Development of a browser-based learning environment as an introduction to environmental or-ganic chemistry and analytics

The goal of the course “Introduction to Organic Environmental Chemistry and Environmental Analysis” is to impart the ability to apply abstract fundamentals of organic environmental chem-istry to real, complex situations and problems. Students therefore spend most of the class time in this course addressing case studies under the direct supervision of the lecturers. Our teaching concept presupposes that, in a preparation phase, students will independently address the basics of the learning content required for the subsequent classroom phase. Up until now we have, however, lacked a suitable independent study medium. The objective of this project is to develop such a medium, in the form of a browser-based, interactive learning environment. This will pro-vide students with an attractive and effective way to learn independently about the most im-portant phenomena and and basic concepts of organic environmental chemistry. Aligned with the structure of the classroom course and the lecture notes, the learning environment will be organised into the sub-categories Distribution, Analysis and Transformation of Organic Pollutants. Every sub-category has separate learning modules. These comprise interactive independent study courses in which content is presented in the form of concrete examples including short film sequences, and virtual experiments. Students are made aware of the strongly cross-linked structure of the learning content via links within a module’s independent study course to the independent study courses of other modules, and to the www. The independent study courses are followed by a summary of the learning content addressed. Self-assessment tests at the end of each learning module help students to check their own progress. While the learning environment is mostly used to prepare for the classroom phase, the existing lecture notes primarily help students to consolidate the knowledge gained in the classroom phase and to study for the examination.

• Content in the learning environment is closely coupled to content taught in the classroom (lec-ture), making it possible for students to use the learning environment in a targeted manner to prepare for the classroom sessions.
• The learning environment contains many figures, animations, short films and quizzes. According to students, including various types of media simplifies independent work in the learning envi-ronment.
• Students can access the learning environment anytime, anywhere.

The learning environment contains diverse electronic media (film excerpts, animations, quizzes etc.) which makes it easier for the students to address content independently.

It would have been desirable to store the complete learning platform as a unit on a «docendo» platform. We learned too late about docendo’s advantages.

We have received mainly positive feedback. Students use the learning environment both to pre-pare for classroom sessions and to study for oral and written examinations. The learning envi-ronment is also used by Master’s degree students specialising in Environmental Chemistry.

A negative point for students was that much content and many websites contain a lot of text. We have tried to redesign these pages.

• Early, regular evaluation of the product by students helps to identify weak points and ensure quality.
• With regard to the sustainability of the product to be developed: less is more. We have taken note that managing the learning environment after the project is over may take a great deal of time.

• Lernumgebung in Moodle