JISC

Interactive simulations are becoming an increasingly more important component for learning in the Physical Sciences. They can be used very effectively in traditional lecture demonstrations but are also invaluable for individual study in a personalized learning environment. We have sparse information on how Chemtube3D is being used and know very little about the effectiveness of the resource in different contexts. Some students are pointed to the resource for their own self-directed learning and for some it is more tightly integrated into their course. Professional chemists are also using the resource but for what purpose we are unsure. We will research its current use and investigate the development of a range of learning designs to support the effective integration of these resources for blended self-directed learning.

Problems to be addressed are therefore:

• How and why are different people using Chemtube3D?
• Can we identify examples of effective use of the resource?
• Can additional learning designs be created to support different learners and/or tutors?
• If so, are the principles of design transferable to other educational contexts?

The first stage of the work package will involve a detailed investigation into the current use of the Chemtube3D learning resources and will be carried out by project team members from the Department of Chemistry.

The remaining four stages of the work package will be carried out by the whole project team and will involve investigating the use of resources within other HEIs, developing new learning designs for the resource, testing the draft learning designs and finally revising the learning designs in the light of feedback.

Anticipated Project Outputs

• Guidelines for using Chemtube3D in a range of different learning contexts
• Creation of a number of transferable learning designs, examples, activities resources and assessment tasks for effective use of the resources within undergraduate and postgraduate programmes

Anticipated Project Outcomes

• A detailed understanding of how a free online educational resource is used by the community of learners without any guidance
• Knowledge of how learning designs promote effective use of the resource within various communities
• An appreciation of the wider educational issues of using these types of resources, educational benefits and limitations with potential applications to other subject areas

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