Technology-Enabled Blended Learning Experiences for Chemistry Education and Outreach
- 1st Edition - July 3, 2021
- Editors: Fun Man Fung, Christoph Zimmermann
- Language: English
- Paperback ISBN:9 7 8 - 0 - 1 2 - 8 2 2 8 7 9 - 1
- eBook ISBN:9 7 8 - 0 - 1 2 - 8 2 3 0 7 9 - 4
Technology-Enabled Blended Learning Experiences for Chemistry Education and Outreach discusses new technologies and their potential for the advancement of chemistry education… Read more
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Request a sales quoteTechnology-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
Chemistry education practitioners across all areas and educators in the STEM field at tertiary institutions who want to use technology to enhance their teaching
- Cover image
- Title page
- Table of Contents
- Copyright
- 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
- Abstract
- Introduction
- Theoretical background
- Training facilities
- Application
- Conclusion
- Chapter 2: Utilizing the power of blended learning through varied presentation styles of lightboard videos
- Abstract
- Graphical abstract
- Acknowledgments
- Introduction
- Materials and methods
- Results and discussion
- Conclusion
- Section 2: Curriculum design, implementation, and evaluation, outreach
- Chapter 3: Using mobile phone applications to teach and learn organic chemistry
- Abstract
- Introduction
- Visualization applications
- Task-based applications
- Collaboration applications
- Conclusions
- Chapter 4: Interactive and innovative practices to stimulate learning processes in biochemistry
- Abstract
- Introduction
- The motivation to create new forms of lectures for biochemistry students
- Results/conclusion
- Conclusive remarks
- Perspectives
- Take-home messages
- Chapter 5: The design of blended learning experiences for clean data to allow proper observation of student participation
- Abstract
- Introduction
- The VLE as a source of data
- Motivations
- Findings and conclusions
- Chapter 6: Adopting a flipped classroom to teach and learn SciFinder in an undergraduate chemistry laboratory course
- Abstract
- Acknowledgement and Declaration
- Background
- Purpose of this project
- Previous methods of teaching SciFinder
- Alternative approach: Teaching SciFinder through flipped classroom
- Methodology
- Results and discussion
- Limitations and further improvements
- Conclusion
- Chapter 7: Using an NMR software as an instructional tool in elucidating organic structures
- Abstract
- Graphical abstract
- Acknowledgments
- Introduction
- Background
- Mestrenova
- Discussion
- Conclusions
- Section 3: Case studies
- Chapter 8: Flipped chemistry in multisite IVC courses: A possible model for the future of virtual chemistry education
- Abstract
- Interactive videoconferencing courses might serve as a model for classes attended over computers or smartphones through videoconferencing apps
- What is flipped learning? And what are multisite, synchronously delivered, geographically dispersed courses?
- Literature criticisms of flipped learning are limited but merit addressing
- Methods
- Results and discussion
- Discussion
- Conclusions
- Chapter 9: An accessible method of delivering timely personalized feedback to large student cohorts
- Abstract
- Introduction
- Motivations
- Findings and conclusion
- Chapter 10: Applying NuPOV to support students’ three-dimensional visualization skills
- Abstract
- Graphical abstract
- Acknowledgments
- Introduction
- The mobile application
- The experimental framework
- Results
- Conclusion
- Chapter 11: A review of immersive learning technologies featured at EDUCAUSE annual conferences: Evolution since 2016
- Abstract
- #EDU20 Immersive learning: Grand cru 2020
- #EDU19 immersive learning: Massive feedbacks in 2019
- #EDU18 Immersive learning: Promises kept?
- #EDU17 teaching with virtual reality
- #EDU16 Learning with virtual reality
- Index
- No. of pages: 212
- Language: English
- Edition: 1
- Published: July 3, 2021
- Imprint: Elsevier
- Paperback ISBN: 9780128228791
- eBook ISBN: 9780128230794
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Fun Man Fung
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 (2012—2021) 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).
Affiliations and expertise
Instructor of Chemistry, National University of Singapore (NUS)CZ
Christoph Zimmermann
His research work at NUS focuses on STEM education using technologies such as Virtual Reality, 360º 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.
Affiliations and expertise
CPO, Subtle Safety; Part-time Research Assistant, Department of Materials Science and Engineering, NUSRead Technology-Enabled Blended Learning Experiences for Chemistry Education and Outreach on ScienceDirect