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Technology-Enabled Blended Learning Experiences for Chemistry Education and Outreach [Minkštas viršelis]

Edited by (Instructor of Chemistry, National University of Singapore (NUS)), Edited by (CPO, Subtle Safety; Part-time Research Assistant, Department of Materials Science and Engineering, NUS)
  • Formatas: Paperback / softback, 212 pages, aukštis x plotis: 235x191 mm, weight: 480 g, Approx. 100 illustrations; Illustrations
  • Išleidimo metai: 06-Jul-2021
  • Leidėjas: Elsevier Science Publishing Co Inc
  • ISBN-10: 0128228792
  • ISBN-13: 9780128228791
Kitos knygos pagal šią temą:
Technology-Enabled Blended Learning Experiences for Chemistry Education and OutreachDidesnis paveikslėlis
  • Formatas: Paperback / softback, 212 pages, aukštis x plotis: 235x191 mm, weight: 480 g, Approx. 100 illustrations; Illustrations
  • Išleidimo metai: 06-Jul-2021
  • Leidėjas: Elsevier Science Publishing Co Inc
  • ISBN-10: 0128228792
  • ISBN-13: 9780128228791
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780128228791.html
Raktažodžiai:

Technology-Enabled Blended Learning Experiences for Chemistry Education and Outreach discusses new technologies and their potential for the advancement of chemistry education, particularly in topics that are difficult to demonstrate in traditional 2d media. The book covers the theoretical background of technologies currently in use (such as virtual and augmented reality), introducing readers to the current landscape and providing a solid foundation on how technology can be usefully integrated in both learning and teaching chemistry content. Other sections cover the implementation of technology, how to design a curriculum, and how new tactics can be applied to both outreach and evaluation efforts.

Case studies supplement the information presented, providing the reader with practicable examples and applications of covered theories and technologies. Drawing on the broad experiences and unique insights of a global team of authors from a whole host of different backgrounds, the book aims to stimulate readers’ creativity and inspire them to find their own novel applications of the techniques highlighted in this volume.

  • Provides detailed information on the theoretical background of technology usage in chemistry education, including discussions of augmented and virtual reality
  • Helps readers understand available options and make informed decisions on how to best utilize technology to enhance their chemistry teaching using concepts surrounding blended learning
  • Presents examples of theory in practice through case studies that detail completed implementations from around the world
Contributors xi
Editors' biography xiii
Prologue xv
Preface xvii
Acknowledgments xxi
SECTION 1 Foundations in technology-enabled blended learning experiences
Chapter 1 Theoretical background on technology-enabled learning from an instructional designer's point of view
3(28)
Iman N'hari
Introduction
3(2)
Why do we need an instructional designer?
5(1)
Theoretical background
6(1)
The ADDIE model (Analysis, Design, Development, Implementation, Evaluation)
6(2)
Training facilities
8(1)
Blended learning approach
9(2)
MOOC (Massive Open Online Courses)
11(1)
Designing a blended learning module
12(1)
Evaluation of learning/evaluation of devices
13(1)
Tools of the training devices
14(2)
Application
16(1)
Case study number 1: MOOC
16(1)
MOOC at the faculty of medicine
16(1)
Experience feedbacks
17(5)
Case study number 2
22(6)
Conclusion
28(1)
References
28(1)
Further reading
29(2)
Chapter 2 Utilizing the power of blended learning through varied presentation styles of lightboard videos
31(12)
Christoph Dominik Zimmermann
Alvita Ardisara
Claire Meiling McColl
Thierry Koscielniak
Etienne Blanc
Xavier Coumoul
Fun Man Fung
Introduction
31(1)
The blended learning approach
31(1)
Computer-based technologies: Video production with the lightboard
32(1)
Materials and methods
33(1)
Results and discussion
34(1)
Interviewer style
34(2)
Multipresenter style
36(2)
Multimedia-enriched style
38(1)
Conclusion
38(1)
Acknowledgments
39(1)
References
39(1)
Further reading
39(4)
SECTION 2 Curriculum design, implementation, and evaluation, outreach
Chapter 3 Using mobile phone applications to teach and learn organic chemistry
43(22)
J.L. Kiappes
Introduction
43(1)
Visualization applications
44(4)
Task-based applications
48(1)
Gamification
48(1)
Multiple-choice question applications
49(2)
Open-ended problem-solving applications
51(6)
Collaboration applications
57(3)
Conclusions
60(3)
References
63(2)
Chapter 4 Interactive and innovative practices to stimulate learning processes in biochemistry
65(14)
Xavier Coumoul
Thierry Koscielniak
Fun Man Fung
Etienne Blanc
Introduction
65(1)
The motivation to create new forms of lectures for biochemistry students
65(1)
Results/conclusion
66(1)
A necessary dialog between teachers and students during the classroom
66(3)
Stimulate regular learning at home
69(4)
The development of personal teaching activities by and for the students
73(1)
Conclusive remarks
74(1)
Perspectives
74(2)
Take-home messages
76(1)
Target audience
76(1)
References
77(2)
Chapter 5 The design of blended learning experiences for clean data to allow proper observation of student participation
79(16)
Cormac Quigley
Elaine Leavy
Etain Kiely
Garrett Jordan
Introduction
79(1)
The VLE as a source of data
80(1)
Learning analytics in education
80(2)
Motivations
82(1)
Using learning analytics in chemistry education
83(1)
Choosing a starting point
84(1)
Our experience with creating and using clean data
85(2)
Findings and conclusions
87(1)
Designing blended learning for clean data
87(1)
Evaluation/validation phase: Does the data reflect reality?
87(1)
What will it answer?
88(4)
An eye toward what is next
92(2)
References
94(1)
Chapter 6 Adopting a flipped classroom to teach and learn SciFinder in an undergraduate chemistry laboratory course
95(12)
Hafiz Anuar
Yongbeom Kim
Tag Han Tan
Fun Man Fung
Background
95(1)
Purpose of this project
96(1)
Previous methods of teaching SciFinder
96(1)
Alternative approach: Teaching SciFinder through flipped classroom
97(2)
Methodology
99(1)
Stage 1 Preparation for Face-to-Face (F2F) session (course design)
99(1)
Stage 2 Conducting the F2F session
100(1)
Results and discussion
100(3)
Limitations and further improvements
103(1)
Conclusion
103(1)
Acknowledgement and Declaration
103(1)
References
103(4)
Chapter 7 Using an NMR software as an instructional tool in elucidating organic structures
107(10)
Max J.H. Tan
Kevin Christopher Boellaard
Shaphyna Nacqiar Kader
Fun Man Fung
Introduction
107(1)
Background
108(1)
Mestrenova
108(1)
Raw data processing
108(3)
Discussion
111(2)
Conclusions
113(1)
Acknowledgments
113(1)
References
113(4)
SECTION 3 Case studies
Chapter 8 Flipped chemistry in multisite IVC courses: A possible model for the future of virtual chemistry education
117(16)
Michael A. Christiansen
Interactive videoconferencing courses might serve as a model for classes attended over computers or smartphones through videoconferencing apps
117(1)
What is flipped learning? And what are multisite, synchronously delivered, geographically dispersed courses?
118(1)
Literature criticisms of flipped learning are limited but merit addressing
119(1)
Faculty concerns
119(1)
Student concerns
120(1)
Methods
120(1)
Number of courses flipped
120(1)
Course designs and structures
121(2)
Population studied
123(1)
Survey instruments
123(1)
Results and discussion
124(1)
Quantitative findings
124(2)
Qualitative findings
126(1)
Discussion
126(2)
Conclusions
128(1)
References
129(4)
Chapter 9 An accessible method of delivering timely personalized feedback to large student cohorts
133(18)
Cormac Quigley
Etain Kiely
Introduction
133(1)
Feedback and data collection
134(1)
Understanding automated feedback and its limits
134(1)
Other considerations when designing feedback
135(1)
Data collection
136(1)
Motivations
137(1)
Creating the system
137(1)
Moving from data to personalized feedback
138(7)
Findings and conclusion
145(1)
Feedback from students
145(1)
Impact on students
145(1)
Impact on learning
146(1)
Feedback from lecturing staff and management
147(1)
Lessons learned
148(1)
References
149(2)
Chapter 10 Applying NuPOV to support students' three-dimensional visualization skills
151(12)
Jia Yi Han
John Yap
Teck Kiang Tan
Yulin Lam
Fun Man Fung
Introduction
151(1)
The mobile application
152(2)
The experimental framework
154(1)
Results
155(1)
Measurement of control variables
155(2)
Assessment of receptivity
157(2)
Conclusion
159(1)
Acknowledgments
159(1)
References
159(4)
Chapter 11 A review of immersive learning technologies featured at EDUCAUSE annual conferences: Evolution since 2016
163(14)
Thierry Koscielniak
#EDU20 Immersive learning: Grand cru 2020
164(1)
Plenary round table
164(1)
Meeting of the XR community group
164(1)
Oral sessions
164(2)
Corporate presentation
166(1)
#EDU19 immersive learning: Massive feedbacks in 2019
166(1)
Preconference seminars (separate registrations)
166(1)
Meeting of the XR working group
167(1)
Oral sessions
167(1)
Corporate presentation
168(1)
Posters
168(1)
#EDU18 Immersive learning: Promises kept?
169(1)
Preconference seminar (separate registration required)
170(1)
Oral sessions
170(1)
Posters
171(1)
#EDU17 teaching with virtual reality
172(1)
Overview and trends
172(1)
Oral sessions
173(1)
Posters
174(1)
#EDU16 Learning with virtual reality
174(1)
An immersive VR research project
175(2)
From VR to AR
177(1)
References 177(8)
Index 185
Fun Man Fung, Ph.D. MSc. BSc., earned his chemistry degrees from NUS and Technical University of Munich. As a passionate educator, he devotes his time to teach learners how to learn through innovative digital technology. He researches on how gamifications and videography techniques improve learning outcomes. Since 2021, Fun Man is a member of the Editorial Advisory Board at the Journal of Chemical Education, ACS Publications. He also served on the International Chemistry Olympiad (IChO) steering Committee and IUPAC Committee for Chemical Education. Fun Man's pedagogical work in Technology-Enabled Learning (20122021) is globally recognized. He was conferred a number of accolades for teaching excellence, including the NUS Annual Digital Education Award 2021, D2L award Innovation in Teaching and Learning 2019 and Wharton-QS Reimagine Education Award (2017, 2018). His research work at NUS focuses on STEM education using technologies such as Virtual Reality, 360ŗ video and the Lightboard. He graduated from NUS with a Bachelor of Engineering (Honours) in 2019. He was previously the co-founder of a student company making learning videos for flipped classrooms.