![]() ![]() Students were awarded points whether they submitted a fully correct response or one with errors in it, and it was posited that, by attempting to solve the problem, students could engage in self-assessment. By using Flick-to-Share and giving students two points per class period for submitting their responses to in-class problems, student participation increased to 100% engagement in problem solving during class. The other half of the students waited to copy the instructor’s answer to the problem. During the year prior to adopting ChemDraw for iPad, when iPads were first employed in introductory organic chemistry and the instructor walked around the room, it became apparent that, when students were given time to work on a problem in class, only about half of the students in class would participate. In subsequent classes, the iPad was a required element for the course. During the pilot testing, iPads were loaned to the students to take with them for the duration of the semester. All of these were tested with each student having an iPad in classes of 18–45 students. Most of these methods continue to be used on a regular basis, while others have been discontinued. ![]() Labs supporting Ukrainian Scientists is an expansive list of labs and PIs offering support at this time.ChemDraw for iPad has been employed in several ways during the five terms that it has been used in class (from summer 2013 through fall 2014) at UIS.Science for Ukraine provides an overview of labs offering a place for researchers and students who are affected to work from, as well as offers of employment, funding, and accommodation:.Personally, I have found the messages of support from scientists everywhere to be truly heartfelt, and I would like to highlight some of the community initiatives I’ve seen here: We also want to use our platform to highlight the response from the scientific community. ![]()
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