The electronic lab notebook (ELN) is fast replacing the traditional paper-based notebook for reporting in Science both in education and in industry (Guerrero et al, 2016, Weibel et al, 2016, Dirnagl and Przesdzing, 2016). The ELN approach to reporting offers many advantages over the traditional notebook as data can be easily shared, searched, saved, maintained, remotely-accessed and backed-up (Johnson et al, 2014, Vaas et al., 2016). Most of our intellectual property and patent laws require accurate, timely upkeep of laboratory journals (Johnson et al., 2014). Data entries in the ELN can be time/date stamped which is important for intellectual property protection.
In this project, a web-based ELN was adopted for laboratory reporting by learners taking a module in Analytical Science. Learners were set up with individual ELN accounts through funding from the “Technology Enhanced Assessment Methods (TEAM) in Science and Health Practical Settings” project. Training on the use of the ELN was available for instructors and students via webinars delivered by the service provider as well as videos prepared by the lecturer. Once set up, the ELN allowed the lecturer to create reporting templates which were instantly shared with students. The ELN was supported on multiple platforms and devices and allowed students to report electronically, as the assessment means for each practical session. A grading rubric was developed and implemented in the ELN and used for assessment and feedback.
The main aims of this project were to evaluate student opinion on the use of the ELN for laboratory reporting in Science and on the use of a grading rubric for providing feedback on ELN reports. This paper explores aspects of ELN implementation (such as cost, training, adoption by learners, online assessment and rubric generation) as well as digital learner perceptions of the ELN and the digital feedback provided within it.
Key words; Electronic laboratory notebooks, digital assessment and feedback, Science education, practical assessment.
References
Dirnagl, U. and Przesdzing, I., 2016. A pocket guide to electronic laboratory notebooks in the academic life sciences. F1000Research, 5.
Guerrero, S., Dujardin, G., Cabrera-Andrade, A., Paz-y-Miño, C., Indacochea, A., Inglés-Ferrándiz, M., Nadimpalli, H.P., Collu, N., Dublanche, Y., De Mingo, I. and Camargo, D., 2016. Analysis and Implementation of an Electronic Laboratory Notebook in a Biomedical Research Institute. PloS one, 11(8), p.e0160428.
Johnston, J., Kant, S., Gysbers, V., Hancock, D., & Denyer, G. (2014). Using an ePortfolio system as an electronic laboratory notebook in undergraduate biochemistry and molecular biology practical classes. Biochemistry and Molecular Biology Education, 42(1), 50–57.
Vaas, L.A., Witt, G., Windshügel, B., Bosin, A., Serra, G., Bruengger, A., Winterhalter, M., Gribbon, P., Levy-Petelinkar, C.J. and Kohler, M., 2016. Electronic laboratory notebooks in a public–private partnership. PeerJ Computer Science, 2, p.e83.
Weibel, J.D., 2016. Working toward a Paperless Undergraduate Physical Chemistry Teaching Laboratory.
Topics: Assessment and feedback in a digital age , Topics: Digital technologies in disciplinary contexts
