1. Integrating Academic Skills Development in a First Semester Chemistry Unit Technology Enhanced Curriculum | Sydney Teaching Colloquium | 2012 ASSOCIATE DEAN FOR LEARNING AND TEACHING FACULTY OF SCIENCE ADAM BRIDGEMAN

2. Issue ~2000 students enrol in CHEM1 each semester, from every faculty CHEM1 should contain the molecular science that every scientists should know Alongside subject specific knowledge, first year (science) units have a duty to: -Engage students -Develop the academic skills of students new to higher education -Introduce students to the scientific method and to the primary literature 2 FIRST YEAR UNIT CHEMISTRY:

3. Threshold Learning Outcomes Understanding science Inquiry and problem solving Major focus in new national curriculum for schools 3 NATIONAL SCIENCE THRESHOLD LEARNING OUTCOMES

4. Why online? Every researcher now searches for and reads the literature online -Authentic experience -Can blend resources and tools Marking is expensive and takes a long time -Online assessments can be easier to mark and feedback can be rapid 4

5. Research Project Academic information skills (5/10 marks) -Skills tutorials assessed through certificate of completion -Scholarly versus non-scholarly resources -Finding journal articles using databases -Introduction to using the Web of Science -Search smarter, search faster -Find top 5 cited papers on global warming from 2000 – 2010 -Quiz based on Web of Science results: number of citations, number of references etc. 5 GLOBAL WARMING ASSIGNMENT

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7. Research Project Reading the Scientific Literature (5/10 marks) -Information on the scientific literature and details of papers to find -Quiz on what the scientific literature is -Find and read 3 key papers on the science of global warming -15 question multiple choice quiz -Covers basic calculations and scientific mechanism -Develops a story on how evidence is argued over as part of scientific process 7 GLOBAL WARMING ASSIGNMENT

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13. Marking and Feedback Columns downloaded from Blackboard Used to generate unique feedback for each student -Statistical information on performance -Explanation on each question answered incorrectly -Description of story connecting evidence in papers, particularly around importance of positive-feedback mechanisms 13 FAST AND PERSONAL FEEDBACK

14. Student Perceptions Students who report a deep approach to : tend to report using technology in ways which further their inquiry don't see any fragmentation between their experiences face-to-face and online Students reporting a surface approach to inquiry: tend to report using technology in ways which are more about collecting information perceive a fragmentation of the physical and virtual learning spaces 14 PRELIMINARY RESULTS FROM eLEARNING SURVEYS