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  • 1. Enhancing the value of interactive 3D chemistry Kirsty Barnes 23/6/10 This project is supported by the JISC Learning and Teaching Innovation Grants Programme
  • 2. Outline
    • What is ChemTube3D?
    • Who uses ChemTube3D?
    • Introduction to iChem3D project
    • Design and development of new learning approaches
    • Demonstration of new learning sequences and self-assessment activities
    • Results and comments
    • Conclusions
    • Acknowledgements
  • 3. What is ChemTube3D?
    • Interactive elements:
    • Surfaces, orbitals, vibrations
    • Animated reaction sequences
    • Solid state structures
    • Polymeric structures
    • 3D mouse movements and zoom
    • Angle and bond length measurements
    • Step by step learning guides
    • Self-assessment activities
    ChemTube3D is an interactive, freely available, resource providing 3D simulations and animations modelling the structure and reactivity of many important chemistry molecules. The resource is mainly aimed at undergraduate students.
  • 4. Who uses ChemTube3D?
    • Students
    • Promotes understanding
    • Open ended investigation possible
    • Guided learning approach possible
    • Positive comments from students about how useful the resource
    • is to them
    • Tutors/Lecturers
    • Use as a teaching aid in lectures
    • Teach students how to use the resource
    Since the launch of ChemTube3D in December 2007 there have been over 270,000 visits to the resource from people all around the world.
  • 5. iChem3D project
    • Jointly funded by JISC and the University of Liverpool
    • Investigate the current use of ChemTube3D
    • Generate new, freely available, learning designs for ChemTube3D
    • Produce guidelines for using ChemTube3D
  • 6. New learning approaches Step by step learning sequence Quandary - freeware available from Half-Baked Software (only available on Windows) Self-assessment activity Hot Potatoes - freeware published by Victoria University and Half-Baked Software
  • 7. Quandary
    • “ Action mazes can be used for many purposes, including:
    • problem-solving,
    • diagnosis,
    • procedural training and
    • surveys/
    • questionnaires ” 1
    A tool for creating Web-based action mazes 1 http://www.halfbakedsoftware.com/quandary.php Our use: Step by step learning guide
  • 8. Hot Potatoes A tool for creating Web-based problems
    • Allows you to “ create interactive:
    • multiple-choice,
    • short-answer,
    • jumbled-sentence,
    • crossword,
    • matching/ordering and
    • gap-fill exercises
    • for the World Wide Web .” 2
    • Our use:
    • Multiple choice self-assessment activities
    2 http://hotpot.uvic.ca/index.php
  • 9. Hot Potatoes http://hotpot.uvic.ca
  • 10. Design of step by step guide Exercise Title AddThis bookmark button Reading text Decision point title
  • 11. Design of self-assessment activity Exercise title Instructions Reading text Question Answers
  • 12. Demonstration
    • What ChemTube3D has to offer students
    • How the new learning approaches work
    • How you could use this idea in your discipline
  • 13. Results - feedback from academics “ the graphics are very useful” “ I think the stepwise approach is very valuable: too often, they rush through protonation/ deprotonation steps (especially!) without enough thought” “ I like the step-by-step approach in your new format for beginning students ” “ I like it!!” Comments on new learning designs
  • 14. Results - feedback from students
    • Indicates if students have accessed ChemTube3D before.
    • Yes indicates one or more visits to the site
    • Includes the 32 students who indicated they use ChemTube3D
    • Plus an extra student who said they had used it once.
  • 15. Results - feedback from students
    • Students were shown a demonstration of using ChemTube3D
    • Followed by a demonstration of the new step by step approach
    • They were then asked to provide answers to the question using the electronic voting system
  • 16. Results - feedback from students
    • Based on a step by step mechanism relevant to their course
    • Students were briefly shown an example of the new self assessment activities and were then asked to comment
  • 17. Conclusions
    • Learning designs have been added to help improve the learning experience
    • Guidelines for using ChemTube3D have been added to the resource
    • ChemTube3D is highly appreciated by its users and the new learning designs are liked by students
  • 18.
    • Thanks to:
    • The University of Liverpool and the JISC Learning and Teaching Innovation Grant Programme who jointly funded the iChem3D project
    • Steve Christie at Loughborough University for helping gather information and testing the new approaches
    • Project Team:
    • Nick Greeves – Project Manager, Senior Lecturer in Chemistry
    • Neil Berry – Lecturer in Chemistry
    • Nick Bunyan – Learning Technologist
    • Janet Strivens – Educational Developer
    • Kirsty Barnes – Research Assistant
    Acknowledgements