1. AKNR Chandra Sekhar
1 INTRODUCTION
Education and technology have a strong correlation; interestingly it is one way - education is to bring new technology into life and existence. In the recent past, this phenomenon is changing and slowly we can observe the shift where technology is being used for education to reach more and more. From books to eBooks, from evening classes to everywhere classes (internet based), from regulated study pattern to self-paced patter, from class rooms to virtual rooms, from black boards to smart boards, from tutors to computer based training, from labs to virtual labs – the journey is long and steady.
This picture here will explain the four quadrants of learning and technology involvement in today’s world. It is a very concise way of guiding an interested person to pick the right available tool.
Reference: http://connectthinking.com.au/elearning-employee-skill-development-continuum/
In this assignment, the topic of interest is virtual lab facility with analysis on technology and its relevance in today’s learning mechanism.
2 CURRENT TECHNOLOGY
In this assignment, I have taken a free virtual lab PhET (http://phet.colorado.edu/) from University of Colorado for our discussion. (Physics Education Technology) is a simulation platform having a collection of over 110 million simulations (and growing) covering science topics in various levels and

2. languages built on latest technologies like Java, HTML5, iPad etc... This platform gives opportunity to understand critical concepts of science, reinforce ideas by allowing to try in a cost effective method. It goes beyond a standard homework methodology to a mechanism of learn from experience and visualization process.
Technology platform used till date is more on Java applet and building on Java graphics APIs. Recently, there is a change in technology orientation to move into upbeat cutting edge technologies like HTML 5 with Java Script. This will allow to integrate with latest devices like tablets, different operating systems and different sizes and shapes of devices.
Some of the simulation examples are provided as an example.
Left: Optics and lens effect Right: Photoelectric effect
This innovation can be mapped to “Flipped Classroom” is the buzzword of today’s education industry and becoming popular. Below is a model to explain various phases in each quadrant of learning process. PhET is covering the gap of “Activity” and “Now What” which are important for a science students.
Reference: http://www.educatorstechnology.com/2012/02/flipped-classroom-new-learning.html

3. 3 EARLIER TECHNOLOGY
Most of the experiments were either done though a standard framework of labs in schools or educational institutes. This is not open to everyone as the person who uses the lab facility should be part of enrolled curriculum and limits to certain syllabus only. This allowed a two way communication between teacher, student and other students.
Later there were some innovations which slowly moved in Computer Based Training (CBT) where the process of experiment is explained through graphical representation and animation. In most of the cases it not simulation as there is no much of mathematical modelling into it. This is open for all but penetration is minimal due to one way interaction.
In recent years there were some changes to the methods followed in bringing technology closer to people. There were enhancements to CBT by introducing interaction with users, building framework to support multiple operating systems and 3D models and graphics. But CBT is more used to train on concepts only. It covered not only scientific topics but also covered management and administrative arenas also.
Technology varied from labs fitted with equipment to computer based training and as the time goes the technology tools evolved. Even in computers at first there was dependency on the operating system like Windows OS family. Later, there were few players who built CBT on Flash (Adobe) which are OS independent and are internet technology based. There were games built on certain open libraries developed in ActionScript of physics and chemistry.
Optics lab Photoelectric lab
As shown in the picture above most of these labs are very costly and not in the reach of common student. These labs have not encouraged a person to learn through experiment but allowed to learn only through a standard framework. This is by design of the education system and governance on which the knowledge base.

4. 4 COMPARATIVE ANALYSIS
Differentiating latest and earlier technologies will always be positive, reason being we moved on to the new era. While I have to do for this assignment, I would like to look at some of the key aspects such as popularity, branding and productivity. Key Aspect Earlier Technology Latest Technology Popularity Not well known to the community and mostly restricted within students. Being spoken at various levels. Brings teacher, student and parent involvement. Branding Learning in an well-equipped educational institute is considered as an achievement Only few major institutions are investing on these virtual labs. Branding is lacking Productivity More of serious approach. Considers a framework of “You don’t know” so learning is in controlled environment. More of game and playful. Allows multiple trials and learn from failures. Penetration Physical labs had penetration through education system. CBT have penetration in various fields other than science like finance, management. Science labs are penetrating into schools as they are safe to play. Mobile, internet and other technology tools are enablers Standards Only physical labs have standards. CBT had no standards and no much of thought is put into it Few standards are emerging slowly. JavaScript libraries and other simulation libraries are evolving.
5 CONCLUSION
Seventy percent (70%) of knowledge is obtained by experience and experiment and hence building virtual labs is a very important functionality of learning process. These labs do not have to be only for science based, it can be management of finance or an entrepreneurial lab. In recent past with the evolution of MOOCs and other online course platforms there is a potential opportunity to expand training into virtual labs and make people to experiment the same in a framework of certain limitations such as known outcomes. It will be a great learning for students and teachers to explore new thoughts and ideas before putting into real test.