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My perceptions, as a student transitioning from school to undergraduate Chemistry, were that there was an increase in: expected background knowledge, complexity of lab environment, and extent of required independent thought. This cognitive overload was particularly stark during practical sessions. Feedback from my peers confirmed that I was not alone in feeling underprepared, and overwhelmed, by the amount of learning[i]. Evidence shows that many students encounter cognitive overload when beginning a degree course at university, irrespective of the subject area [ii].\ud \ud Pre-lab resources (in the form of online simulations) have been available to Year 1 students for some time, and results show that this approach improves student confidence and proficiency[iii]. However, simulations do not demonstrate the specific equipment that our students will encounter. Therefore, in an attempt to complement existing resources, we began a project to co-create tailored online support material. This involved designing and producing short pre-lab films, demonstrating key techniques encountered in our Year 1 labs. Videos have been made accessible using subtitling and text pop-ups [iv]. These attempt to highlight safety information and practical advice, as well as assist students to familiarise themselves with the labs that they will actually use in Year 1. In order to further build on the visual learning associated with videos, accompanying Moodle quizzes were also developed, to promote deeper learning[v]. We will measure the impact of the resources on student perceptions of their ability and preparedness. This project demonstrates innovative use of technology to build inclusivity, and co-creation of curriculum by students.\ud \ud [i] S De Meo, J. Chem. Educ. 2001, 78, 3, 373.\ud \ud [ii] B Eddaif, IOSR-JRME 2017, 7, 2, 33-37.\ud \ud [iii] RAR Blackburn, J. Chem. Educ. 2018, 96, 1, 153.\ud \ud [iv] A Ardisara, J. Chem. Educ. 2018, 95, 10, 1881.\ud \ud [v] DF Jolley, J. Chem. Educ. 2016, 93, 1855-1862. |
