Interactive Powerpoint_How to Master effective communication
Kirsty barnes conf_10
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
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3. 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
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What is ChemTube3D?
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.
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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
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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
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“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
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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
10. Design of step by step guide
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Exercise
Title
AddThis
bookmark button
Reading
text
Decision point title
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Design of self-assessment activity
Exercise title
Instructions
Reading
text
Question
Answers
12. Demonstration
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1. What ChemTube3D has to offer students
2. How the new learning approaches work
3. How you could use this idea in your discipline
13. Results - feedback from academics
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“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
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72.7%
27.3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Percentage
Yes No
Response
Do you use ChemTube3D?
( 44 responses)
39.4%
60.6%
0.0%
0%
10%
20%
30%
40%
50%
60%
70%
Percentage
Once A few times Often
Response
How often have you used it?
( 33 responses)
• 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
74.4%
25.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Percentage
I prefer a guided
approach
I like to explore
Response
Do you like an assisted approach which guides you
through the material, or do you like to explore the web
site by yourself?
( 43 responses)
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• 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
93.3%
6.7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage
Yes No
Response
Do you like the new assisted learning
approach for ChemTube3D presented
today?
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63.3%
29.5%
6.8%
0%
10%
20%
30%
40%
50%
60%
70%
Percentage
Yes, definitely! Probably, yes Probably not
Response
Would you use more of the new self-
assessment activities?
(44 responses)
• 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
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• 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
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