Fig. 10. The page ‘What content is right for me?’ in the SEM module, demonstrating guidance provided after an incorrect answer to a question.


Fig. 11. Certificate achieved on passing the SEM module, provided when the score is 8 or greater out of 10. The test tool can be re‐visited as many times as required, randomly generating different question sets each time. It acts as a gateway before proceeding to small group practical training in a laboratory or to more challenging topics in a face‐to‐face environment.


Evaluation and dissemination: Feedback and use

The focus of this project was three‐fold; to:

develop a national bank of open access web‐based educational resources;

develop stand‐alone modules and;

create an internet portal as a hub for accessing the educational platform.

The aims have been achieved. Evaluation has concentrated on the development phase and on uptake by stakeholders. However, while basic evaluation of the impact of these tools once integrated into a learning environment has been undertaken, much more remains to be explored. The first aspect in change management when a new educational resource becomes available is uptake by management and educators. Without this, students are not given the opportunity to experience the new resources. This uptake has been achieved. Modules are in active use currently in 7 tertiary education institutions and further implementation into institutions is scheduled for later in 2012. Use has included second year undergraduate classes, honours and higher degree small‐group education in Australia, as well as some specialist classes held overseas. As well as relying on verbal reports, we have instigated Google Analytics to track site use. The first two modules, scanning electron microscopy and scanning probe and atomic force microscopy, have been assessed using Google Analytics. This showed that MyScope has been accessed greater than 1000 times per month on average across the past 8 months. The other modules have been opened for a shorter period of time and so data is not yet as reliable. While the majority of use is from within Australia it is interesting to note that the site is drawing interest internationally (Fig. 12). In the figure, the graded access bar at the base of the image shows summed access for individual locations (i.e. cities) across 8 months from 1st Jan 2012. For example Sydney had the greatest individual use recorded over this time (877 visits).


Fig. 12. Map distribution of visits to MyScope: data obtained via Google Analytics for 8 months. MyScope was greeted favourably at the recent Australian Microscopy and Microanalysis Research Facility team and strategic planning workshop (June 2012: AMMRF Session 3: User Training: 68 attendees from 15 institutions). A summary of the comments about MyScope are provided below: General comments:

“Seeing it here I became quite excited about the possibilities”

“It’s really fantastic”

“A very nice interface”

“What I really enjoyed was the videos”

“Great for demonstrations in‐class”

“Looking forward to more content” Summary of views on uses for MyScope:

For Integration into official training courses/ new user material

For certification before using microscope

Refresher/ revision

Demonstrations in undergraduate classes

Master’s Programs

For supervisors of postgraduate students: a reality check


Where to from here?

More techniques/ modules

User contributed video as a way to allow specific laboratories to tailor content

Public/school promotion

Outreach: high schools

iPhone apps The second aspect to change management is ensuring that students gain from the new resource. A questionnaire (with ethics approval) was used to assess the e‐tools at the level of the learners. There was a mixture of question format with some questions requiring responses to be ranked on a 5‐point Likert scale for agreement (from not at all to very much) and others presented as open‐form written‐response, to ascertain attitudes to learning environment and changes in learning experience. Data gathered indicated that exposure to MyScope significantly enhanced positive attitudes towards on‐line learning platforms (from 11% with no exposure to 76% after exposure). The question asked was: In what way do you think that integrating web‐based tools like recorded lectures, virtual laboratories, web‐based quizzes or training videos might change, or has changed your learning experience? Students questioned before exposure to the MyScope learning environment were almost exclusively negative in their responses. Some representative examples are: “I personally believe that I spend all ready too much time in front of the PC”; “I have never liked web‐based tools so far”; and “I believe that teaching face to face is more interactive, interesting and helpful.” After exposure to the new learning environment there were remarkably more positive responses such as: “It helps me to get familiar with the procedures and makes me feel confident”; “They give a good basis for students so everybody is at the same level”, and “Virtual laboratories and training videos provide us a vivid image about equipment and experimental process before we access to the real equipment. Web‐based quizzes let us know what extent we have known about the course.” Such a shift in attitude showed us that the approach we were taking was likely to result in student use of the site. Responses related to online assessment in the questionnaire also showed MyScope engendered positive attitudes to this e‐tool. In addition it became apparent that the inbuilt tests were seen by students as a source of motivation. Results from in‐class quizzes demonstrated enhanced student core knowledge for students that presented to class after having successfully passed the module test: use of MyScope improved scores by 28%. Qualitative assessment gathered from trainers who delivered courses showed that students who used the web site tools progressed faster in learning practical skills and had a deeper understanding of the theory. The third component to change management is the need for a new resource to meet the challenges that it was targeting. Without this, use of the resource will eventually fall away. The two challenges that use of MyScope aimed to address were in the area of growing demand for education and flexibility. Testing has shown that by requiring students to use MyScope prior to small‐group classes, instruction time can be reduced without any decrease in student performance outcomes. In large class environments the resource has also been


successfully implemented to enhance understanding of practical skills. Dissemination of information about MyScope has been achieved through a variety of avenues. MyScope was publically launched in November 2011. In addition to this, the Australian Microscopy & Microanalysis Research Facility has assisted in dissemination of information about MyScope through its newsletter and by hosting an internet café with MyScope as the home page at the joint conference under the auspices of the Council of Asia‐Pacific Societies for Microscopy, with the Australian Nanotechnology Network, the Australian Microscopy and Microanalysis Society Inc and the International Federation of Societies for Microscopy. Team members have delivered podium presentations about the project at 3 national and 2 international conferences, and 3 international workshops/lectures. A paper is available via Cambridge Journals or online: Microscopy and Microanalysis/ Volume 17/ Issue S2/ July 2011, pp 870 – 871: Advanced Microscopic Characterisation through Integrated Learning Tools: B. Cribb, T. White, J. Shapter, J. Muhling, L. Soon, S.P. Ringer, E. Grinan, C. Frost and P.R. Munroe; Microscopy and Microanalysis conference proceedings: Aug 07‐11, 2011, Nashville, TN, United States. In summary, MyScope capitalises on diversity through a modular platform from which institutions can mix and match offerings for students but at its core it has agreed standards. As mentioned above, before the project inception there were no national guidelines for agreed education outcomes in the area of microscopy and microanalysis. The mapping of discipline standards as part of this project should now permit benchmarking of expected educational outcomes across institutions. This means that when graduate students move from one institution to another there can be confidence that they will bring with them equal skills and therefore be able to quickly integrate into the new research environment.


Sustainability The momentum generated through use of MyScope and on‐going support provided by the Australian Microscopy & Microanalysis Research Facility will ensure continued sustainability. In fact, AMMRF thinks that the online tools and platform are so valuable that they are in effect funding a staff position related to the site for a further year. Beyond project support, another important criterion for the success of a site like MyScope is its ability to stay relevant. To ensure this, features have been built into the site which allows the content to be updated and maintained by staff members that are not conversant with web site development. Some features operate automatically. Therefore there is no significant technological barrier to updating content.

Editing tools One such barrier is knowledge of web technologies such as HTML, which is used to describe the layout of each page on a website. To enable those not familiar with HTML to easily edit the MyScope site we provide an intuitive page editor. This allows for the manipulation of content on each page of the site through a familiar editing window, similar to the one found in Microsoft Word:

The page title can be changed through a box at the top of the screen.

In the centre of the screen is the editing interface, where text can be typed. This text can be formatted using the toolbars at the top of the editing interface, for example through alignment (left, right, centre, justified), font accenting (bold, italics, underline) and font style.

The option also exists to directly edit the HTML source to the page, if very specific changes need making to the layout of the page.

There is also an advanced options dialogue hidden in the top right corner of the interface. This provides features which most staff will never need to use, and which deal with advanced layout and interface changes.

Management tools Another important aspect of keeping a site up‐dated is being able to incorporate user feedback into the changes that are made to the site’s content. A number of features have been incorporated into MyScope to make this process as effective as possible:

Page overview There is feedback dialogue at the bottom of every page on the site with a voting button: Did you find the information on this page useful Yes or No. So data is available on user votes. The page overview interface shows a list of all pages in a particular module of the MyScope site with adjacent number of votes and tally. The ratings range from +100% to ‐100% and a page receiving totally positive votes will have a rating of 100% whereas a page receiving


totally negative votes will have a rating of ‐100%. An equal ratio of votes results in a 0% rating. This allows educators to assess the usefulness of their pages.

User feedback Users can also provide free text feedback on the MyScope website through a feedback dialogue text box below the rating boxes. These comments are both emailed to the website administrator and presented in a separate user feedback management interface. The message provided in both places identifies the page the comment was left for, the date it was received and the comment itself. Again, this allows informed adjustment of pages.

Test overview For the online test component, a test overview is provided that shows how many times each test question for a module has been correctly and incorrectly answered. This allows educators to assess how successful their questions are and whether students are misunderstanding particular concepts. Mouse‐clicking on any individual question allows its details to be edited. Each question has a description (the actual question), two or more multiple choice answers (which can include images), a difficulty rating, and an optional image. Questions can be removed or reintroduced to each modules quiz at any time.

Automated features Some key features of the MyScope website, namely the glossary and the image gallery, are best maintained automatically, to exclude user error:

Term glossary The MyScope glossary allows for site staff to add terms through a management panel. A name for the glossary term is added, then a description, and optionally a short acronym for the term. Once this is done, the site will automatically highlight the first found occurrence of this word on every page visited by the users and turn it into a link that takes the viewer of that page to the description of that term in the glossary. The automation of this system is also important because it ensures that when a change is made to the glossary, this automatically makes changes to all other pages on the site.

Image gallery The image gallery system for each module will detect images inserted into pages of the module, and automatically add them to an image gallery for that module, if they have been provided with a description. Therefore there is no need to ensuring that every change to a page on MyScope is also applied separately to the image gallery. This will reduce the possibility of inconsistencies being introduced to the site when modifications are undertaken.


New modules Because of the way MyScope has been designed, as described above, the addition of completely new modules is possible with less work than might be expected. While machine simulations would require specific development, the uploading of content and adjustments to page layouts is predicted to take only a matter of a few weeks for someone conversant with web design.


Lessons learnt and recommendations for similar projects In this chapter we explore what went right in the project and how this was achieved so that it might benefit others who attempt similar projects. The initial phase of the project, as with all similar projects, involved establishing a memorandum of understanding between partner institutions. This stage takes considerable time because a document must make its way through multiple legal offices, all trying to safeguard the interests of their institution. In the case of this project six legal offices were involved. We found that some legal offices were more aware of the granting agency rules than others and that a common document was achieved with the least difficulty, when the team partners worked closely with their legal staff, explaining the project, aims and expectations for outcomes. Considering the large number of stakeholders in this project, determining a process to achieve outcomes that were satisfactory to all was always going to be a challenge. We can point to three steps that achieved this unification:

Taking time to develop a common vision

Developing foundation documents that rested on learning attributes

Division of tasks: individual team partners volunteered to oversee specific modules

With text, diagrams, animations, simulations, videos and banks of questions all to be developed and integrated into modules, the person‐hours involved in getting the e‐tools to the MyScope site was greater than initially estimated. It was only because of the common vision and process that we achieved the breadth of modules planned. Early in the project, the team put in place a story‐board approach to developing the modules. This process allowed the team to equalise their expectations in relation to objectives. It is a visual approach that fits well with the final very visual web tools and helped team members shape materials in a way that allowed for feedback (formative evaluation) and for changes to be made. Learning attribute check‐lists were used to plan content and acted as useful checks to ensure material is not overlooked in the complex process of developing the e‐tools. These approaches allowed for more uniform development of e‐tools than would otherwise have been possible. Team partners provided the focal point to bring together specialist stakeholders interested in the development of e‐tools for their areas. The generous provision of time and materials by these specialists around the nation must be recognised as vital to the success of the project. It was through staging workshops in appropriate cities around the nation that we were able to gather together groups for initial comments and discussion. This achieved the important step of input from the many stakeholders who were not so interested in initial development but were interested in using the materials once developed. Sometimes workshops were attached to conferences which took advantage of collections of specialists and reduced travel demands on them. The Australian Microscopy & Microanalysis Research


Facility meetings also provided a vital impetus to the project by scheduling sessions to discuss education. The actual development of materials was an intensive business that we found was best achieved in small and dedicated groups. The materials were then, later, put out for comment and review by the broader body of interested parties. Reflecting further on the project, we learnt that face‐to‐face communication enhanced team integration, despite requiring a greater time commitment than electronic forms of communication. As a result, we recommend that regular meetings be built into projects such as ours, at intervals of about three months, since such face‐to‐face meetings always resulted in a boost in energy and productivity. One difference that this project had from many others involving a large team was that the project leader acted as project manager. Although this was not initially planned to occur, it resulted in a very direct work flow and clear lines of communication and responsibility. Although the project leader communicated with all levels of stakeholders on an ‘as needed’ basis to coordinate the project, there was generally a non‐linear construction to communication. Information flowed out to partners and through them to those stakeholders most closely associated with them and to the teams developing materials under their responsibility. In this way much of the consultation was kept face‐to‐face. The information technology developer/programmer was integral in the communication flow and also interacted face‐to‐face with team partners and specialist teams as needed. Although, we did find that the use of programs such as Team Viewer and Skype allowed for interactive communication between the developer and teams when such face‐to‐face meetings were not possible. Finally, staging a launch for the project where the MyScope site was presented, and inviting speakers to talk about blended‐learning and the future of education at tertiary institutions, provided an excellent avenue for reaching a wider audience than conferences and workshops, and helped focus stakeholders on integrating the e‐tools into their education environments.


References 1. Di Marzio Research Pty Ltd, November 2008, A Survey on ‘Characterisation’ Phase 2: Quantitative Research prepared for the National Collaborative Research Infrastructure Strategy and NCRIS Characterisation Council. Study No. 08/07/1299(b). (912 responses) 2. Australian Microscopy and Microanalysis Research Facility User Satisfaction Survey 2007 – 2008. (548 responses) 3. Australian Microscopy and Microanalysis Research Facility Progress Report 2, 2007‐2008; and Progress Report 3, 2008‐2009. 4. Cook DA, Garside S, Levinson AJ, Dupras DM & Montori VM. 2010. What do we mean by web‐based learning? A systematic review of the variability of interventions. Medical Education 44, 765‐774. 5. Gikandi JW, Morrow D, & Davis NE. 2011. Online formative assessment in higher education: A review of the literature. Computers & Education 57, 2333‐2351. 6. Larreamendy‐Joerns J & Leinhardt G 2006. Going the distance with online education. Review of Educational Research 76, 567–605. 7. Lust G, Collazo, NAJ, Elen J & Clarebout G. 2012. Content Management Systems: Enriched learning opportunities for all? Computers in Human Behavior 28, 795–808. 8. Rowe M, Frantz J & Bozalek V. 2012. The role of blended learning in the clinical education of healthcare students: A systematic review. Medical Teacher 34, E216‐E221. 9. Smith GG, Heindel AJ & Torres‐Ayala AT. 2008. E‐learning commodity or community: Disciplinary differences between online courses. Internet and Higher Education 11, 152–159. 10. McRae C, Karuso P, & Liu F. 2012. ChemVoyage: A Web‐Based, Simulated Learning Environment with Scaffolding and Linking Visualization to Conceptualization. Journal of Chemical Education 89, 878−883. 11. Lim J, Kim M, Chen S & Ryder C. 2008. An empirical investigation of student achievement and satisfaction in different learning environments. Journal of Instructional Psychology 35, 113−119. 12. Sivamalai S, Murthy SV, Gupta TS & Woolley T. 2011. Teaching pathology via online digital microscopy: Positive learning outcomes for rurally based medical students. The Australian Journal of Rural Health 19, 45–51. 13. Mora MC, Sancho‐Bru JL, Iserte JL & Sánchez FT. 2102. An e‐assessment approach for evaluation in engineering overcrowded groups. Computers & Education 59, 732‐740.


14. Badiru AB & Jones RR. 2011. A Systems Framework for Distance Learning in Engineering Graduate Programs. Systems Engineering 15, 191‐202. 15. Benselama AS, Hennache AS & Saleh MSB. 2009. Designing and evaluating the effectiveness of the virtual learning environment (VLE) in Saudi Arabia: a review and recommendations. 2nd IEEE International Conference on Computer Science and Information Technology 4, 210‐214. 16. Alcala‐Canto Y, Ibarra‐Velarde F, Vera‐Montenegro Y & Alberti‐Navarro A. 2012. Virtual microscopy for studying veterinary parasitology. Comparative Parasitology 79, 138‐142. 17. Chen ML, Su ZY, Wu TY, Shieh TY & Chiang CH. 2011. Influence of dentistry students' e‐learning satisfaction: a questionnaire survey. Journal of Medical Systems 35, 1595‐1603. 18. Grottke O, Ntouba A, Ullrich S, Liao W, Fried E, Prescher A, Deserno TM, Kuhlen T & Rossaint R. 2009. Virtual reality based simulator for training in regional anaesthesia. British Journal of Anaesthesia 103, 594–600. 19. Kahol K, Vankipuram M & Smith ML. 2009. Cognitive simulators for medical education and training. Journal of Biomedical Informatics 42,593–604. 20. Yang DZ, Streveler RA, Miller RL, Slotta JD, Matusovich HM & Magana AJ. 2012. Using computer‐based online learning modules to promote conceptual change: helping students understand difficult concepts in thermal and transport science. International Journal of Engineering Education 28, 686‐700. 21. Lin YH, Liang JC & Tsai CC. 2012. Effects of different forms of physiology instruction on the development of students’ conceptions of and approaches to science learning. Advances in Physiology Education 36, 42–47. 22. Kennedy G, Dalgarno B, Bennett S, Gray K, Waycott J, Judd T, Bishop A, Maton K, Krause K‐L & Chang R. 2009. Educating the Net generation: a handbook of findings for practice and policy. Study supported by the Australian Learning and Teaching Council Ltd. <www.netgen.unimelb.edu.au/downloads/handbook/NetGenHandbookAll.pdf> 23. Kirschner PA, Sweller J & Clark RE. 2006. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem‐based, experiential, and inquiry‐based teaching. Educational Psychologist 41, 75–86. 24. Regis A, Albertazzi PG & Roletto E. 1996 Concept maps in chemistry education. Journal of Chemical Education 73, 1084‐1088. 25. Penn JH, Nedeff VM &Gozdzik, G. 2000. Organic Chemistry and the Internet: A Web‐based approach to homework and testing using the WE_LEARN system. Journal of Chemical Education 77, 227−236.


26. Deutsch T, Herrmann K, Frese T & Sandholzer H. 2012. Implementing computer‐based assessment ‐ a web‐based mock examination changes attitudes. Computers & Education 58, 1068‐1075. 27. Lagowski JJ. 1998. Viewpoints: chemists on chemistry chemical education: past, present, and future. Journal of Chemical Education Vol. 75 No. 4, 425‐436. 28. Boticario JG & Santos OC. 2007. Developing adaptive learning management systems ‐ an open IMS‐based user modelling approach, in JIME Special Issue: adaptation and IMS Learning Design, September. <jime.open.ac.uk/2007/02>


Appendix A

Learning Objectives: Scanning Electron Microscopy Module

Aim and course outline: Aim: The purpose of this course module is to provide student/ clients with a well‐founded coverage and experience of the field of scanning electron microscopy (SEM), including how to: (1) prepare a range of samples for SEM; (2) operate ("drive”) an SEM; and (3) how to generate useful data. Course outline: This module is self‐assessed and web‐based and provides in‐depth theory, animations, simulations, video footage, and a virtual SEM that allows students/clients to practice their practical skills before they encounter a real SEM in a laboratory setting. It also allows them to step through the process of sample preparation before they attempt to work on real samples. Assessment is formative and summative and involves interaction with simulations that provide instantaneous feedback on correct choices and uses of machine parameters and a test platform of randomly assigned multiple choice questions that assess retention and understanding of theory. Simulations and test platforms can be rerun as many times as desired until the student/client, or their overseeing educator (if undertaking an institutional course), is satisfied with the outcomes. Learning Objectives: overview After successfully completing this module the student/client should have a detailed functional understanding of: 1. The way a scanning electron microscope (SEM) works, and its uses and limitations. 2. The operation of a basic SEM machine. 3. The different kinds of SEMs available. 4. How sample constraints affect sample preparation e.g. why samples are generally dry and small in size, why coating of samples is important, and the role of conductivity. 5. The types and uses of the major signals/outputs produced when an electron beam interacts with a sample. 6. How the electron beam energy and the average atomic number of a sample interact and how this can be used. 7. How compositional information can be obtained using SEM microanalysis techniques [Note: Detailed understanding of Microanalysis is not required here. The topic of Microanalysis is covered in full in a separate Module]. 8. The basic SEM vacuum pumping hierarchical system and why it is important [Note: Detailed understanding of vacuum principles is not required here]. 9. SEM related occupational health and safety (OH&S) issues.


Learning objectives in detail: The student/client should be able to: 1. Explain in context the following basic SEM terms:‐ 2. Chamber/ specimen chamber 3. Vacuum 4. Vent (let air in) 5. Evacuate (Evac) 6. Gate 7. Accelerating Voltage (Acc Volt) 8. High Voltage (HT) 9. keV (kilovolts) 10. Scan 11. Scan rate (Slow scan rate versus TV rate) 12. Filament 13. Load current/ filament current 14. Beam 15. Spot (spot size/ probe size) 16. Working distance (sample height/ z) 17. Focus 18. Magnification 19. Astigmatism 20. Brightness 21. Contrast 22. Z direction (height) 23. Stage travel in both the X and Y directions 24. Tilt 25. Rotation 26. Wobbler 27. SEI (secondary electron image) 28. BEI (backscatter electron image) 29. EDS or XRD (Energy dispersive spectroscopy or energy dispersive x‐ray spectroscopy) 30. High or low vacuum mode Demonstrate understanding of basic SEM principles and practices through correct answers to the following: 31. Magnification range: what is it for an SEM? 32. What is resolution? 33. What is a scale bar and what does it do? 34. What is the difference between high and low vacuum mode? 35. What are images created with the secondary electron detector used for? 36. What are images created with the backscatter electron detector used for? 37. What are the available accelerating voltages in SEM and why is this important? 38. What does “time to pump down” mean? 39. What does “stage travel in both the X and Y directions” mean? 40. What is “Z direction” and why is this important in SEM? How is it related to the terms


“sample height” and “working distance”? 41. Why might you want to tilt a sample? 42. What is meant by “rotation” of a sample? 43. How do the following terms relate to one another: HT, kV, accelerating voltage? 44. What is meant by the term probe size (or spot size) and why is it important? 45. Why might different objective lens apertures need to be selected for good imaging? 46. What is meant by focus in an SEM and how is it achieved? 47. What is stigmation, why is it important, and how is it corrected for? 48. What is meant by the “chamber”? 49. Why is vacuum important in SEM? 50. What is meant by the term “pump out” or “evacuate chamber”? 51. What is a gate in an SEM? Demonstrate understanding of more generic and in‐depth SEM principles and practices by providing correct answers to the following: 52. How do I get an image up on the SEM screen? 53. How do I change the machine parameters to get a good image at low magnification? 54. How do I change the machine parameters to get a good image at high magnification? 55. What affect does sample have on my choice of machine parameters? 56. How do I get a backscattered electron image (BSE) image? 57. What different kinds of SEMs exist and how do I choose between them? Operate the Virtual SEM web‐based simulation effectively to complete the following ordered basic SEM tasks: 58. Insert sample in to a chamber 59. Pump the air out of the chamber (evacuate) 60. Select an appropriate voltage for the electron beam 61. Turn on the electron beam (HT, accelerating voltage, kV) 62. Increase the filament current 63. Adjust brightness and contrast 64. Adjust magnification 65. Adjust focus 66. Select a different height for the sample as needed 67. Correct astigmatism 68. Collect a digital image Choose how to prepare appropriately a range of native samples for SEM including: 69. A conductive sample for topographical imaging 70. A non‐conductive sample for topographical imaging 71. A bulk (solid) sample for topographical imaging 72. A particulate sample for topographical imaging 73. A sample containing water for topographical imaging Choose how to prepare appropriately a range of samples for different types of SEM applications and imaging situations including: 74. The different mountings available for samples 75. How to coat a sample with metal or carbon


76. The sample preparation methods generally used for compositional imaging 77. How to achieve a smooth sample surface 78. When cryo‐preparation methods are advantageous Graduate Attributes: Successful completion of this course module, that is, completing the virtual SEM assessment tasks and passing the provided multiple choice test, will contribute to the recognition of attainment of the following attributes: Table 1. Graduate attributes for the scanning electron microscopy (SEM) module.

ATTRIBUTES LEARNING OBJECTIVES

(from learning objectives: overview: 1‐9)

A. IN‐DEPTH KNOWLEDGE OF THE FIELD OF STUDY

A comprehensive and well‐founded knowledge in the field of study. 1‐9

An understanding of how other disciplines relate to the field of study. 3

An international perspective on the field of study. 1‐8

B. EFFECTIVE COMMUNICATION

The ability to engage effectively and appropriately with information and communication technologies. 1‐9

C. INDEPENDENCE AND CREATIVITY

The ability to work and learn independently. 1‐9

The ability to generate ideas and adapt innovatively to changing environments. 2,4

The ability to identify problems, create solutions, innovate and improve current practices. 2‐4,9

D. CRITICAL JUDGEMENT

The ability to define and analyse problems. 2,4,9

The ability to apply critical reasoning to issues through independent thought and informed judgement. 2‐4,9

E. ETHICAL AND SOCIAL UNDERSTANDING

An understanding of social and civic responsibility, including in relation to health and safety. 9

A knowledge and respect of ethics and ethical standards in relation to a major area of study. 1,4

myscope: a national approach to education in advanced

Documents