Part of The
Alchemist's Lair Web Site
Maintained by Harry E. Pence, Professor of Chemistry, SUNY Oneonta,
for the use of his students. Any opinions are totally coincidental
and have no official endorsement, including the people who sign
my pay checks. Comments and suggestions are welcome (pencehe@oneonta.edu).
Last Revised June 6, 2000
You are here > alchemist's lair > papers and symposia >Next step symposium(fall 2000)
Only a few years ago, techniques like e-mail, presentation software, and web pages were considered to be innovative instructional technologies; now they are commonly used in chemistry classrooms. This rapid development of instructional technology suggests that new methods are currently being explored that will have a similar impact in the decade ahead. The co-organizers of this symposium wished to focus attention on some of these new uses of computing technology and investigate how these developments will shape the future of chemistry instruction.
The symposium consisted of a day and a half of papers, which presented the variety of ways in which computers are being used to teach chemistry, including simulations, animations, web-based materials, course-management systems, interactive tutoring, and other approaches. Beyond these specifics, the first session began and ended with reflective presentations about the proper role of technology in the classroom.
Tom Holme, from University of Wisconsin, Milwaukee, presented a historical perspective on the use of computers in chemistry, pointing out that most innovations utilizing technology involve improvements of "traditional" teaching tactics, where the computer is a new tool. He presented an example of using web-based database software to track a competency-based approach to problem solving in General Chemistry called Gateway Examinations. Doris Kimbrough, from the University of Colorado at Denver, described the need to assess technology-based learning tools beyond just surveying student satisfaction. Carefully designed and authentic assessment could reveal the effectiveness of these tools better than most current efforts.
Scott Perry, from the University of Houston, described
how delivery of classroom content (correlated audio, graphics,
chat room, and live whiteboard illustration) is being accomplished
through streaming media technology. This approach, which avoids
downloading large files to the student's computer, has been implemented
using RealProducer Plus and RealPlayer software and only requires
students have access to a 56.6K modem and an internet connection.
The technology initially is being used to support review and
recitation sections at the University of Houston, where the majority
of students commute on a daily basis. Steven Fleming, from
Brigham Young University, demonstrated that three-dimensional
perspectives of reactions in organic chemistry can be presented
to students using the computer in the classroom. Molecular orbitals
can also be represented more effectively this way, which helps
the students understand why and how reactions occur. Eric Simon,
from Fordham College at Lincoln Center, raised the question about
whether the printed textbook is destined to go the way of the
slide rule and mimeograph, other long-used classroom tools replaced
by improved technologies. He reported using several alternatives
to the printed text, including websites, CD-ROMs, and electronic
books ("e-books") in an introductory chemistry classroom
and evaluated for their advantages and disadvantages compared
to standard media. The results suggest that, although problems
in implementing the technologies remain, college students are
ready to embrace electronic media in the classroom.
Benny Johnson, from Quantum Simulations, Inc., discussed
ongoing work on adapting and applying artificial intelligence
techniques to enhance the effectiveness of chemistry education
software through interactive tutoring. This system works problems
by reasoning using chemical principles rather than relying on
predetermined solution paths and so is capable of tutoring all
possible problems without explicit foreknowledge of a solution.
Tom Greenbowe, from Iowa State University, gave a historical
perspective on the use of technology in chemical education. Many
of the current innovations are adaptations of traditional aspects
of teaching. In many cases, technology allows us to do these traditional
things more efficiently. No one technique will be successful with
all teachers; therefore, the technology must be customizable to
individual teachers.
The second of the three sessions focused on the use of on-line quizzes and computational chemistry to enhance student learning. Angela King, from Wake Forest University, discussed an in-house template that was used to create and electronically grade pre-class quizzes. The quiz results are compiled in a spreadsheet, and easy review allows the instructor to tailor class time to address students' need. This frees class time to be used for active learning exercises. Christina (Tina) Bailey, from California Polytechnic State University, described her use of WebCT in classes ranging from general chemistry for engineers to an upper division biochemistry course. She noted the on-line quizzing and course management features of the program and discussed pros and cons.
Karl Irikura, from the National Institute of Standards and Technology, presented an animation program that allows for isopotential searching and shows all chemical structures with a given potential energy. The raw output of the calculations is an animation that shows a molecule bending, twisting, and possibly reacting. The animations have great potential value in an educational setting. Abby Parrill, from the University of Memphis, described how computational chemistry has been integrated into a medicinal chemistry class as part of an individual student project requiring the selection of a disease, and the design, justification, and proposed synthesis of a new therapeutic lead compound. Students find the project challenging, but motivating and interesting.
Susan Barrows, from Penn State Schuylkill, described several computer-based exercises developed to supplement organic chemistry instruction. These exercises allow students to perform calculations they determine are appropriate to test a group hypothesis. Jonathan Goodman, from Cambridge University, demonstrated what is possible with the increasing power of PCs, including sophisticated calculations using the low-powered computers that are accessible to most undergraduates. At Cambridge, they have developed databases of structures, and programs to aid in the understanding of conformational analysis, kinetics, boiling points, Boltzmann factors and kinetic resolutions, and are working at developing more general chemistry tools for their students. Most of these programs are available from the web page: http://www.ch.cam.ac.uk/magnus/. Thomas Eberlein, also from Penn State Schuylkill, elaborated on the use of computational chemistry in the organic curriculum at that institution. In particular, a one-credit laboratory course has been developed that emphasizes all the computer-based methods available to the students. More information can be found at www.personal.psu.edu/the1.
The papers in the final session focused on a variety of approaches to using technology in the classroom. Don Wink, from the University of Illinois at Chicago, talked about the outcome of a University-wide faculty seminar on internet-based teaching and materials development. Documentation of issues surrounding the nature of online pedagogy and course ownership was important, as well as discussions of the kinds of students best served online. A report is available at http://www.vpaa.uillinois.edu/tid/report/. George Wiger, from California State University Dominguez Hills, discussed dynamic HTML and gave several examples of using dynamic HTML for different chemistry classes. Most of the programming for dynamic HTML was done in Javascript and presented in Netscape 4.X. The advantage of dynamic HTML is that the web page can be dynamic and changing. Major concerns that arose are the need for a decent CPU and cross-platform compatibility.
Don Mencer, from Penn State Hazelton, spoke about integrating web-based learning into the general chemistry curriculum. Web-based learning can often handle remediation better than the lecture environment and students can move at their own pace. Several drawbacks were noted as well, such as disinterest and fear on the part of the students, the fact that access is limited (because many students are non-traditional), the system can be unreliable and development is time-consuming. More information can be found at www.hn.psu.edu/faculty/dmencer. Bob Blake, from Indiana University and Purdue University at Indianapolis, described a WWW method for learning about the abilities and beliefs of our students prior to the lecture and building the lecture around these student responses. The WWW pages (viewable at http://webphysics.iupui.edu/webscience/courses/chem105/chem105home.html) also connect the course to the real world.
John Penn, from West Virginia University and Horizon Research Consultants, asserted that the WE_LEARN system for organic chemistry (http://www.we-learn-horizon.com) has been found to be an extremely valuable tool in his classroom. By incorporating a bonus system for completion of the automatically graded homework, student compliance in the completion of the homework has increased tremendously. Several indicators (e.g., class averages on exams, higher level questions, and exam room tension) show that the system leads to increased fluency in the language of organic chemistry. Clarke Earley, from Kent State University, discussed how Web pages promise the possibility of interacting with students in ways simply not possible with static media. Several examples of web pages were shown utilizing dynamic HTML to rotate molecules, check students' understanding of key concepts, and interactively draw reaction mechanisms.
To conclude a very successful symposium, Richard Wallace, from Armstrong Atlantic State University, described his use of Web-based lecture review modules and the manipulation of lab data using spreadsheet software in the organic chemistry sequence at AASU and Coastal Georgia Community College. The lecture review modules are short lessons on general chemistry topics of importance in organic chemistry. In addition, several lab activities have been created to explore the use of spreadsheet software for the downloading and manipulation of spectral data.
Obviously, there was little agreement among the various participants
about what the next big step will be. The strongest impression
that resulted from the symposium was the diversity of approaches
that chemists are continuing to follow as they implement instructional
technology in their classes. Perhaps, as one of the speakers
pointed out, the next big step is the same one that we have been
following for decades, doing whatever works in the classroom to
insure that our students have the best possible educational experience.
Return to SUNY Oneonta Chemistry Dept. Home Page
You are the visitor to the Alchemist's Lair site since Jan.
10,1997.