About this paper

Appears in:
Pages: 6976-6984
Publication year: 2014
ISBN: 978-84-616-8412-0
ISSN: 2340-1079

Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain

AUDIOVISUAL LEARNING OBJECTS AS SUPPORT FOR AN INTRODUCTORY ORGANIC CHEMISTRY COURSE

J.A. Llorens-Molina, M. Verdeguer Sancho

Universitat Politècnica de València (SPAIN)
There is currently a noteworthy rise of learning proposals based on online resources including audiovisual learning objects (ALO) as videos, screencasts, etc. At the same time, these resources may be very useful in attending learning environments with different applications such as introductory, support or extension materials.

This communication describes the application of two types of ALO:
(1) Polimedia, an online resource developed by the Polytechnic University of Valencia (Spain), which consists of short videotape presentations included in an attending introductory organic chemistry course. Some types of polimedia can be distinguished according to their objectives: to give extended information, to go more deeply in descriptive issues of subject-matter content, to emphasize key curricular topics, etc.,
(2), screencasts as a part of compulsory pre-laboratory activities in the same subject-matter. These activities consist of an online quiz linked to a screencast. Their content comprises the historical, social and cultural context, everyday connections, goals, theoretical foundations, experimental processes and safety and environmental remarks.

The implementation of these resources has been assessed in two different ways: firstly, by means of a survey addressed to students, secondly, from data related to web use.

All this information allows us to make significant reflections concerning the use of this sort of learning objects:
(1) the high degree in which the students appreciate the usefulness of prelab activities to promote a better contextualization and comprehension of laboratory work goals and theoretical foundations,
(2) the extended use of polimedia among the student to revise and strengthen the subject-matter topics. It is also noticeable the high rate in which those are completely viewed, taking into account that they can last up to fifteen minutes in some cases.

Both polimedia and prelab screencasts are not considered by the students as suitable material to substitute attending activities. ALO are appreciated mainly in a complementary way because their usefulness in order to review and consolidate the subject-matter content. Likewise, the prelab screencasts are considered as a tool for understanding fundamentals and context of laboratory tasks.
@InProceedings{LLORENSMOLINA2014AUD,
author = {Llorens-Molina, J.A. and Verdeguer Sancho, M.},
title = {AUDIOVISUAL LEARNING OBJECTS AS SUPPORT FOR AN INTRODUCTORY ORGANIC CHEMISTRY COURSE},
series = {8th International Technology, Education and Development Conference},
booktitle = {INTED2014 Proceedings},
isbn = {978-84-616-8412-0},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {10-12 March, 2014},
year = {2014},
pages = {6976-6984}}
TY - CONF
AU - J.A. Llorens-Molina AU - M. Verdeguer Sancho
TI - AUDIOVISUAL LEARNING OBJECTS AS SUPPORT FOR AN INTRODUCTORY ORGANIC CHEMISTRY COURSE
SN - 978-84-616-8412-0/2340-1079
PY - 2014
Y1 - 10-12 March, 2014
CI - Valencia, Spain
JO - 8th International Technology, Education and Development Conference
JA - INTED2014 Proceedings
SP - 6976
EP - 6984
ER -
J.A. Llorens-Molina, M. Verdeguer Sancho (2014) AUDIOVISUAL LEARNING OBJECTS AS SUPPORT FOR AN INTRODUCTORY ORGANIC CHEMISTRY COURSE, INTED2014 Proceedings, pp. 6976-6984.
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