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David McGarvey Chemistry School of Physical & Geographical Sciences TAKING THE LECTURE OUT OF THE LECTURE.

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Presentation on theme: "David McGarvey Chemistry School of Physical & Geographical Sciences TAKING THE LECTURE OUT OF THE LECTURE."— Presentation transcript:

1 David McGarvey Chemistry School of Physical & Geographical Sciences TAKING THE LECTURE OUT OF THE LECTURE

2 THE EYRING EQUATION PRE-LECTURE SCREENCASTS

3 EXCEL SOLVER ‘HOW TO’ SCREENCASTS

4 WEB OF SCIENCE ‘HOW TO’ SCREENCASTS

5 BASF SUNSCREEN SIMULATOR

6 A screencast is a recording of the computer screen that can include narration and synchronous visible author activity such as mouse movements, annotations, editing and operational tasks. Feedback (individual or cohort) Use of online resources Worked examples Use of software Lecture supplement Model Answers Whole Lectures Open Day Talks

7 Prime students for classes using pre-lectures. Release contact time for more interactive learning activities. As independent study tools for particularly challenging material. Effective means of showing ‘how to’. As revision tools. Useful for colleagues SCREENCASTS: WHY?

8 BEDMAS Units and unit conversions Rearranging equations Linear equations and making curves straight Equation of a Straight Line Principles of Logarithms Graphs and Tables Powers, reciprocals and roots Significant figures Fractions Differentiation (3 Screencasts) Units and Equations Integration (3 Screencasts) Scientific Notation Properties of Logarithms LECTURE REPLACEMENT SCREENCASTS MATHEMATICS FOR CHEMISTRY

9 EXAMPLE PRE-LECTURE SCREENCASTS 1 ST YEAR CHEMISTRY Integrated Rate Laws Equations of Light NMR Spectroscopy IR Spectroscopy Effective Nuclear Charge VSEPR Formal Charges in Lewis Structures Writing Lewis Structures MO Diagrams for Homonuclear Diatomics 1 st order kinetics Using the Arrhenius Equation MO Diagrams for Heteronuclear Diatomics Some of these topics have also been supplemented by additional screencasts on worked answers to problems etc.

10 EXAMPLES OF ‘HOW TO’ SCREENCASTS WEB OF SCIENCE BASF SUNSCREEN SIMULATOR CHEMICAL STRUCTURE DRAWING LINEST Plotting Spectra in Excel Plotting a Straight Line in Excel EXCEL SOLVER MS EQUATION EDITOR

11 Camtasia Studio - powerful editing tool - create table of contents and navigation bar SCREENCASTING SOFTWARE

12 1 ST YEAR CHEMISTRY (70 STUDENTS, 91% RESPONSE RATE) COURSE EVALUATION DECEMBER 2012 Have you accessed the screencasts for any of the following? (please tick all that apply)

13 SCREENCAST: EFFECTIVE NUCLEAR CHARGE (~70 CHEMISTRY STUDENTS) Lecture 20/11 Class test 3/12 Exam 9/01

14 ‘I like the fact that I can prepare for the lectures to turn up understanding what the lecturer is saying. Also I found it really easy to use new software and Excel where I had the screencast to help me’. ‘The pre-lecture screencasts helped me to understand the lecture content’ ‘Allows you to go to lectures knowing something about the topic, makes it easier to learn’ ‘Makes you think about what the lecture is going to be on – also a good revision tool’ ‘Excellent use of screencasts – very beneficial to learning’ ‘Screencasts improve understanding before and after lectures’ ‘If you don’t understand it, you could go back and watch the screencast over and over’. ‘They were so detailed’. STUDENTS’ COMMENTS ON SCREENCASTS:

15 ‘They took you through what to do step by step as if you were in a lecture’. ‘They were good revision’. ‘Very thorough and lead on to lectures well’. Very useful for pre-lecture info and teaching extra-curricular skills (equation editor in Word etc.)’. ‘They were useful for explaining things after the lecture’ ‘Extremely helpful, always there when you need to go back to them’. ‘They are idiot-proof to find on the VLE and idiot-proof to understand’. ‘They actually helped, especially when struggling after lectures’. ‘Visual tutorials – shows exactly how to use a program’. STUDENTS’ COMMENTS ON SCREENCASTS:

16 ‘I am revising for exams at the moment, and the only way that I can understand some of the harder concepts is by having them explained to me via a screencast. I can watch them again and again until I understand the material, which is great. It is a much more efficient use of my time to watch screencasts whilst revising than reading through tricky textbook language’. ‘I think the screencasts are very useful. I've never experienced teaching in this way before, but when I came to Keele and I was introduced to them I was surprised at how good they are. You can go back to them whenever you want and use them to answer problem sheet questions, labwork and homework. I'm really glad I have access to them and it's like having a mini lesson at home one to one and you can pause and rewind if you don’t get it the first time. I think as a student I am really lucky to have access to these screencasts and hope they continue throughout my time at Keele’. STUDENTS’ COMMENTS ON SCREENCASTS:

17 Have a plan/script with clear sections. If available/applicable, employ navigational features for the end user and the facility to download the PowerPoint slideshow. Avoid reference to specific modules, dates, etc. which can impact on the shelf-life/versatility and may require time- consuming editing or having to re-record. Avoid editing unless absolutely necessary. SCREENCASTS: TIPS

18 Can free-up valuable lecture/contact time to use for more student-centred higher level activities. They allow the teacher to go into as much detail as desired without worrying about how much time it takes. They can generally be accessed from anywhere with an internet connection. They can be viewed again and again and again allowing students to study at their own pace and to digest complex and detailed topics. They can be transferable across modules, years, programmes and cohorts. They are well used by students and very popular. Useful for demonstrations of teaching technology on open/visit days. You can teach your colleagues! SCREENCASTS: PROS

19 Time-consuming to plan and prepare Shelf-life Managing student expectations SCREENCASTS: CONS

20 HEA Physical Sciences Subject Centre Keele undergraduate chemistry students Dr Katherine Haxton, Chemistry, Keele Dr Laura Hancock, Chemistry, Keele ACKNOWLEDGEMENTS


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