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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
Chemistry education practitioners across all areas and educators in the STEM field at tertiary institutions who want to use technology to enhance their teaching
Part 1: Foundations in technology enabled blended learning experiences
1. Creative innovative, immersive learning experiences using virtual reality
2. Theoretical background on technology-enabled learning from an instructional designer’s point of view
3. Reverse-engineering learning apps - DuoLingo, Chinese Skills and Elevate
Part 2: Curriculum design, implementation, and evaluation, outreach
4. Mobile phone apps for organic chemistry
5. Interactive and innovative practices to stimulate learning processes in biochemistry
6. The importance of designing blended learning experiences in a way which produces clean data to allow proper observation of student participation
7. Adopting a Flipped Classroom to teach and learn SciFinder in an Undergraduate Chemistry Laboratory Course
8. Using an NMR Software as an Instructional Tool in Elucidating Organic Structures
Part 3: Case Studies
9. Six Years of Flipping University Chemistry in Multi-Site, Synchronously Delivered, Geographically Dispersed Chemistry Courses
10. A method of delivering timely personalized feedback to large student cohorts which requires almost no additional resources
11. Created a system of tracked and directed engagement with resources such as videos for each student and quiz questions which mark students own results and use varying different grading strategies
12. Applying a “Nucleophile’s Point of View” (NuPOV) Mobile App to Support Students’ 3-Dimensional Visualization Skills
- No. of pages:
- © Elsevier 2021
- 16th July 2021
- Paperback ISBN:
Fun Man was a recipient of the University Annual Teaching Excellence Award in 2017 and Faculty Teaching Excellence Award 2016. Fun Man graduated from NUS and Technische Universität München. He was awarded the inaugural NUSS Gold Medal for Outstanding Achievement in 2010. Fun Man serves on the WorldSkills International Competition as a Technical Expert for the “Chemical Laboratory Technology” national committee. He is a recipient of the IUPAC Younger Chemist Award (2019) and QS-Wharton STAR Reimagine Education Awards (2017, 2018) for his effort in innovative teaching and learning approach.
Assistant Director and Core Faculty (Education), Institute for Application of Learning Science and Educational Technology (ALSET), National University of Singapore (NUS)
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.
CPO, Subtle Safety; Part-time Research Assistant, Department of Materials Science and Engineering, NUS
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