Searching for "chemistry"

Augmented Reality and Teaching Chemistry

Augmented Reality and Teaching Chemistry

our next webinar, “Augmented Reality and 3D Environments for the Teaching of Chemistry,” which will be broadcast next Tuesday, May 25 at 16 hrs (Central Mexico time).

Report in English:

https://observatory.tec.mx/edu-trends-augmented-and-virtual-reality

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more on AR in this IMS blog
https://blog.stcloudstate.edu/ims?s=Augmented+reality

digital literacy chemistry course

Summer 2020 course for high school teachers

Tuesday, June 22020, Dr. Bruce Jacobson

    1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
      1. Last year, researchers at Oxford Universityfound that 70 countries had political disinformation campaigns over two years.
        https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
      2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
        results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

    https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

    News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy

    1. Developing Your Research Topic/Question

    Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

    • Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
    • Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
    • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

    1. Getting Ready for Research
      Library Resources vs. the Internet
      How (where from) do you receive information about your professional interests?
      Advantages/disadvantages of using Web Resources

    Evaluating Web Resources

    1. Google or similar; Yahoo, Bing
    2. Google Scholar
    3. Reddit, Digg, Quora
    4. Wikipedia
    5. Become a member of professional organizations and use their online information
    6. Use the SCSU library page to online databases

    1. Building Your List of Keywords
      1. Why Keyword Searching?
        Why not just type in a phrase or sentence like you do in Google or Yahoo!?

        1. Because most electronic databases store and retrieve information differently than Internet search engines.
        2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
      1. The bottom line: you get better results in a database by using effective keyword search strategies.
      2. To develop an effective search strategy, you need to:
    1. determine the key concepts in your topic and
    2. develop a good list of keyword synonyms.
      1. Why use synonyms?
        Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
      2. Consider: Will an author use:
    1. Hypertension or High Blood Pressure?
    2. Teach or Instruct?
    • Therapy or Treatment?

    Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

    Keyword worksheet

  1. Library Resources
    How to find the SCSU Library Website
    SCSU online databases

    1. SCSU Library Web page

library

 

 

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Test your knowledge:

******* !! *************

  1. Basic Research Skills

  1. Identifying a Scholarly Source

 

 

 

  1. Boolean Operators

  1. Databases

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    1. AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    1. AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. Exporting bibliography records

Zotero. Zotero AddOn for Chrome and Firefox. Zotero for Microsoft Word. Zotero AddOn for Edublog.
Collecting references

  • through the Zotero AddOn for browsers
  • through “export RIS” file

RIS zotero

 

  1. InterLibrary Loan

  1. Copyright and Fair Use
    Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  2. Writing Tips
  3. Dissemination of Research

Plamen Miltenoff, Ph.D., MLIS, Professor
320-308-3072
pmiltenoff@stcloudstate.edu
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs
http://web.stcloudstate.edu/pmiltenoff/faculty/

VR chemistry

MEL Science Launches Virtual Reality Chemistry Lessons

By Richard Chang 06/15/17

https://thejournal.com/articles/2017/06/15/mel-science-launches-virtual-reality-chemistry-lessons.aspx

MEL Science, based in London, has launched a series of virtual reality (VR) chemistry lessons for K–12. The 3-year-old company this week released a MEL Chemistry VR app, featuring a virtual chemistry lab, for free on Google Daydream. This free version, which contains the first six chemistry lessons, is available at this MEL Science site.

MEL Science aims to release more than 150 lessons covering all the main topics included in K–12 schools’ chemistry curriculum. Later this year, MEL Science also aims to add support for other VR platforms, including Google Cardboard and Samsung Gear VR.

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more on VR in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality

Gamification to Teach Information Literacy Skills

Laubersheimer, J., Ryan, D., & Champaign, J. (2016). InfoSkills2Go: Using Badges and Gamification to Teach Information Literacy Skills and Concepts to College-Bound High School Students. Journal of Library Administration, 56(8), 924.

https://www.academia.edu/21782837/InfoSkills2Go_Using_Badges_and_Gamification_to_Teach_Information_Literacy_Skills_and_Concepts_to_College_Bound_High_School_Students?email_work_card=title

From online trivia and virtual board games to complex first-person perspective video games and in-person scavenger hunts, libraries are creating games for a variety of purposes, including orientations and instruction (Broussard,2012; Mallon, 2013; Smith & Baker, 2011).

Although the line between gaming and gamification can be blurry, most scholars recognize differences. Games are interactive, involvechallenge, risk, and reward, and have rules and a goal (Pivec, Dziabenko, &Schinnerl, 2003; Becker, 2013). Gamification, on the other hand, utilizes spe-cific gaming elements, often interactivity and rewards, to make an ordinary task more engaging (Prince, 2013). The gamification layer is not the focus of an endeavor, but rather can add enjoyment and a sense of competition toa task. 

Battista (2014) argues that well-executed badges could represent an authentic assessment tool, because they often require the student to tangibly demonstrate a skill, competency, or learning outcome.

Use of the badges helped the team organize the Web site and provided a hierarchy to follow once the steps for earning each badge were created.Each badge consists of three to six tasks. A task can be a tutorial, a video, a game, or a short reading assignment on a given topic. An assessment is given for each task

The fourth and final platform the group considered was BadgeOS fromLearningTimes. BadgeOS requires a WordPress installation BadgeOS was designed to work with Credly (https://credly.com/) and Mozilla Open Badges (http://openbadges.org/) as standard features. 
LearnDash was the most useful plugin for the project beyond BadgeOS. Available for a reasonable fee, LearnDash adds tools and features that give WordPress the ability to be used as a complete learning management system(LMS). 
Available for free under the GNU Public License, BuddyPress(https://buddypress.org/) is another plugin that was capable of integrating with BadgeOS as an extension. The advantage of BuddyPress for the project group was the addition of social media components and functionality to the project Web site.
Go-daddy.com offered comprehensive technical support, easy application instal-lation, and competitively priced hosting packages. A 3-year hosting agree-ment was purchased that included domain registration, unlimited storageand unlimited bandwidth.

compare to

practical application of D2L Brightspace badges for a chemistry course at SCSU
https://blog.stcloudstate.edu/ims/2019/11/06/mastery-of-library-instruction-badge/

standard library instruction

Nonfungible tokens NFT

UC Berkeley Will Auction NFTs for 2 Nobel Prize Patents

https://www.insidehighered.com/quicktakes/2021/05/28/uc-berkeley-will-auction-nfts-2-nobel-prize-patents

Nonfungible tokens — called NFTs for short — are units of data stored on the blockchain that are unique and not interchangeable. As NPR recently explained, a $10 bill, which is fungible, could be exchanged for two $5 bills. An NFT is one of a kind, more like a barcode.

The public research university, according to a press release, is auctioning the NFTs for the patent disclosures of two Nobel Prize-winning inventions: CRISPR-Cas9 gene editing, for which UC Berkeley’s Jennifer Doudna shared the 2020 Nobel Prize in Chemistry; and cancer immunotherapy, for which James Allison shared the 2018 Nobel Prize in Physiology or Medicine.

The university will continue to own the related patents.

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more on blockchain in this IMS blog
https://blog.stcloudstate.edu/ims?s=blockchain

STEM lab for HTC Vive and Oculus Rift

Here is the link to the Molecule Builder on Steam: https://lnkd.in/e7RqXrB

My team is investing into the development of STEM Labs for HTC Vive / Oculus Rift and are making them available through the Steam store. This past week, we launched a chemistry experience where students learn to build molecules in a space lab. Our Molecule Builder Lab teaches:

  • How atoms in a molecule bond
  • The geometric shape of the molecule
  • The polarity of the molecule

Since this is an investment we’re making internally, we have made the module available for an accessible cost through the STEAM VR store. I know this group is not for self-promotion, so as a token of appreciation for allowing us to share this information, our team would like to give away up to 10-keys for free for those interested in using this at their academic institutions.

I hope you are all having a great weekend, and again, thank you for allowing us to share this information.

Douglas Fajardo CEO | CXO 954.559.5133

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more on chemistry in this IMS blog
https://blog.stcloudstate.edu/ims?s=chemistry

Chegg and academic integrity

https://www.dailyemerald.com/news/students-cheat-with-online-learning-service-professors-hope-to-identify-users/article_552d56f4-5a31-11eb-98ae-879264ec0299.html

Services like Chegg have become more accessible to students during unproctored exams in the wake of the coronavirus pandemic, causing what UO chemistry professor Shannon Boettcher believes is a “huge problem with academic dishonesty across the nation in the light of remote learning and COVID-19.”

he Digital Millennium Copyright Act’s notice and takedown process requires that service providers remove material that a copyright owner identifies on their website through a valid notice of copyright infringement or become subject to potential secondary liability for assisting with copyright infringement, according to Copyright Alliance.

Chegg Inc. has been sued twice in federal court for claims of copyright infringement, denying allegations in both instances.

Apart from its subscription services, Chegg rents and sells textbooks. The publishing company John Wiley & Sons Inc. filed a lawsuit against Chegg on Dec. 18, 2018, in Manhattan U.S. District Court, alleging that Chegg sold counterfeit versions of its textbooks.

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This $12 Billion Company Is Getting Rich Off Students Cheating Their Way Through Covid

https://www.forbes.com/sites/susanadams/2021/01/28/this-12-billion-company-is-getting-rich-off-students-cheating-their-way-through-covid

Chegg is based in Santa Clara, California, but the heart of its operation is in India, where it employs more than 70,000 experts with advanced math, science, technology and engineering degrees. The experts, who work freelance, are online 24/7, supplying step-by-step answers to questions posted by subscribers (sometimes answered in less than 15 minutes).

Chegg CEO Dan Rosensweig has profited handsomely. His holdings in Chegg plus after-tax proceeds from stock sales add up to $300 million. Rosensweig, who declined to speak to Forbes, has said that Chegg Study was “not built” for cheating. He describes it instead as the equivalent of an asynchronous, always-on tutor, ready to help students with detailed answers to problems. In a 2019 interview, he said higher education needs to adjust to the on-demand economy, the way Uber or Amazon have.

Throughout the pandemic, schools have spent millions on remote proctoring, a controversial practice in which colleges pay private companies like Honorlock and Examity to surveil students while they take tests.

Chegg Study was enjoying steady growth and little competition. Its only serious rival, privately held Course Hero, is a much smaller operation, valued at $1.1 billion, that generates most of its answers from students.

My note:

such proliferation would not have been possible, if the middle and upper administration has been more supportive of faculty when misconduct is detected. If the administration turns blind eye due to “enrollment” and “retention” priorities and curbs faculty reports regarding academic dishonesty, the industry naturally fills out the gap between a mere syllabus statement and inability to act upon it.

There is plenty of lipservice regarding “personalized learning,” but the reality is overworked faculty, who do not have the opportunity to spend sufficient time with students, less to educate them about plagiarism, cheating and similar “auxiliary” trends besides the content of the course.

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more on cheating in this IMS blog
https://blog.stcloudstate.edu/ims?s=cheating

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