Designing and Evaluating Context- and Problem-Based Learning Resources Christine O’Connor, Michael Seery Dublin Institute of Technology, Ireland

Overview Background Resource Design and Development Trialling Process Evaluation

Background Royal Society of Chemistry (RSC) received HE-STEM (UK) funding to develop C/PBL resources 4 of the 10 ten themed resources were developed in DIT and are available on the Learn Chemistry website: www.rsc.org/learnchemistry Each resource is based on 50 learning hours (25/25) Wiki Supported by 2 research assistants over 9 months

What is Context and Problem Based Learning (C/PBL)? Uses real-life applications. Learners collaborate to solve problems. Provides the opportunity to develop transferable skills (see later). Engaged, Enterprising, Enquiry based, Effective, Expert

C/PBL Resources Resource Title Theme Format Molecules against Malaria Medicinal chemistry, drug design Lecture/ workshop Small Materials to Solve Big Problems Nanochemistry, energy, medicine, materials Faster Greener Chemistry? Organic/inorganic synthesis, green chemistry Laboratory Pollutant Detection and Remediation Physical chemistry, adsorption, advanced auto-oxidation processes, kinetics

Resource Components Each resource contains Some additional materials Context Information Tutor Guide Induction Presentation Student Guide Wiki (group collab and tutor monitoring) Some additional materials Nanomaterials has several online resources on instrumentation and techniques Some resources contain extensive annotated bibliographies

Small Materials to Solve Big Problems Direct students to case study descriptions in appendix of their guide.

Small Materials to Solve Big Problems Workshop 1: Module induction Overview of library resources Workshop 2: Student presentation on “Applications of Nanomaterials in Society” Workshop 3: Class debate on “Advantages and Disadvantages of Nanomaterials in Society” Workshop 4: Research on synthesis of nanomaterials Workshop 5: Research on characterisation of nanomaterials Workshop 6: Student presentation on case study Close of module This slide can be used to provide an overview of the module content. Refer students to Figure 1 in their guide for further details.

Module Assessment Assessment Component Mark Allocation Assessment mark Information retrieval (Workshop 1) Individual 10% PowerPoint presentation (Workshop 2) 20% Debate (Workshop 3) Case Study 50% Breakdown: Attendance and contribution at workshop 4-6 (15%) Group wiki Group (20%) Peer assessment mark for wiki presentation (5%) Final individual reflective piece (10%) Highlight assignment of marks to students.

Transferable Skills Developed Team work: work in groups to complete the tasks. Organisation and planning: prepare procedures and plan effective use of time in the laboratory. Communication: oral presentation and report writing. Drawing conclusions and recommendations: Justify decisions, assumptions and conclusions with reference to results from other groups and supporting literature. Numeracy: apply green chemistry metrics to experimental results. Professional role & responsibilities: adopt role of a professional chemist to consider the environmental impact & costing Problem solving: address the brief in the scenario presented. Information technology skills: use a wiki to collaborate & develop ability to use word-processing, spreadsheet, presentation, chemical drawing and library database software. Metacognition: reflect on the case study using the guidelines provided. Students asked to summarise their reflections on the development of these transferable skills at the end of the case study

Graduate Attribute/Skill Engaged eg within Professional, community, social, learning global contexts Context, adopting role as professional scientists  Enterprising Eg Career development, innovation projects, creative practice etc  Fulfilling a professional contract – achieving specified targets Enquiry based Eg Digital networks, knowledge creation, reflective practice, problem solving etc Nature of investigation requires inquiry  Effective Eg Team projects, co-curricular activities, Time managers, communicators   Group work, complex task involves time management  Expertise (subject discipline) Professional tasks, field studies, practicals, placements etc Applying prior knowledge to problem solving 

Tutor Guide Support Constructive alignment

Create new pages and upload files Pages created using project headings Introductory text from tutor Log of recent activity used to monitor student contributions

Trialling Process Eight institutions across UK and Ireland piloted resources Feedback on improvements to resources Feedback on implementation Resources now on Learn Chemistry

Evaluation: Tutors Keen to use context and problem based learning No “hard-sell” required Lack of time to develop cited as a reason for not doing this before Flexibility in design important for uptake (constructive alignment) Assessment, content, delivery, extensions Wiki a useful tool to organise group work and provide ongoing feedback Learning and understanding perceived to have improved Exam in one trial Assessment (workshop based) is more time consuming

Evaluation: Students On the context: “It makes you feel like an actual scientist rather than just a student following a set of instructions on a sheet” [Environmental Trial 1] “Good way to learn – makes a change from the format most other modules take” [Nanomaterials 1] “I found it exciting and rewarding to develop a novel compound and really enjoyed the challenge” [Medicinal 3] Lot of work involved, should not be done for more than one module in a year [Medicinal 3]

Evaluation: Students On wikis: 93% preferred wikis to paper, although 67% had technical difficulties. [Medicinal 1] “Editing of others work can be difficult if they do not upload their material in a timely fashion.” [Medicinal 2] “Wiki presentation did not work.” [Nanochemistry 2]

Evaluation: Students On learning: “Confidence in medicinal chemistry increased”. [Medicinal 1 & 2] “It has been an absolutely fantastic learning curve, I have gained so much confidence in just being able to plan an experiment and work out where and why it’s gone wrong. Which is definitely something until now I haven’t experienced before in my degree.” [Environmental 1]

Evaluation: Students On transferable skills: “Working in a team was a good experience for me as I enjoyed it at times, but sometimes I felt other members took over rather than sharing the workload” [Medicinal 3] “Did not see how [debate] was relevant to course of career in future!” [Nanochemistry 2] “The main skill I have picked up here is problem solving.” [Environmental 1]

Conclusions Four C/PBL resources developed and will be available on www.rsc.org/learnchemistry Resources provide context and develop transferable skills explicitly – can relate to graduate attributes Feedback from tutors positive – flexibility in delivery and technical support key aspects Feedback from students positive – clarification on assessment and technical barriers main support requirements

Acknowledgements Dr Claire Mc Donnell & Dr Sarah Rawe (Academic Developers) Dr Brigid Lanigan & Mr Damien Coman (Research Assistants) Dr Luke O’Neill, Focas Research Institute Trial teams, external evaluator, and their students RSC HE-STEM funding programme School of Chemical and Pharmaceutical Sciences, DIT