UID:
almahu_9949225707702882
Format:
1 online resource (214 pages)
ISBN:
0-12-823079-7
,
0-12-822879-2
Note:
Intro -- Technology-Enabled Blended Learning Experiences for Chemistry Education and Outreach -- Copyright -- Contents -- Contributors -- Editors' biography -- Prologue -- Preface -- Acknowledgments -- 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 -- Introduction -- Why do we need an instructional designer? -- Theoretical background -- The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) -- Training facilities -- Blended learning approach -- MOOC (Massive Open Online Courses) -- Designing a blended learning module -- Evaluation of learning/evaluation of devices -- Tools of the training devices -- Application -- Case study number 1: MOOC -- MOOC at the faculty of medicine -- Experience feedbacks -- An MOOC on public health: What for? -- A MOOC on public health: The feasibility study -- Designing the MOOC -- Evaluation of the MOOC (key figures) -- Engagement of the participants per week and per section -- Engagement of the participants (quizzes) -- Evaluation of the MOOC -- Sociodemographic questions (gender, education, and country of origin) -- General questions on the comprehension of the MOOC -- Questions on the pedagogical aspects of the MOOC -- Conclusion -- Case study number 2 -- Description of the project -- Conclusion -- References -- Further reading -- Chapter 2: Utilizing the power of blended learning through varied presentation styles of lightboard videos -- Introduction -- The blended learning approach -- Computer-based technologies: Video production with the lightboard -- Materials and methods -- Results and discussion -- Interviewer style -- Pros -- Cons -- Multipresenter style -- Pros -- Cons -- Multimedia-enriched style -- Pros -- Cons -- Conclusion -- Acknowledgments.
,
References -- Further reading -- Section 2: Curriculum design, implementation, and evaluation, outreach -- Chapter 3: Using mobile phone applications to teach and learn organic chemistry -- Introduction -- Visualization applications -- Task-based applications -- Gamification -- Multiple-choice question applications -- Open-ended problem-solving applications -- Collaboration applications -- Conclusions -- References -- Chapter 4: Interactive and innovative practices to stimulate learning processes in biochemistry -- Introduction -- The motivation to create new forms of lectures for biochemistry students -- Results/conclusion -- A necessary dialog between teachers and students during the classroom -- Interactive multiple-choice quizzes -- Interactive workshops -- Stimulate regular learning at home -- Regular quizzes -- Time-limited quizzes -- Semidigital teaching course -- Other practices -- The development of personal teaching activities by and for the students -- Conclusive remarks -- Perspectives -- Take-home messages -- Target audience -- References -- Chapter 5: The design of blended learning experiences for clean data to allow proper observation of student participation -- Introduction -- The VLE as a source of data -- Learning analytics in education -- Motivations -- Using learning analytics in chemistry education -- Choosing a starting point -- Our experience with creating and using clean data -- Findings and conclusions -- Designing blended learning for clean data -- Evaluation/validation phase: Does the data reflect reality? -- What will it answer? -- What can be learned for students? -- What can be learned for lecturers? -- Curriculum-level analytics -- Assessment-level analytics -- Where are the pitfalls? -- An eye toward what is next -- References.
,
Chapter 6: Adopting a flipped classroom to teach and learn SciFinder in an undergraduate chemistry laboratory course -- Background -- Purpose of this project -- Previous methods of teaching SciFinder -- Alternative approach: Teaching SciFinder through flipped classroom -- Methodology -- Stage 1: Preparation for Face-to-Face (F2F) session (course design) -- Stage 2: Conducting the F2F session -- Results and discussion -- Limitations and further improvements -- Conclusion -- Acknowledgement and Declaration -- References -- Chapter 7: Using an NMR software as an instructional tool in elucidating organic structures -- Introduction -- Background -- Mestrenova -- Raw data processing -- Distribution -- Opening files -- Peak isolation -- Peak integration -- Information presentation -- Propagation of technology -- Discussion -- Conclusions -- Acknowledgments -- References -- Section 3: Case studies -- Chapter 8: Flipped chemistry in multisite IVC courses: A possible model for the future of virtual chemistry education -- Interactive videoconferencing courses might serve as a model for classes attended over computers or smartphones through vid ... -- What is flipped learning? And what are multisite, synchronously delivered, geographically dispersed courses? -- Literature criticisms of flipped learning are limited but merit addressing -- Faculty concerns -- Student concerns -- Methods -- Number of courses flipped -- Course designs and structures -- Population studied -- Survey instruments -- Results and discussion -- Quantitative findings -- Qualitative findings -- Discussion -- Conclusions -- References -- Chapter 9: An accessible method of delivering timely personalized feedback to large student cohorts -- Introduction -- Feedback and data collection -- Understanding automated feedback and its limits -- Other considerations when designing feedback.
,
Data collection -- Motivations -- Creating the system -- Moving from data to personalized feedback -- Step one: Target data are extracted and curated -- Step two: Design the feedback matrix and transform data -- A short note on the "IF" function -- Step three: Generating and distributing personalized feedback forms -- Findings and conclusion -- Feedback from students -- Impact on students -- Impact on learning -- Feedback from lecturing staff and management -- Lessons learned -- References -- Chapter 10: Applying NuPOV to support students' three-dimensional visualization skills -- Introduction -- The mobile application -- The experimental framework -- Results -- Measurement of control variables -- Assessment of receptivity -- Conclusion -- Acknowledgments -- References -- Chapter 11: A review of immersive learning technologies featured at EDUCAUSE annual conferences: Evolution since 2016 -- EDU20 Immersive learning: Grand cru 2020 -- Plenary round table -- Meeting of the XR community group [5] -- Oral sessions -- Applying an augmented reality mobile app to train visualization skills [9] -- Observation and mentoring with 360-degree video and VR [13] -- Combat: An extended reality experience and other applications [14] -- Making virtual a reality: Getting immersive technology on campus [16] -- Corporate presentation -- EDU19 immersive learning: Massive feedbacks in 2019 -- Preconference seminars (separate registrations) -- Strategic insights into immersive learning: How XR shapes the future [21] ? -- Down the rabbit holes: Teaching and learning extended reality technologies [22] -- Meeting of the XR working group [24] -- Oral sessions -- XR on campus: Vanguard applications in teaching and learning [26] -- Curating a bilateral immersive learning experience: Our France-Singapore story [29].
,
Scaling XR teaching and learning: Development, delivery, and assessment strategies [34] -- Virtual reality: Engaging, effective, and affordable learning [35] -- Harsh reality to virtual reality: Getting ahead with immersive tech [36] -- Going virtual: VR in higher education [37] -- Anywhere but in the lab: Exploring applications for VR [38] -- Inspiring innovation: The XReality Center at the New School [40] -- Corporate presentation -- HP, Yale, and UNL team up on blended reality [41] -- Posters -- Virtual reality on the bayou [42] -- Enhancing student learning with immersive technologies [43] -- Augmented reality chemistry: A multiyear undergraduate research experience [44] -- Course engagement with immersive visualization [45] -- Visualizing possibilities for virtual reality in education [46] -- Utilizing VR for enrollment without breaking the bank [48] -- A toolkit for an immersive VR/AR experience: The Verb Collective [49] -- Learning with spatial computing: Virtual worlds, avatars, and 3D collaborative workspaces [50] -- Disrupting reality: Virtual and augmented reality in the interior design curriculum [51] -- EDU18 Immersive learning: Promises kept? -- Preconference seminar (separate registration required) -- Creating immersive storytelling learning experiences in 360-degree video [52] -- Oral sessions -- eXtended reality (XR): The new world of human/machine interaction [53] -- Step out of your head(set): Better approaches for collaborative learning in virtual environments [54] -- Applying mixed reality to the classroom of the future [55] -- Holograms in learning: What the real world is telling us [56] -- Virtual reality: Advancing the pedagogical toolkit [57] -- Ethics and digital fluency in VR and immersive learning environments [58] -- Developing library strategy for 3D and VR collections [59].
,
Virtual holographic simulation: Measuring nursing student outcomes from immersive technology [60].
Language:
English
Bookmarklink
