Showcase Chem learning support 5 05

Learning Support (Virtual and Hands-On) in Chemistry Education: 

Learning Support (Virtual and Hands-On) in Chemistry Education Christine O’Connor and Claire Mc Donnell, DIT SHOWCASE OF LEARNING AND TEACHING INNOVATIONS, FOCAS Institute, 5th May 2005

Overview: 

Overview Why the need for learning support? Changes in Student Type How can this support be achieved? Changes in Teaching and Learning Strategies Examples including use of Information and Communication Technology (ICT) Benefits Student Retention and Progression

CHANGES IN TYPE OF STUDENT ENROLLING: 

CHANGES IN TYPE OF STUDENT ENROLLING Less students taking Chemistry at Second level in Ireland (21% in 1987, 13.3% in 1993, 11.7% in 2003) Marked decrease in cut-off entry level for Science courses in 2000 Policy of increasing participation rates at third level (approx 46% of second level students in 1991 and 68% in 2001). Not just more students, different types of students Overall result, many non-traditional entrants to higher education

CHANGES IN TYPE OF STUDENT ENROLLING: 

CHANGES IN TYPE OF STUDENT ENROLLING Non-traditional learners - students who, in the past, wouldn’t have gained a place at third level on the basis of their performance at second level Often not well-prepared for higher education Have not experienced much academic success in the past – may expect to fail and lack confidence Don’t have traditional reflector and theorist learning styles (verbal/linguistic and logical/mathematical intelligences)

CHANGES IN TEACHING AND LEARNING STRATEGIES: 

CHANGES IN TEACHING AND LEARNING STRATEGIES Higher education institutions; “are slowly realising that it is not simply enough to open the doors: what goes on behind the doors has to change to accommodate new types of student intake.” Cottrell (2001)

CHANGES IN TEACHING AND LEARNING STRATEGIES: 

CHANGES IN TEACHING AND LEARNING STRATEGIES Sink or swim approach towards first year undergraduates no longer feasible Challenge to adapt View induction as a year long process Effective learning support is integrated into everyday teaching, not “bolted on” Advantage is good teaching skills now valued and new teaching methods and strategies are being examined.

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES: 

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES 1 - Visual images and putting theory into context

ethanol: 

CH3CH2OH ethanol

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES: 

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES 2 – Assessment tasks that allow learners to use their creativity e.g. Poster presenting chemistry topic of current interest

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES: 

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES 3 – Making lab experiments more relevant and engaging (for the learner and the teacher) e.g. Coffee distillation, Aspirin synthesis, Volumetric analysis of citric acid in lemon squash

Miniproject Outline: 

Miniproject Outline

Examples of Miniproject titles: 

Examples of Miniproject titles Do the forensic tools on CSI really exist? Investigation of sunscreen and sunglass protection Determination of calorific value of crisps Extraction, separation and characterisation of pharmaceutical actives from a range of analgesic products. Extraction and analysis of lipids in cheese Fluorescent chemicals, analysis and applications Analysis of trace metals, dissolved oxygen and fluorine content in natural and potable water samples. The chemicals in cosmetics.

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES: 

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES 4 – Hands-on use of molecular model learning and teaching aids

Slide14: 

Interactive Software with Models

Animation example : 

Animation example Links macro, sub-micro and symbolic levels (Tasker, 1998)

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES: 

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES 5 – Introduction of interactive activities - Set a problem for students to attempt - Let them spend time looking at it on their own and then in groups - Show that you expect their input - Easier with smaller groups (tutorials and practicals)

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES: 

CHANGES IN TEACHING AND LEARNING STRATEGIES –EXAMPLES 6 – “Demystify” marking process. - Examples of good, average and poor work - Sample answers and past assessments - Constructive and timely feedback - Explain why it’s important to learn about something or to develop a particular skill -Suggest how you would try to remember information or tackle a question - Study skills integrated into curriculum - Self and peer assessment

CHANGES IN TEACHING AND LEARNING STRATEGIES - EXAMPLES: 

CHANGES IN TEACHING AND LEARNING STRATEGIES - EXAMPLES Also, Monitoring of attendance Provision of tutorials with low student / tutor ratio 6 to 8 students per group Non fixed seating type classroom Students required to attend and participate Good communication between teaching team

Virtual Support in Chemistry: 

Virtual Support in Chemistry Main aims pool resources in chemistry move towards a learner-centred environment provide another learning platform for our students – “technology-supported learning environment” enhance visualization and animation/ simulation in our delivery to improve engagement and understanding provide formative assessment quizzes with detailed feedback avail of and build on e-learning technologies that DIT have invested in.

DT 212-1 WebCT Homepage: 

DT 212-1 WebCT Homepage

Chemistry Quiz: 

Chemistry Quiz

Usage Statistics: 

Usage Statistics B.Sc. in Physical and Life Sciences, Chemistry, DIT, WebCT statistics, October 2004 to March 2005.

Student Retention: 

Student Retention Table 1: First Year Applied Science Retention and Pass Rates 2000-2004

Student Pass Rates: 

Student Pass Rates Table 2: First Year Applied Science Retention and Pass Rates in Chemistry 2000-2004

Dissemination of Results: 

Dissemination of Results Oral presentation at Istanbul ICCE (International Conference on Chemical Education) in August 2004. Chemistry In Action - conference report published and article to be submitted. Oral presentation, E-Learning Club, DIT, FOCAS Institute, Jan 2005. 6th Variety in Irish Chemistry Teaching Conference held at DIT, March 2005. European Chemistry Thematic Network Summer School, Malta, June 2005. Oral presentation at European Variety in Chemistry Conference, Krakow, July 2005.

Conclusions: 

Conclusions Teaching and learning support is important for science students entering our courses. Reviewing teaching and learning methodologies can facilitate different learner types and engage a wider audience. Information communication technology (ICT) is useful as a support tool but should not replace other teaching methods. Methodologies introduced have resulted in increased pass rates and retention figures Enhanced student confidence in the subject area. (Based on numbers of students opting for Chemistry option in year 2)

Student Comments: 

Student Comments “I found the chemistry course very interesting and enjoy it more now than ever did for the leaving cert” “The chemistry course is the best organised subject in the course. The staff are all very approachable and helpful and give the greatest support to students” “WebCT is great. Don’t have any negative feelings towards it – maybe use the quizzes more in a compulsory capacity to get people using them more often” “Prelab in tutorial is useful but I don’t remember it by the time it comes to the practical” “Great service. Keep it going!”