e-Resources for NMR spectroscopy
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 SoTL lecturer, School of Chemistry, University of Glasgow.
Overview Revision of current learning and teaching shows a lack of experience with nuclear magnetic resosance (NMR) spectroscopy. A proof of concept has been established for the creation of necessary and novel e-resources which are pedagogically supported. The principle e-resource conceptualization is a 360 degree virtual tour of the NMR facility with integrated interactive components.
Pedagogy An increase in e-learning developments and relevance allows a ubiquitous NMR training preparation opportunity via interactive online pre-labs. Pre-lab activities are effective in improving both a student's preparation and understanding of practical experiments. They have potential to further practical confidence and postivite engagement. They have also been shown to bridge attainment gaps among students with different background knowledge. Cognitive Load Theory states a working memory limitation that can halt information processing thus inhibit learning. This cognitive overload is caused by multiple streams of unrelated or poorly conveyed information, bad instructional design.
Navigation arrows - allow free movement within the virtual tour
Hotspots - interactive spaces that direct to different activites
MANAGE COGNITIVE LOAD
APPROPRIATE INSTRUCTIONAL DESIGN
Understanding
Prepardness
Confidence
Engagement
Accessibility
Methods Within the virtual NMR lab tour are 6 proposed hotspots of importance:
- appropriateness - which NMR experiments are needed
- safety - awareness of lab dangers and regulations
- sample preparation - transfer sample into NMR tube
- computation - management of computer software
- sample loading - independent or automated spectrometer deposit
- spectral analysis - interpretation of obtained spectra
Such hotspots will contain different activities including video demonstrations, simulations, quizzes, and gamification. Creation includes filming 360 images of the NMR facility, perspective filming of procedural steps, and development of simulations and simple games. Available production sources:
- H5P Resources - virtual tour, quizzes, gamification
- Learning Science Ltd - simulations, quizzes
- Genially - gamification
Future Work
- Create NMR lab tour and activites
- Consider accessibility, diversity, and inclusivity
- Give access to relevant cohorts (UGs, PGs, GTAs)
- Conduct qualitative analysis (surveys, focus groups)
- Make externally available, subject to efficacy
- Progress with other analytical methods
- ChAMPS resource hub
References reference number one reference number onereference number two reference number tworeference number three reference number threereference number four reference number four
e-Resources for NMR spectroscopy
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 SoTL lecturer, School of Chemistry, University of Glasgow.
Navigation arrows - allow free movement within the virtual tour
Hotspots - interactive spaces that direct to different activites
Overview Revision of current learning and teaching shows a lack of experience with nuclear magnetic resosance (NMR) spectroscopy. A proof of concept has been established for the creation of necessary and novel e-resources which are pedagogically supported. The principle e-resource conceptualization is a 360 degree virtual tour of the NMR facility with integrated interactive components.
Pedagogy An increase in e-learning developments and relevance allows a ubiquitous NMR training preparation opportunity via interactive online pre-labs. Pre-lab activities are effective in improving both a student's preparation and understanding of practical experiments. They have potential to further practical confidence and postivite engagement. They have also been shown to bridge attainment gaps among students with different background knowledge. Cognitive Load Theory states a working memory limitation that can halt information processing thus inhibit learning. This cognitive overload is caused by multiple streams of unrelated or poorly conveyed information, bad instructional design.
Methods Within the virtual NMR lab tour are 6 proposed hotspots of importance:
- appropriateness - which NMR experiments are needed
- safety - awareness of lab dangers and regulations
- sample preparation - transfer sample into NMR tube
- computation - management of computer software
- sample loading - independent or automated spectrometer deposit
- spectral analysis - interpretation of obtained spectra
Such hotspots will contain different activities including video demonstrations, simulations, quizzes, and gamification. Creation includes filming 360 images of the NMR facility, perspective filming of procedural steps, and development of simulations and simple games. Available production sources:
- H5P Resources - virtual tour, quizzes, gamification
- Learning Science Ltd - simulations, quizzes
- Genially - gamification
MANAGE COGNITIVE LOAD
APPROPRIATE INSTRUCTIONAL DESIGN
Understanding
Prepardness
Confidence
Engagement
Accessibility
Future Work
- Create NMR lab tour and activites
- Consider accessibility, diversity, and inclusivity
- Give access to relevant cohorts (UGs, PGs, GTAs)
- Conduct qualitative analysis (surveys, focus groups)
- Make externally available, subject to efficacy
- Progress with other analytical methods
- ChAMPS resource hub
References reference number one reference number onereference number two reference number tworeference number three reference number threereference number four reference number four
Acknowledgements acknowledgement of person acknowledgement of person acknowledgement of person acknowledgement of person
e-Resources for NMR spectroscopy
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
e-Resources for NMR spectroscopy
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
@DrLinneaSoler @UofGCHERPS
1 Final year undergraduate student, School of Chemistry, niversity of Glasgow.
e-Resources for NMR spectroscopy
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
@DrLinneaSoler @UofGCHERPS
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
e-Resources for NMR spectroscopy
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
@DrLinneaSoler @UofGCHERPS
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
e-Resources for NMR spectroscopy
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
e-Resources for NMR spectroscopy
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
@DrLinneaSoler @UofGCHERPS
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
e-Resources for NMR spectroscopy
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
@DrLinneaSoler @UofGCHERPS
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
Rough integrated model of the information processing model and cognitive load theory (CLT). Shows the application of CLT w.r.t. the stages of memory.
- ECL (extraneous cognitive load) - unnessary for learning [instructional design (e.g. text heavy)]
- ICL (intrinsic cognitive load) - necessary for learning [inherent complexity of content (e.g. text contents)]
- GLT (germane cognitive load) - effort of neccessary learning construction and organisation to transfer to long term memory
Note to specifiy the meaningful learning segement which occurs after initial rote memorisation of content, then futher active processing. Also included are the main measures of e-resource efficacy (inc. extent of proactive learning) which are to be qualitatively analysed.
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and SoTL lecturer, School of Chemistry, University of Glasgow.
Introduction
Blueprint
Navigation arrows - allow free movement within the virtual tour
Hotspots - interactive spaces that direct to different activities
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy.An increase in e-learning developments and relevance allows a ubiquitous NMR e-training preparation opportunity.This project is a pedagogy-led proof of concept which aims to identify the need for and design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use.The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Within the virtual NMR lab tour there are 7 interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.
Figure 1 integrated model of information processing and CLT wrt memory.
Figure 2 labelled photograph of 400 MHz spectrometer (University of Glasgow).
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes 3 types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic - inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.[5]
Figure 3a screenshot of '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Figure 3b screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. doi: 10.1021/acs.jcheme [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. DOI: 10.1021/acs.jchemed.6b00394 (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. doi:10.1039/c7rp00078b (2017). [4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012). [5] Sweller, J. & Chandler, P. Evidence for Cognitive Load Theory. Cognition and Instruction, 8(4), 351-362. doi: 10.1207/s1532690xci0804_5 (1991).
Future Work
- Create virtual NMR lab tour and activites, with consideration of accessibility, diversity, and inclusivity.
- Give access to relevant cohorts (UGs, PGs, GTAs), and conduct qualitative analysis (surveys, focus groups).
- Make externally available via CHERPS and ChAMPS research groups, and apply and adapt design with other analytical methods.
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and SoTL lecturer, School of Chemistry, University of Glasgow.
Introduction
Navigation arrows - allow free movement within the virtual tour
Hotspots - interactive spaces that direct to different activities
Blueprint
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy. An increase in e-learning developments and relevance allows a ubiquitous NMR e-training preparation opportunity.
This project is a pedagogy-led proof of concept which aims to identify the need for and design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use. The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Within the virtual NMR lab tour there are 7 interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.
Figure 1 integrated model of information processing and CLT wrt memory.
Figure 2 labelled photograph of 400 MHz spectrometer (University of Glasgow).
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes 3 types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic - inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.[5]
References
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. doi: 10.1021/acs.jcheme [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. DOI: 10.1021/acs.jchemed.6b00394 (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. doi:10.1039/c7rp00078b (2017). [4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012). [5] Sweller, J. & Chandler, P. Evidence for Cognitive Load Theory. Cognition and Instruction, 8(4), 351-362. doi: 10.1207/s1532690xci0804_5 (1991).
Figure 3a screenshot of '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Figure 3b screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Future Work
- Create virtual NMR lab tour and activites, with consideration of accessibility, diversity, and inclusivity.
- Give access to relevant cohorts (UGs, PGs, GTAs) and conduct qualitative analysis (surveys, focus groups).
- Make externally available via CHERPS and ChAMPS research groups, and apply and adapt design with other analytical methods.
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017). [4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
Introduction
Blueprint
Navigation arrows - allow free movement within the virtual tour
Hotspots - interactive spaces that direct to different activities
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy. Recent developments in e-learning techologies provide the opportunity for the creation of a practical NMR e-training resource. This project is a pedagogy-led proof-of-concept which aims to identify the need for and the design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use. The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Within the virtual NMR lab tour there are 7 interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.
Figure 1 integrated model of information processing and CLT wrt memory.
Figure 2 labelled photograph of 400 MHz spectrometer (University of Glasgow).
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes THREE types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic - inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.[5]
References
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. doi: 10.1021/acs.jcheme [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. DOI: 10.1021/acs.jchemed.6b00394 (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. doi:10.1039/c7rp00078b (2017). [4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012). [5] Sweller, J. & Chandler, P. Evidence for Cognitive Load Theory. Cognition and Instruction, 8(4), 351-362. doi: 10.1207/s1532690xci0804_5 (1991).
Hotspot example: interactive '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Figure 3b screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Future Work
- Create virtual NMR lab tour and activites.
- Imbed accessibility, diversity, and inclusivity considerations.
- Give access to relevant cohorts (UG, PG, GTA).
- Conduct qualitative analysis (surveys, focus groups).
- Make externally available via CHERPS and ChAMPS research groups.
- Apply concepts for creation of other analytical methods e-training resources.
Understanding
Prepardness
Confidence
Engagement
Accessibility
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017). [4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).
Extraneous Load
retrival
Working Memory
focus
Germane Load
Short-term Memory
Long-term Memory
Intrinsic Load
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
Introduction
Within the virtual NMR lab tour there are SEVEN interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.
Blueprint
Navigation arrows – allow free movement within the virtual tour
Hotspots – interactive spaces that direct to different activities
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy.Recent developments in e-learning techologies provide the opportunity for the creation of a practical NMR e-training resource. This project is a pedagogy-led proof-of-concept which aims to identify the need for and the design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use.The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Long-term Memory
Intrinsic Load
Germane Load
Extraneous Load
Working Memory
retrival
Short-term Memory
focus
Figure 1 integrated model of the information processing of learning, and Cognitive Load Theory.[4]
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes THREE types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic – inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.
Hotspot example: interactive '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Hotspot example: screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Figure 2 photograph of University of Glasgow's 400 MHz spectrometer with labelled interactive buttons.
Future Work
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017).[4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).
- Create virtual NMR lab tour and activites.
- Imbed accessibility, diversity, and inclusivity considerations.
- Give access to relevant cohorts (UG, PG, GTA).
- Conduct qualitative analysis (surveys, focus groups).
- Make externally available via CHERPS and ChAMPS research groups.
- Apply concepts for creation of other analytical methods e-training resources.
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
Introduction
Within the virtual NMR lab tour there are SEVEN interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.
Blueprint
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy.Recent developments in e-learning techologies provide the opportunity for the creation of a practical NMR e-training resource. This project is a pedagogy-led proof-of-concept which aims to identify the need for and the design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use.The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Figure 2 photograph of University of Glasgow's 400 MHz spectrometer with labelled interactive buttons.
Navigation arrows – allow free movement within the virtual tour
Hotspots – interactive spaces that direct to different activities
Long-term Memory
Intrinsic Load
Germane Load
Extraneous Load
Working Memory
retrival
Short-term Memory
focus
Figure 1 Integrated model of the information processing of learning, and Cognitive Load Theory.[4]
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes THREE types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic – inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.
Hotspot example: interactive '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Hotspot example: screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Future Work
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017).[4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).
- Create virtual NMR lab tour and activites.
- Imbed accessibility, diversity, and inclusivity considerations.
- Give access to relevant cohorts (UG, PG, GTA).
- Conduct qualitative analysis (surveys, focus groups).
- Make externally available via CHERPS and ChAMPS research groups.
- Apply concepts for creation of other analytical methods e-training resources.
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
Introduction
Within the virtual NMR lab tour there are SEVEN interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.
Blueprint
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy.Recent developments in e-learning techologies provide the opportunity for the creation of a practical NMR e-training resource. This project is a pedagogy-led proof-of-concept which aims to identify the need for and the design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use.The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Figure 2 photograph of University of Glasgow's 400 MHz spectrometer with labelled interactive buttons.
Navigation arrows – allow free movement within the virtual tour
Hotspots – interactive spaces that direct to different activities
Long-term Memory
Intrinsic Load
Germane Load
Extraneous Load
Working Memory
retrival
Short-term Memory
focus
Figure 1 Integrated model of the information processing of learning, and Cognitive Load Theory.[4]
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes THREE types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic – inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.
Hotspot example: interactive '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Hotspot example: screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Future Work
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017).[4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).
- Create virtual NMR lab tour and activites.
- Imbed accessibility, diversity, and inclusivity considerations.
- Give access to relevant cohorts (UG, PG, GTA).
- Conduct qualitative analysis (surveys, focus groups).
- Make externally available via CHERPS and ChAMPS research groups.
- Apply concepts for creation of other analytical methods e-training resources.
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
Introduction
Within the virtual NMR lab tour there are SEVEN interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.
Blueprint
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy.Recent developments in e-learning techologies provide the opportunity for the creation of a practical NMR e-training resource. This project is a pedagogy-led proof-of-concept which aims to identify the need for and the design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use.The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Figure 2 photograph of University of Glasgow's 400 MHz spectrometer with labelled interactive buttons.
Navigation arrows – allow free movement within the virtual tour
Hotspots – interactive spaces that direct to different activities
Long-term Memory
Intrinsic Load
Germane Load
Extraneous Load
Working Memory
retrival
Short-term Memory
focus
Figure 1 Integrated model of the information processing of learning, and Cognitive Load Theory.[4]
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes THREE types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic – inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.
Hotspot example: interactive '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Hotspot example: screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Future Work
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017).[4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).
- Create virtual NMR lab tour and activites.
- Imbed accessibility, diversity, and inclusivity considerations.
- Give access to relevant cohorts (UG, PG, GTA).
- Conduct qualitative analysis (surveys, focus groups).
- Make externally available via CHERPS and ChAMPS research groups.
- Apply concepts for creation of other analytical methods e-training resources.
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Transcript
e-Resources for NMR spectroscopy
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 SoTL lecturer, School of Chemistry, University of Glasgow.
Overview Revision of current learning and teaching shows a lack of experience with nuclear magnetic resosance (NMR) spectroscopy. A proof of concept has been established for the creation of necessary and novel e-resources which are pedagogically supported. The principle e-resource conceptualization is a 360 degree virtual tour of the NMR facility with integrated interactive components.
Pedagogy An increase in e-learning developments and relevance allows a ubiquitous NMR training preparation opportunity via interactive online pre-labs. Pre-lab activities are effective in improving both a student's preparation and understanding of practical experiments. They have potential to further practical confidence and postivite engagement. They have also been shown to bridge attainment gaps among students with different background knowledge. Cognitive Load Theory states a working memory limitation that can halt information processing thus inhibit learning. This cognitive overload is caused by multiple streams of unrelated or poorly conveyed information, bad instructional design.
Navigation arrows - allow free movement within the virtual tour
Hotspots - interactive spaces that direct to different activites
MANAGE COGNITIVE LOAD
APPROPRIATE INSTRUCTIONAL DESIGN
Understanding
Prepardness
Confidence
Engagement
Accessibility
Methods Within the virtual NMR lab tour are 6 proposed hotspots of importance:
- appropriateness - which NMR experiments are needed
- safety - awareness of lab dangers and regulations
- sample preparation - transfer sample into NMR tube
- computation - management of computer software
- sample loading - independent or automated spectrometer deposit
- spectral analysis - interpretation of obtained spectra
Such hotspots will contain different activities including video demonstrations, simulations, quizzes, and gamification. Creation includes filming 360 images of the NMR facility, perspective filming of procedural steps, and development of simulations and simple games. Available production sources:Future Work
References reference number one reference number onereference number two reference number tworeference number three reference number threereference number four reference number four
e-Resources for NMR spectroscopy
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 SoTL lecturer, School of Chemistry, University of Glasgow.
Navigation arrows - allow free movement within the virtual tour
Hotspots - interactive spaces that direct to different activites
Overview Revision of current learning and teaching shows a lack of experience with nuclear magnetic resosance (NMR) spectroscopy. A proof of concept has been established for the creation of necessary and novel e-resources which are pedagogically supported. The principle e-resource conceptualization is a 360 degree virtual tour of the NMR facility with integrated interactive components.
Pedagogy An increase in e-learning developments and relevance allows a ubiquitous NMR training preparation opportunity via interactive online pre-labs. Pre-lab activities are effective in improving both a student's preparation and understanding of practical experiments. They have potential to further practical confidence and postivite engagement. They have also been shown to bridge attainment gaps among students with different background knowledge. Cognitive Load Theory states a working memory limitation that can halt information processing thus inhibit learning. This cognitive overload is caused by multiple streams of unrelated or poorly conveyed information, bad instructional design.
Methods Within the virtual NMR lab tour are 6 proposed hotspots of importance:
- appropriateness - which NMR experiments are needed
- safety - awareness of lab dangers and regulations
- sample preparation - transfer sample into NMR tube
- computation - management of computer software
- sample loading - independent or automated spectrometer deposit
- spectral analysis - interpretation of obtained spectra
Such hotspots will contain different activities including video demonstrations, simulations, quizzes, and gamification. Creation includes filming 360 images of the NMR facility, perspective filming of procedural steps, and development of simulations and simple games. Available production sources:MANAGE COGNITIVE LOAD
APPROPRIATE INSTRUCTIONAL DESIGN
Understanding
Prepardness
Confidence
Engagement
Accessibility
Future Work
References reference number one reference number onereference number two reference number tworeference number three reference number threereference number four reference number four
Acknowledgements acknowledgement of person acknowledgement of person acknowledgement of person acknowledgement of person
e-Resources for NMR spectroscopy
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
e-Resources for NMR spectroscopy
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
@DrLinneaSoler @UofGCHERPS
1 Final year undergraduate student, School of Chemistry, niversity of Glasgow.
e-Resources for NMR spectroscopy
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
@DrLinneaSoler @UofGCHERPS
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
e-Resources for NMR spectroscopy
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
@DrLinneaSoler @UofGCHERPS
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
e-Resources for NMR spectroscopy
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
e-Resources for NMR spectroscopy
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
@DrLinneaSoler @UofGCHERPS
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
e-Resources for NMR spectroscopy
Amy Carruthers1, Dr Linnea Soler2, and Dr Smita Odedra2
@DrLinneaSoler @UofGCHERPS
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
Rough integrated model of the information processing model and cognitive load theory (CLT). Shows the application of CLT w.r.t. the stages of memory.
- ECL (extraneous cognitive load) - unnessary for learning [instructional design (e.g. text heavy)]
- ICL (intrinsic cognitive load) - necessary for learning [inherent complexity of content (e.g. text contents)]
- GLT (germane cognitive load) - effort of neccessary learning construction and organisation to transfer to long term memory
Note to specifiy the meaningful learning segement which occurs after initial rote memorisation of content, then futher active processing. Also included are the main measures of e-resource efficacy (inc. extent of proactive learning) which are to be qualitatively analysed.NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and SoTL lecturer, School of Chemistry, University of Glasgow.
Introduction
Blueprint
Navigation arrows - allow free movement within the virtual tour
Hotspots - interactive spaces that direct to different activities
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy.An increase in e-learning developments and relevance allows a ubiquitous NMR e-training preparation opportunity.This project is a pedagogy-led proof of concept which aims to identify the need for and design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use.The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Within the virtual NMR lab tour there are 7 interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.Figure 1 integrated model of information processing and CLT wrt memory.
Figure 2 labelled photograph of 400 MHz spectrometer (University of Glasgow).
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes 3 types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic - inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.[5]Figure 3a screenshot of '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Figure 3b screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. doi: 10.1021/acs.jcheme [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. DOI: 10.1021/acs.jchemed.6b00394 (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. doi:10.1039/c7rp00078b (2017). [4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012). [5] Sweller, J. & Chandler, P. Evidence for Cognitive Load Theory. Cognition and Instruction, 8(4), 351-362. doi: 10.1207/s1532690xci0804_5 (1991).
Future Work
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and SoTL lecturer, School of Chemistry, University of Glasgow.
Introduction
Navigation arrows - allow free movement within the virtual tour
Hotspots - interactive spaces that direct to different activities
Blueprint
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy. An increase in e-learning developments and relevance allows a ubiquitous NMR e-training preparation opportunity. This project is a pedagogy-led proof of concept which aims to identify the need for and design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use. The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Within the virtual NMR lab tour there are 7 interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.Figure 1 integrated model of information processing and CLT wrt memory.
Figure 2 labelled photograph of 400 MHz spectrometer (University of Glasgow).
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes 3 types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic - inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.[5]References
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. doi: 10.1021/acs.jcheme [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. DOI: 10.1021/acs.jchemed.6b00394 (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. doi:10.1039/c7rp00078b (2017). [4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012). [5] Sweller, J. & Chandler, P. Evidence for Cognitive Load Theory. Cognition and Instruction, 8(4), 351-362. doi: 10.1207/s1532690xci0804_5 (1991).
Figure 3a screenshot of '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Figure 3b screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Future Work
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017). [4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
Introduction
Blueprint
Navigation arrows - allow free movement within the virtual tour
Hotspots - interactive spaces that direct to different activities
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy. Recent developments in e-learning techologies provide the opportunity for the creation of a practical NMR e-training resource. This project is a pedagogy-led proof-of-concept which aims to identify the need for and the design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use. The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Within the virtual NMR lab tour there are 7 interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.Figure 1 integrated model of information processing and CLT wrt memory.
Figure 2 labelled photograph of 400 MHz spectrometer (University of Glasgow).
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes THREE types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic - inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.[5]References
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. doi: 10.1021/acs.jcheme [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. DOI: 10.1021/acs.jchemed.6b00394 (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. doi:10.1039/c7rp00078b (2017). [4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012). [5] Sweller, J. & Chandler, P. Evidence for Cognitive Load Theory. Cognition and Instruction, 8(4), 351-362. doi: 10.1207/s1532690xci0804_5 (1991).
Hotspot example: interactive '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Figure 3b screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Future Work
Understanding
Prepardness
Confidence
Engagement
Accessibility
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017). [4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).
Extraneous Load
retrival
Working Memory
focus
Germane Load
Short-term Memory
Long-term Memory
Intrinsic Load
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
Introduction
Within the virtual NMR lab tour there are SEVEN interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.Blueprint
Navigation arrows – allow free movement within the virtual tour
Hotspots – interactive spaces that direct to different activities
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy.Recent developments in e-learning techologies provide the opportunity for the creation of a practical NMR e-training resource. This project is a pedagogy-led proof-of-concept which aims to identify the need for and the design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use.The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Long-term Memory
Intrinsic Load
Germane Load
Extraneous Load
Working Memory
retrival
Short-term Memory
focus
Figure 1 integrated model of the information processing of learning, and Cognitive Load Theory.[4]
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes THREE types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic – inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.Hotspot example: interactive '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Hotspot example: screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Figure 2 photograph of University of Glasgow's 400 MHz spectrometer with labelled interactive buttons.
Future Work
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017).[4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
Introduction
Within the virtual NMR lab tour there are SEVEN interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.Blueprint
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy.Recent developments in e-learning techologies provide the opportunity for the creation of a practical NMR e-training resource. This project is a pedagogy-led proof-of-concept which aims to identify the need for and the design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use.The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Figure 2 photograph of University of Glasgow's 400 MHz spectrometer with labelled interactive buttons.
Navigation arrows – allow free movement within the virtual tour
Hotspots – interactive spaces that direct to different activities
Long-term Memory
Intrinsic Load
Germane Load
Extraneous Load
Working Memory
retrival
Short-term Memory
focus
Figure 1 Integrated model of the information processing of learning, and Cognitive Load Theory.[4]
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes THREE types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic – inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.Hotspot example: interactive '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Hotspot example: screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Future Work
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017).[4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
Introduction
Within the virtual NMR lab tour there are SEVEN interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.Blueprint
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy.Recent developments in e-learning techologies provide the opportunity for the creation of a practical NMR e-training resource. This project is a pedagogy-led proof-of-concept which aims to identify the need for and the design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use.The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Figure 2 photograph of University of Glasgow's 400 MHz spectrometer with labelled interactive buttons.
Navigation arrows – allow free movement within the virtual tour
Hotspots – interactive spaces that direct to different activities
Long-term Memory
Intrinsic Load
Germane Load
Extraneous Load
Working Memory
retrival
Short-term Memory
focus
Figure 1 Integrated model of the information processing of learning, and Cognitive Load Theory.[4]
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes THREE types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic – inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.Hotspot example: interactive '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Hotspot example: screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Future Work
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017).[4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).
NMR spectroscopy e-Training
@DrLinneaSoler @UofGCHERPS
Amy Carruthers1, Dr Linnea Soler2, Dr Smita Odedra2
1 Final year undergraduate student, School of Chemistry, University of Glasgow.
2 Chemistry and LTS lecturer, School of Chemistry, University of Glasgow.
Introduction
Within the virtual NMR lab tour there are SEVEN interactive training stations:
- sample compatibility
- experiment selection
- safety
- sample preparation
- computation
- sample loading
- spectral analysis
Each station contains different activities including video demonstrations, simulations, quizzes, and gamification. The proposed build of the virtual tour and activities is via HTML5 resources available through integrated Moodle software, and Genially. Learning Science Ltd is also successfully being used for their simulations by other labs.Blueprint
Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy.Recent developments in e-learning techologies provide the opportunity for the creation of a practical NMR e-training resource. This project is a pedagogy-led proof-of-concept which aims to identify the need for and the design of NMR e-training resources. This training aims to efficaciously prepare undergraduates and postgraduates for practical NMR spectroscopy use.The principal e-resource conceptualisation is a 360-degree virtual tour of the NMR facility with interactive components.
Figure 2 photograph of University of Glasgow's 400 MHz spectrometer with labelled interactive buttons.
Navigation arrows – allow free movement within the virtual tour
Hotspots – interactive spaces that direct to different activities
Long-term Memory
Intrinsic Load
Germane Load
Extraneous Load
Working Memory
retrival
Short-term Memory
focus
Figure 1 Integrated model of the information processing of learning, and Cognitive Load Theory.[4]
Pedagogy
Virtual pre-lab activities are effective in improving both a student's preparation and understanding of practical analytical experiments.[1] They have potential to increase procedural confidence and positive engagement.[2] They bridge attainment gaps among students with different background knowledge.[3] For example, simulations and gamification engage students in active learning, developing higher cognitive skills such as problem solving.For active learning, the working memory has a limitation of 7 ± 2 units of information (load). Cognitive Load Theory describes THREE types of load that can occupy the working memory[4]:
- Extraneous – presentation of instructions
- Intrinsic – inherent complexity of content
- Germane – processing effort of necessary learning
Instructional design of the e-training resource should appropriately manage, minimise, and maximise these respectively.Hotspot example: interactive '1H NMR Sample Preparation' simulation (Learning Science Ltd).
Hotspot example: screenshot of 'How to prepare and run a NMR sample' video (University of Bath).
Future Work
[1] Jolley, D. F., Wilson, S. R., Kelso, C., O’Brien, G. & Mason, C. E. Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes. J. of Chem. Edu., 93(11), 1855-1862. [2] Gryczka, P., Klementowicz, E., Sharrock, C., Maxfield, M., & Montclare, J. K. LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance. J. Chem. Educ., 93 (12), 2012-2017. (2016). [3] Schmidt-McCormack, J.A., Muniz, M.N., Keuter, E.C., Shaw, S.K. & Cole, R.S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Edu. Research and Practise, 18(4), 749-762. (2017).[4] Gafoor, K. A. & Vevaremmal, S. Cognitive Load Factor in Designing Chemistry Instruction in Secondary Classrooms. In: Collaborative International Conference, National Level Seminar, Educational Renaissance for a New Generation. Kottayam, India, 28-29 November 2012. (2012).