1. Adding pedagogic value to virtual experiments: examples from the QuVis simulations Antje Kohnle, University of St Andrews Workshop on Remote Experiments for HE: 17 April 2015 www.st-andrews.ac.uk/physics/quvis

2. 17 simulations 50 simulations 18 simulations NEW: sims for touchscreens research-based; freely available for use online or download; introductory to advanced level One collection embedded in a full curriculum at quantumphysics.iop.org developing introductory quantum theory using two-level systems Kohnle et al., Eur J Phys, 35, 015001 (2014)

3. Outline Adding pedagogic value:  multiple representations  implicit scaffolding  making the invisible visible  goals and in-built challenges  evaluation and refinement www.st-andrews.ac.uk/physics/quvis

4. Helping students make connections between multiple representations

7. Implicit scaffolding to guide students towards the learning goals and promote student-driven inquiry  Simple startup configuration to encourage exploration.  Controls typically explored from top to bottom, left to right (Saffer 2010). Progress from simpler to more complex situations.  Extreme cases often explored first. Use illuminating limiting cases.  Group related quantities.  Avoid extraneous material not required for learning goals. Reduce complexity to focus on key ideas.  User-controlled text explanations on demand.  Easily clickable controls to avoid frustration  Clear measurements or Reset button to create a safe environment. www.st-andrews.ac.uk/physics/quvis

8. Implicit scaffolding to guide students towards the learning goals

9. Making the invisible visible: promoting the development of models Kohnle et al. 2013 PERC Proceedings

10. Using goals and in-built challenges to promote engagement and deep learning

11. www.st-andrews.ac.uk/physics/quvis Kohnle et al, Am. J. Phys, in press

12. Using goals and in-built challenges to promote engagement and deep learning

14. Evaluation and refinement using student feedback key in developing educationally effective resources considers research on  student difficulties  interaction design  visualization Initial design  physics student coders  iterative revisions during coding Coding  revisions to all simulations and activities wherever appropriate Observation sessions  revisions  ideas for new simulations In-class trials Kohnle 2014 GIREP-MPTL Proceedings

15. The potential of pairing remote labs with interactive simulations Remote labs:  hands-on experience with real lab equipment, data-handling Accompanying simulation allows students to:  Refine mental models by making the invisible visible  Explore a wide range of parameters that would otherwise be difficult to change.  Compare outcomes of experiments for different models.