poster submission

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

Current chemistry higher education learning and teaching lacks practical exposure and training of nuclear magnetic resonance (NMR) spectroscopy.Recent developments in e-learning technologies 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 training components.

Within the virtual NMR lab tour there are SEVEN interactive training stations:

1. sample compatibility
2. experiment selection
3. safety
4. sample preparation
5. computation
6. sample loading
7. 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.

Hotspots – interactive spaces that direct to different activities

Long-term Memory

Intrinsic Load

Germane Load

Extraneous Load

Working Memory

retrival

Short-term Memory

focus

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 minimise, manage, and maximise these respectively.

Navigation arrows – allow free movement within the virtual tour

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).

Photograph of the University of Glasgow's 400 MHz spectrometer with labelled interactive buttons.

[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).

Future Work

• Create virtual NMR lab tour and activities.
• 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.