1. Kemi Jona, Ph.D Northwestern University This work is supported in part by the National Science Foundation under grant OCI-0753324. However, any opinions, findings, conclusions, and/or recommendations are those of the investigators and do not necessarily reflect the views of the Foundation.

2. High School Science Lab in 1900

3. High School Science Lab Today

4. Science Lab: The Real World

5. 100 years later  With the exception of indoor plumbing, why does the school science lab look the same?  Where are the productivity gains in science education that we have seen in industry?

6. Science Education is in Trouble  “Most high school students participate in a limited range of laboratory activities that do not help them to fully understand science process”  “The quality of current laboratory experiences is poor for most students”  “Students in schools with higher concentrations of non- Asian minorities spend less time in laboratory instruction than students in other schools… …. And some students have no access to any type of laboratory experience.” (ALR, page 6)

7. “ the epistemology of many school inquiry tasks is antithetical to the epistemology of authentic science.” Following a rote lab procedure Inquiring about unknown phenomenon Experimental design and controls already provided Adapting experimental procedures based on data Doing an experiment only onceTrying to find a single right answer Repeating an experiment multiple times to ensure accuracy and reliability of results Looking at other people’s data = cheatingMaking mistakes = badGive results to the teacher for a grade Using existing body of knowledge as leverage for new directions in scientific research Peer review as a way of building consensus School Science Authentic Scientific Research Chinn & Malhotra (2002)

8. X ~140,000 elementary/secondary schools in US

9. Cloud Computing Software as a Service Web hosting services

10. What if we could do the same thing for science labs?

11. www.iLabCentral.or g

12. Pilot Results (N= 594 students) Overall Learning Gain (% score increase, 18 items) 15% Statistical significanceP ≤ 0.0001 Effect size0.80 Content Learning21% Statistical significanceP ≤ 0.0001 Effect size1.03 Process Learning8% Statistical significanceP ≤ 0.0001 Effect size0.37

13. A Lot of Experiments!

14. When did students do the lab?

15. MIT Neutron Beam iLab

16. A Science Lab Server Farm at University of Technology Sydney

18. WHAT SHOULD THE SCHOOL SCIENCE LAB OF THE FUTURE LOOK LIKE? ?

19. Transformative at Multiple Levels

20. Advantages of The iLab Network  Broadens access to expensive or delicate high-end equipment  Provides students with access to remotely-hosted science lab facilities rather than just local ones  More time on task / less setup & cleanup  More experimental runs  Safer  Can do labs before and after class, at home – not limited to 50 min class period  Share & compare data locally or globally – just like scientists do  Enables new economic models and public/private partnerships for provisioning lab equipment for schools

21. We can not expect to fill the pipeline for a 21st century STEM workforce with 19th century curriculum, tools, and policies.

22. Cyberlearning tools like the iLab Network can drive the transformation of STEM education and broaden access to high- quality STEM learning opportunities for all students