From AULA to Blackboard: An Improved Web-Based Learning ... · From AULA to Blackboard: An Improved...
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From AULA to Blackboard: An Improved Web-Based Learning Management System for Out-of-Class Activities Abstract With the introduction of Blackboard at ST, Aarhus University (AU), we have a new standard for creating online courses and content. This poster presents the ideas behind my course and learning design for “Spectroscopy for Organic Chemists”, and how these are put in context of the Substitution Augmentation Modification Redefinition (SAMR) and Science and Technology Rethinking education through Educational IT towards Augmentation and Modification (STREAM) models. Context "Spectroscopy for Organic Chemist” is a second-year course (5 ECTS), which forms an integral part of the undergraduate studies for students aiming at doing organic syntheses for their BSc, MSc and PhD work. In the course, the students learn about different experimental techniques (UV-VIS, MS, IR and NMR spectroscopy) for structural analysis of small-to-medium-sized organic molecules. Apart from lectures, focusing on the theoretical description of the techniques, the course consists of theoretical exercises in smaller classes (20-25 students) and a two week project, where the students get “hands- on” experience with the different experimental techniques. So far, the introduction to how to use the different experimental techniques in the laboratory has been a written manual of 3 pages. Learning objectives The objectives of my learning design focus on how to: prepare samples record the different types of data data processing and how to use the different types of software prepare the report and how to submit this online These objectives are prepared as videos and screencasts, and the participants will go through these as part of their preparation for the two week project (out-of-class activity). Type of teaching My learning design addresses the “hand-on” experience with UV-VIS, MS, IR and NMR spectroscopies as an out-of- class activity. Description of activity Videos showing the experimental setup and procedures combined with screencasts for demonstrating the different types of software are prepared. These are embedded in a learning path that will include a number of clarifying questions about the methods/procedures to "check-up" on the students, This will enable both teachers and instructors to give better feedback (Just in Time Teaching, JiTT). Centre for Science Educa0on Aarhus University C.F. Møllers Allé 8, Building 1110 DK8000 Aarhus C, Denmark www.cse.au.dk Pedagogical challenge Getting motivated and well-prepared students attending laboratory exercises is often a big challenge. My learning design tries to address this issue by implementing videos and screencasts for students to prepare as an out-of- class activity. Formative assessment The online activities will be monitored via questions embedded in the learning path of the two week project. The two week project is formally concluded by a 5-8 page report. Michael Ryan Hansen iNANO and Department of Chemistry Aarhus University Email: [email protected] Additional information Want to have a look at my course and learning design? Go to http://unibbpocapp01.uni.au.dk and logon as st.student1/St14. Select the course: "Spektroskop for organiske kemikere" under "My Courses". SCIENCE AND TECHNOLOGY AARHUS UNIVERSITY AU My learning design is based on STREAM and it aims at moving the course up from level 1 (Substitution, only communication via AULA) to level 2 or 3 (Enhancing or Transformation) in the SAMR model. Description of learning materials and tools My learning design is embedded in a test version of Blackboard at ST, AU. I have adapted a chronological course structure based on the number weeks (menu on the left-hand side. Each week contains information about the lectures and problems to be solved at the theoretical excersises. These will replace the commonly used “weeknotes” (ugesedler). In between the weeks is a two week project and an e-tivity. The panel also includes other useful content related to the course (Web tools) and a section (Misc.) with "Announcements", "Downloads", and a "Forum" for asking questions. My digital learning materials can be found as videos and screencast under the learning path related to the "Two week project" under "NMR spectroscopy". You can also test you knowledge about IR spectroscopy in Week 1
Transcript of From AULA to Blackboard: An Improved Web-Based Learning ... · From AULA to Blackboard: An Improved...
From AULA to Blackboard: An Improved Web-Based Learning Management System for Out-of-Class Activities Abstract With the introduction of Blackboard at ST, Aarhus University (AU), we have a new standard for creating online courses and content. This poster presents the ideas behind my course and learning design for “Spectroscopy for Organic Chemists”, and how these are put in context of the Substitution Augmentation Modification Redefinition (SAMR) and Science and Technology Rethinking education through Educational IT towards Augmentation and Modification (STREAM) models.
Context "Spectroscopy for Organic Chemist” is a second-year course (5 ECTS), which forms an integral part of the undergraduate studies for students aiming at doing organic syntheses for their BSc, MSc and PhD work. In the course, the students learn about different experimental techniques (UV-VIS, MS, IR and NMR spectroscopy) for structural analysis of small-to-medium-sized organic molecules. Apart from lectures, focusing on the theoretical description of the techniques, the course consists of theoretical exercises in smaller classes (20-25 students) and a two week project, where the students get “hands-on” experience with the different experimental techniques. So far, the introduction to how to use the different experimental techniques in the laboratory has been a written manual of 3 pages.
Learning objectives The objectives of my learning design focus on how to: § prepare samples § record the different types of data § data processing and how to use the different types of
software § prepare the report and how to submit this online
These objectives are prepared as videos and screencasts, and the participants will go through these as part of their preparation for the two week project (out-of-class activity).
Type of teaching My learning design addresses the “hand-on” experience with UV-VIS, MS, IR and NMR spectroscopies as an out-of-class activity.
Description of activity Videos showing the experimental setup and procedures combined with screencasts for demonstrating the different types of software are prepared. These are embedded in a learning path that will include a number of clarifying questions about the methods/procedures to "check-up" on the students, This will enable both teachers and instructors to give better feedback (Just in Time Teaching, JiTT).
Centre for Science Educa0on Aarhus University C.F. Møllers Allé 8, Building 1110 DK-‐8000 Aarhus C, Denmark www.cse.au.dk
Pedagogical challenge Getting motivated and well-prepared students attending laboratory exercises is often a big challenge. My learning design tries to address this issue by implementing videos and screencasts for students to prepare as an out-of-class activity.
Formative assessment The online activities will be monitored via questions embedded in the learning path of the two week project. The two week project is formally concluded by a 5-8 page report.
Michael Ryan Hansen iNANO and Department of Chemistry
Aarhus University Email: [email protected]
Additional information
Want to have a look at my course and learning design? Go to http://unibbpocapp01.uni.au.dk and logon as st.student1/St14. Select the course: "Spektroskop for organiske kemikere" under "My Courses".
SCIENCE AND TECHNOLOGY
AARHUS UNIVERSITY AU
My learning design is based on STREAM and it aims at moving the course up from level 1 (Substitution, only communication via AULA) to level 2 or 3 (Enhancing or Transformation) in the SAMR model.
Description of learning materials and tools My learning design is embedded in a test version of Blackboard at ST, AU. I have adapted a chronological course structure based on the number weeks (menu on the left-hand side. Each week contains information about the lectures and problems to be solved at the theoretical excersises. These will replace the commonly used “weeknotes” (ugesedler). In between the weeks is a two week project and an e-tivity. The panel also includes other useful content related to the course (Web tools) and a section (Misc.) with "Announcements", "Downloads", and a "Forum" for asking questions. My digital learning materials can be found as videos and screencast under the learning path related to the "Two week project" under "NMR spectroscopy". You can also test you knowledge about IR spectroscopy in Week 1 J
