Colleagues/ A Model For Future Complementary / Supplementary Instruction ?
Do Consider Other Applications /Possibilities<<<
[I Just Can See Our Basic Information Literacy Course [Library 160] ...In A Year Or Two] /Gerry David P. Pursell / School of Science and Technology / Georgia Gwinnett College / Lawrenceville, GA 30043 / Students of organic chemistry traditionally make 3 x 5 in. flash cards to assist learning nomenclature, structures, and reactions. Advances in educational technology have enabled flash cards to be viewed on computers, offering an endless array of drilling and feedback for students. The current generation of students is less inclined to use computers, but they use their cell phones 24 hours a day. This report outlines these trends and an even more recent educational technology initiative, that of using cell phone flash cards to help students learn organic chemistry nomenclature, structures, and reactions. Student attitudes were positive toward cell phone flash cards in a pilot study and a more detailed study investigating use and effect on student learning is planned. CITE: Pursell, David P. J. Chem. Educ. 2009, 86, 1219. Excerpts [snip] Traditional Approach A traditional approach to organic chemistry instruction includes lecture, discussion sections, and laboratory. Students rely on course texts for substantial supplementation and reinforcement of course topics presented by the instructor. [snip]. Even with outstanding texts and the engaging multimedia resources that often accompany them, students often feel overwhelmed with the pace and content of introductory organic courses. As noted above, students may then resort to memorizing as a means of survival. The notion of memorization depends on one's perspective, but for the beginning organic student the nomenclature, functional groups, structures, and reactions are often viewed as part of "the infamous, dreaded 'orgo', a marathon of memorization." To assist students with the task of memorization, all of the texts noted above consolidate nomenclature, functional groups, structures, and reactions into callout boxes that focus student attention. In addition, students often make their own flash cards for these topics. [snip] Electronic, Web-based reaction flash cards are a relatively recent development, offering an unlimited variety of reactions, reagents, and products drills, often providing feedback to students (and instructor) to guide further study effort. [snip] The Web-based reaction flash cards have been shown effective in enhancing student ability to learn reactions ... . The disadvantage of the Web-based flash cards is that they require a desktop or laptop computer and students miss the learning opportunity of creating their own flash cards. New Educational Technology Approach [snip] [snip] With the advent of the iPhone and other handheld devices, students can access this organic course content 24 hours a day. This 24-hour-a-day access is likewise available with "podcasts" that are appearing in instructional efforts in many disciplines ... . As students migrate to the versatility, mobility, and convenience of cell phones-they can listen to music, watch videos, text or call friends, email, surf the Web, play games-all on a pocket-size device, the previous allure of the laptop computer is rapidly waning. A challenge for educators is to capitalize on the pervasive use of cell phones by younger students for educational purposes. [snip] [Many More Excerpts] !!! Thanks To My ISU Colleague / Dr. Jacob D. Schroeder / For The HeadsUp !!! Currently Access To Article Is To Subscribers Only / No Open Access Version [?] Your Thoughts ? Please Comment On The Posting At [ http://tinyurl.com/mcn9ch ]
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Regards, /Gerry Gerry McKiernan Associate Professor Science and Technology Librarian Iowa State University Library Ames IA 50011 gerrymck@iastate.edu There Are No Answers, Only Solutions / Olde Irish Saying The Future Is Already Here, It's Just Not Evenly Distributed Attributed To William Gibson, SciFi Author / Coined 'Cyberspace