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Technology-Enabled Blended Learning Experiences for Chemistry Education and Outreach discusses new technologies and their potential for the advancement of chemistry education, particularly in topics that are difficult to demonstrate in traditional 2d media. The book covers the theoretical background of technologies currently in use (such as virtual and augmented reality), introducing readers to the current landscape and providing a solid foundation on how technology can be usefully integrated in both learning and teaching chemistry content. Other sections cover the implementation of technology, how to design a curriculum, and how new tactics can be applied to both outreach and evaluation efforts.
Case studies supplement the information presented, providing the reader with practicable examples and applications of covered theories and technologies. Drawing on the broad experiences and unique insights of a global team of authors from a whole host of different backgrounds, the book aims to stimulate readers' creativity and inspire them to find their own novel applications of the techniques highlighted in this volume.
List of contents
Section 1: Foundations in technology-enabled blended learning experiences
1. Theoretical background on technology-enabled learning from an instructional designer's point of view
2. Utilizing the power of blended learning through varied presentation styles of lightboard videos
Section 2: Curriculum design, implementation, and evaluation, outreach
3. Using mobile phone applications to teach and learn organic chemistry
4. Interactive and innovative practices to stimulate learning processes in biochemistry
5. The design of blended learning experiences for clean data to allow proper observation of student participation
6. Adopting a flipped classroom to teach and learn SciFinder in an undergraduate chemistry laboratory course
7. Using an NMR software as an instructional tool in elucidating organic structures
Section 3: Case Studies
8. Flipped chemistry in multisite IVC courses: A possible model for the future of virtual chemistry education
9. An accessible method of delivering timely personalized feedback to large student cohorts
10. Applying NuPOV to support students' three-dimensional visualization skills
11. A review of immersive learning technologies featured at EDUCAUSE annual conferences: Evolution since 2016
About the author
Fun Man Fung, Ph.D. MSc. BSc., earned his chemistry degrees from NUS and Technical University of Munich. As a passionate educator, he devotes his time to teach learners how to learn through innovative digital technology. He researches on how gamifications and videography techniques improve learning outcomes. Since 2021, Fun Man is a member of the Editorial Advisory Board at the Journal of Chemical Education, ACS Publications. He also served on the International Chemistry Olympiad (IChO) steering Committee and IUPAC Committee for Chemical Education. Fun Man's pedagogical work in Technology-Enabled Learning (2012—2021) is globally recognized. He was conferred a number of accolades for teaching excellence, including the NUS Annual Digital Education Award 2021, D2L award Innovation in Teaching and Learning 2019 and Wharton-QS Reimagine Education Award (2017, 2018).His research work at NUS focuses on STEM education using technologies such as Virtual Reality, 360º video and the Lightboard. He graduated from NUS with a Bachelor of Engineering (Honours) in 2019. He was previously the co-founder of a student company making learning videos for flipped classrooms.
