How to integrate Labster into your science classroom

Monique Mainella is a pedogogical consultant at Collégial international Sainte-Anne. She works with teachers at her institution who have been using Labster for at least four years, and she works with teachers in other institutions in Canada. Monique has a graduate degree in educational technology and instructional design.

Problem: Which pedagogical scenarios are best for teaching with virtual simulations?

Solution: Monique found Universal Design for Learning, Backward Design, and mindful integration the best pedagogical scenarios when teaching with virtual simulations. 

With Dr. Bruno Poellhuber, professor of education and Director of the Center for Teaching and Learning, Monique participated in an experiment for three semesters at the University of Montreal and six other participating colleges. There were 39 teachers and almost 6000 students participating in this research. They wanted to test the effects of the virtual lab scenarios on students' motivation and engagement.

Their research, “The integration of immersive virtual reality simulations in science during the pandemic: results of a research-action-training,” showed that when there is the aid of a pedagogical consultant with the planning of, and the integration of Labster in pedagogical sequences, the students do benefit from using the Labster simulations. 

Interview with Monique Mainella, pedagogical consultant

Labster as an integrated activity

“I think Labster is often used as an after-activity, whereas our teachers had to really think about how it was going to be integrated. Since they were working with me, they were more mindful of pedagogical scenarios and more careful about making sure that the Labster was situated in a way that was more beneficial than just a review.”

Backward Design Framework

“By using pedagogical sequences in relation to Backward Design, I help teachers decide in what way Labster can best be used in their sequence. I encourage teachers to use pedagogical sequences in order to integrate Labster effectively.”

‍

Universal Design considerations

“Considering Universal Design for Learning made it so that teachers plan much more in advance. My school is big on Universal Design for Learning, so we always made sure that we kept in mind how to consider this design for learning while using Labster.”

The theoretical framework she worked with…

The SAMR model 

“A lot of teachers when they start teaching, they use technology and they're constantly just using the substitution phase. But the thing is it never pushes teachers to elevate or to really use technology for all its purposes. So then after substitution is augmentation, modification, and redefinition.”

‍

Teachers created guides

“The teachers also created very rich guides as pedagogical tools to go along with the Labster simulations to help the students with any questions or reflections. Then they would add additional activities that would consolidate what they learned in the simulation.”