 A gydag i'n gweithio'r fferwyr o'r ffwrdd, i'r Mark Hurst, ydych i ei wneud i gydag i ni i gydag i'n gwneud i gydag i ni. Mark yw'r Ffwrdd yng nghymru o'r Ffwrdd Llyfrgell Llyfrgell. Yn ddweud, Nick. Fyrdd i'n gweithio. Fyrdd i'n gweithio i'n gweithio i'n gweithio. Fyrdd eich prifysgledig o'u canfodd i gydag yma, ei ddweud o'u cyfaint o'r ffordd Llyfrgell, o'r ffordd Llyfrgell Llyfrgell. over the last few years and it's added to that depth and to the blended learning that our students have been used to. It has about a hundred different types of activities in it and in fact it's not just there for our U students, it's open to the public as well. 48 of these activities are open to the general public to use, to schools, to teachers. It consists of a range of different types of experimental activities that allow students to go in and collect data, write reports, make experimental choices, make observations. Some of these are remote. A lot of them are through what we call interactive screen experiments so these evolved from the types of experiments that were originally mailed out on DVDs and CDs to students that they would do at home on their own computers. These are now done through little apps that run through the open science lab. And to add to that to allow our students to analyse and prepare data for their reports, we provide the whole series of data analysis tools. I mean it's very difficult in a few minutes to give you a flavour. Put an open science lab into Google if you've never been there register and you can take a look yourself. I can only explain a few things. I'm going to give you a very brief flavour of the type of activities our students do in the open science lab because I want to actually then show you where we're going next in terms of actually integrating real live analytical instruments. Just at the bottom is a reminder that to show how mainstream the open science lab has become our teaching that this year we have about 50,000 student hours of activity using the open science labs in the various areas of science curriculum. So if you go to the open science lab it looks like a series of tiles or apps. I've just picked out six as examples. One of the very first ones that was developed originally as a mail out tool was a digital microscope. This has proved incredibly valuable for teaching all aspects of geosciences, of environmental sciences and in my field in biology particularly. It's an incredibly valuable tool because you can put authentic images in there, whole scans of slides and allow students to actually choose how they collect their data, what they present, how they score, how they record it. So it's a great tool for teaching practical science. We have analytical instruments for example the DNA Quantitation Lab is effectively an online spectrophotometer programmed with a whole range of spectrophometric data for nucleic acids which again allows students to go in. It allows them to make mistakes. They can put in the wrong parameters and actually make errors and so those types of authentic data actually lend an element of real practical exploration for students. We also have another example here used by a level 1 student called a spirometer which where students is actually based upon a data set based upon human epidemiology studies. Again it allows students to propose hypotheses, go in and collect data that's based upon real human physiology data sets. So these are just six of the types of apps that sit in the Open Science Lab. Some of them also have much more immersive environments making use of unity programming where exploring a space is important like field trips or walking around a laboratory to find a pH meter or some solutions to do some to do some laboratory chemistry. But it's not all about students collecting data from our labs it's also about people out there doing citizen science actually putting data into apps the first of which was the ice spot where people put in biological data many hundreds of thousands of data sets have been collected. Our students also use this in various modules and Treezilla which is a record of character trees around the world. So it's not just about our students going in there and carrying out science it's about a wider outreach to the general public engaging them bringing into our OU resources into the Open Science Lab to carry out science. So that's a very very quick trip around what the Open Science Lab represents. It's next just showing you those are like peering through the window of a laboratory where we've got students we've allowed them in to have a little peek but actually now what we're going to do is actually try and open the door and ask them actually through and I'm going to give you a couple of examples of real live remote analytical instruments that will be appearing in the Open Science Lab in the next few years. So for example these are online optical microscopes so whereas a digital microscope presents a static image which is incredibly useful for teaching the basics of microscopy and exploration and data collection. An optical microscope allows you to move things around it allows you to look at things that are wiggling around and moving around like worms in genetic experiments so it takes that experience to it to a new level of interaction and authenticity. There's a whole range of desktop instrumentation for example to do genetic analysis with quantitative polymerase chain reaction or an online real-time access version of the DNA quantitation instrument. One of the great advantages as an instructor that these give me is that whereas a piece of a programmed application is sat there it's very difficult for me to update it. I can go with one of these remote instruments and change a sample overnight. I can be reactive to my students which means it's a more robust teaching tool so I can use these instruments much more interactively as a teacher so for me and my colleagues it's a very valuable tool I can use. There are also much more larger instruments for example a large flow chemistry system and this monster this gas chromatography mass spectra spectrometry system but I'm going to give you a very quick view of what life's like with an electron microscope and if I can remember how to use um this is an example of a live view of what the electron microscope some of you here in the hall may have actually been using this outside and when I was introduced I was meant to be talking about materials well this is actually I'll ask you to guess it's a biomaterial and one thing I always find about these types quick explanation this is a live view of an electron microscope that sat about 200 meters behind me in one of the old BBC studios through about five walls this way this is a live view of the inside of that instrument and these are web-based instruments that are not just remote desktops so this is not remote desktopping to the interface that controls the microscope we have a fantastic team of programmers who've designed web interfaces which means they work across platforms they can work on phones they can work on tablets they can work anywhere in the world next famous for having uh tweeted a photo from 30 000 feet somewhere over central Asia we've also been testing eye access of instruments from from death valley last summer just to show you can actually do it so um this is a very close up view if I scroll down slightly you can see the scale bar right at the bottom uh 10 micrometer scale bar for those that are going to actually see it this looks like some horrendous material but actually now going to zoom out just to show this is a live image as a biologist I find nothing excites a crowd more than something that's a creepy crawly this is actually the front end of a rice weevil probably don't encounter them much these days but if you can face to face with it that that power you'd probably be quite scared so the interface that's been designed for in this case relatively simple control we can change focus we can collect levels and more importantly if I capture an image that image is stored on my computer and it can be used in student reports so as as an opportunity to prevent to present students with even a simple opportunity to see something that excites them like a creepy crawly up close uh is is an absolute fantastic opportunity of course they're far more scientific and important so that's a very quick trip around the scanning electrical microscope it's set outside in the mezzanine outside for those people here who'd like to have a go and we've got several of my colleagues will give you a guided tour of lots of other different creepy crawlies and things so where where do we see these being used um tonight is also about the space of science and technology masters it's about to start the analytical instruments I've been talking about will find their first home in the the curriculum in in this module for example students will be using the light microscope and the scanning electron microscope to look at things like micrometeorite damage on the surface of satellites and things like that and I think you can also have a look at the Mars rover and the satellites down outside so I'm going to sum up now um it's always been mentioned mailing out kits was what the OU started with is a view of them assembling a science kit with a little microscope being used in the background but it used to be that the only way we could show our students complicated large and expensive analytical instruments for example transmission electron microscope shown here was on broadcast tv or through video instruments now we can do that we can open that door the students can come in and actually sit in front and operate real instruments so the next few years these will be being integrated into the open science lab and will find their way into various aspects of our curriculum