e-Learning Chemistry Unit 3

By the end of this unit, teachers will be able to:

• download digital videos (DVs) from a variety of sources as part of building a knowledge library
• edit the video clips using the free tool Windows Movie Editor to create an edited version to support the delivery of a specific learning objective
• use a combination of free online tools (a ‘mashup’) to host the video and provide an accompanying PowerPoint presentation (or other presentation software); this can be embedded within your virtual learning environment (VLE)
• use a digital video camera to capture primary content to meet specific chemistry learning outcomes

It is unlikely that GCSE students will be able to gain hands-on experience of using expensive and complex equipment and it is not always convenient or time effective to take student groups to see such equipment in use. Investment of time in producing a bespoke DV/PowerPoint combination can address some of these issues to create a digital asset to last a number of examination cycles.

This can be seen in techniques such as spectroscopy, where the specialist and expensive equipment is not usually available in schools or colleges. It is also the sort of equipment that is difficult to move and hence borrow. The implication of this might be that teachers need to resort to a didactic teaching method using notes and illustrations, and they may struggle to bring the topic to life.

One solution might be to take the students to a higher education institution (HEI) or research establishment so that the equipment might be demonstrated and the results and outputs exemplified. Although students would clearly benefit from a visit to an infra-red (IR) and ultra-violet (UV) machine, for a large group, massed around an instrument being demonstrated by a researcher, the experience may be more frustrating than illuminating. DV might help students have a clearer view and gain a better idea of what is going on inside the 'black boxes', especially as it can contain narration from an expert in the use of the equipment. Salient points can also be highlighted in supporting presentation slides.

This topic looks at the development of a resource to support acquisition of knowledge about IR and UV spectroscopy and the contribution these techniques can make to analysis in chemistry. A university outreach department was approached to support a visit during which a DV was filmed as a research scientist worked, and she provided commentary on her activity. This provided an opportunity for a teacher to ask questions relevant to the Triple Science extension topics and for the commentary to be enhanced by the responses. It also meant that sections of the DV filming could be repeated to achieve clarity of presentation and images. The DV produced in this way was presented online through free online tools, with important learning points reinforced with a PowerPoint presentation. The addition of slides means that:

• DV could be further illustrated
• explanatory notes could be added
• student questions could be inserted
• interactive activities can be integrated
• things missed during DV filming could be added
• the results can be clearly displayed, analysed and download links supplied for work offline.

These are some solutions to the potential barriers to effective teaching and learning in this area:

• Lack of up-to-date subject knowledge, which makes the teaching of this topic didactic
  Teachers can quickly assemble new custom material not yet available in textbooks.
• Being able to access to expensive equipment
  One structured teacher visit to produce a video can overcome the attendant problems of out-of-school trips or the problems of groups of students interacting with one piece of kit. Videos can also 'take' students to inaccessible or dangerous locations.
• Generic videos available are not bespoke for specific GCSE syllabuses
  Digital video provides a ready mechanism for adapting existing materials to syllabus changes.
• Students do not know how to extract information from videos and possibly are bored by too many simple text PowerPoint presentations
  Students respond well to web-based media in an interactive format that allows student-centred personalised learning pathways and links to other resources.

Activity 1: Hosting your digital 'mashup' using pre-generated content

Software requirements:

• web browser (Internet Explorer 6+/ FireFox 2.0+)
• free account at Google Videos and Zentation.

Hardware requirements:

• 1Gb hard drive space
• broadband internet connection.

Activity 2: Making your own movie using our clips

Software requirements:

• web browser (Internet Explorer 6+/ FireFox 2.0+)
• free account at Google Videos and Zentation
• free video editing software – Windows Movie Maker or iMovie.

Hardware requirements:

• 5GB hard drive space
• 1GB RAM recommended
• video card: DirectX 9 compatible with video drivers for Windows Vista XP
• broadband internet connection.

Activity 3 – Generate materials from scratch

Software requirements:

• web browser (Internet Explorer 6+/ FireFox 2.0+)
• free account at Google Videos and Zentation
• free video editing software – Windows Movie Maker or iMovie.

Hardware requirements:

• digital video camera + USB cable
• 5GB Hard drive space
• 1GB RAM recommended
• video card: DirectX 9 compatible with video drivers for Windows Vista; if you are not using Vista, but have purchased your machine in the last three years, it is likely you will not need any more hardware
• broadband internet connection.

• Enhanced presentation to explore infra-red to ultra-violet spectroscopy
• support and FAQs on Zentation

• Spectroscopic techniques

• Embed presentations in a virtual learning environment (VLE) – Depending on your VLE it is possible to embed Zentation presentations in a frame to organise your course delivery.
• More advanced video editing – Include.jpg insertion for results or pictures, slide transitions and intentional pause insertion for thinking/reading time.
• Adding your own narration to the clips – In all three activities it is possible to add an audio track of a narration in your video-editing program. This could be a voice over, helping you explain important points that you did not get on film.
• Independent work for students – Choose and host a video on Google Videos. Your class now must work in small teams to provide an audio track/presentation.

• Teacher tube website
• You Tube website
• Google Video website