Dr Patrick O'malley (BSc, PhD, H.D.E, D. Sc) - teaching
|2016/17||CHEM10021||Chemistry for Bioscientists 1||Course Leader|
|2016/17||CHEM10022||Chemistry for Bioscientists 2||Course Leader|
|2016/17||CHEM10101||Introductory Chemistry||Teaching Assistant|
|2016/17||CHEM10212||Energy and Change||Teaching Assistant|
|2016/17||CHEM20212||Core Physical Chemistry||Teaching Assistant|
|2016/17||CHEM20311||Symmetry, Molecular Structure and Properties||Course Leader|
|2016/17||CHEM20500||Transferable Skills for Chemists||Course Leader|
|2016/17||CHEM20611||Integrated Spectroscopy and Separations||Teaching Assistant|
|2016/17||CHEM30211||Principles of Modern Physical Chemistry||Teaching Assistant|
|2016/17||CHEM30212||Soft Matter Chemistry||Teaching Assistant|
|2016/17||CHEM61000||Research and Communication Skills||Teaching Assistant|
Screencasting for Lecture Capture and Student Feedback
With the aid of relatively inexpensive software it is now possible to produce videos of entire presentations delivered electronically on a PC. These capture all on-screen activity and also allow capture of the audio commentary by the presenter. Because of this I have introduced lecture capture via video screencasting of all my lectures to enhance student learning. The lectures make innovative use of a Tablet PC which allows the instructor to write and draw using digital ink. In the field of physical chemistry, which is mathematically and symbol oriented, this is proving to be a highly effective and dynamic method of lecture delivery. Video screencasts of the lectures are then made available to the students via Blackboard. Such videos of either entire lectures or tutorial and lecture summaries are highly popular with the students and based on student feedback significantly enhance student learning.
In particular, based on student comments, lecture capture enables the student to learn in a personalised fashion, as the approach caters for different styles of learning and absorption of information presented. At the extreme end a few students (mainly mature candidates but not exclusively) have informed me that they learn better away from the lecture theatre or class environment and the opportunity to view a dynamic learning resource such as a video lecture at anytime of day or night is appealing. In such a fashion the availability of the video lectures with accompanying lecture notes fits the personal learning styles of many students. Most students just value the ability to be able to review a particular part of a given lecture to facilitate their learning. Future development will explore using video screencasts for lecture previews enabling face to face contact with the students to be more focused on discussion of particular difficulties raised by the students An article describing this innovation has been published.in the past year (1).
In addition I use screencasting to provide video feedback to students on submitted coursework and tutorial work. This uses the power of audio and video to provide feedback that is personalised, timely and relevant.
1. P J OMalley, Combining a Tablet personal computer and screencasting for chemistry teaching., New Directions, 64,6, 2010