"Remote directed" lab work, where a student worked remotely, instructing a lab assistant wearing a head-mounted camera
Students with very limited independent mobility can participate in synthetic chemistry teaching lab practicals.
Through a 鈥渞emote directed鈥� lab work approach, students with very limited independent mobility can participate in synthetic chemistry teaching lab practicals, even if they are unable to be physically present in the laboratory.
Based in a classroom, the student worked remotely with a lab assistant who carried out the practical in the lab following the student鈥檚 verbal instructions. The lab assistant wore a head-mounted camera which allowed the student to observe the work via a line-of-sight video stream. This arrangement not only allowed the student to see the chemistry and the processes of lab work, but also gave them ownership of the work and agency in how it was carried out, in line with the learning objectives of the practical. This approach benefits one student at a time, and the 1:1 student to assistant ratio is optimal for student agency.
This helps to overcome barriers which relate to the need to manipulate equipment and instruments or barriers which relate to the general environment of the synthesis lab, particularly if there are enhanced risks if physically present in the laboratory. This approach could also be applied more broadly for students who have difficulties with the lab environment for a range of reasons.
Direct benefits include the student being more able to focus on the chemistry, and less on the barriers they face. Experience with this approach also influenced some of the arrangements put in place during the COVID pandemic, where whole cohorts worked in small groups to carry out some practical work from home by 鈥榬emote directing鈥� a graduate teaching assistant in the lab.