Online modules for student lecture preparation
For the Student
These modules are prepared for you to read prior to attending each lecture. We use the name "5 minute physics" not to mean that the entire reading can be completed in five minutes but rather to indicate that the reading can be completed in smaller 'chunks' as indicated by the sectioning of each module. We have attempted to make use of a mix of text, images, videos and simulations to convey the information. We don't expect you to completely understand all the material in the module but we do expect that you have gained sufficient understanding to participate in the lecture - both by being able to discuss concepts with your peers in small groups as well as contributing to class discussion.
A study on this work, entitled “Dynamic, interactive eLearning modules for student lecture preparation” was cleared by one of the human research ethics committees of The University of Queensland in accordance with the National Health and Medical Research Council's guidelines. You are, of course, free to discuss participation in this study with project staff. If you would like to speak to an officer of the University not involved in the study, you may contact the University of Queensland Ethics Officer on 3365 3924.
For the Educator
At the University of Queensland, we teach a range of physics courses using 'Active-learning' style classes. In the past, students were expected to prepare for such sessions by reading a prescribed section of the course textbook. Assessable quiz questions posed either prior to the lecture or at the start of the lecture were used to encourage participation. Despite this, in-class surveys indicated that some students were unwilling or unable to complete the readings.
To address this issue we have obtained funding to develop a new approach in how students prepare for lectures. The project aims to explore online learning, enabled by new technologies, for class preparation, and provide indicators of the effectiveness of this approach and its components. We have developed, and will assess, electronic learning modules that students access before attending lectures. The modules have been designed to provide students with a fundamental understanding of course material, preparing them for in-class activities that are interactive and collaborative. The learning modules are accessible via standard computer, tablet device and smart phone. The modules aim to offer significant advantages over current textbook readings by including a mix of text, images, videos and simulations. The modules are being tested in a large first-year physics course (400-500 students) with future potential to aid student learning across all our first-year physics courses (around 1000 students) as well as in other subject areas and at other institutions.
- Mac OSX using Firefox/Safari
- Windows 7 using Firefox
- iPad with Safari
- iPod Touch with Safari
- Android tablets with in-built browser
Known issues still exist with the use of Internet Explorer and Chrome under Windows 7 (missing videos and simulations) and a number of other platform/browser combinations. If you note particular issues then please provide feedback to the contact listed at the bottom of the page giving a clear description of the problem and listing the platform and browser types and versions. If you experience any issues then we recommend ensuring you have installed the latest update of your browser and/or trying a different browser. Updates to the pages will be regularly made in an attempt to overcome the issues where possible.
- A/Prof. Tim McIntyre, School of Mathematics and Physics, UQ
- Dr. Margaret Wegener, School of Mathematics and Physics, UQ
- Dominic McGrath, Institute for Teaching and Learning Innovation, UQ
Additional Web Development by Trevor Daniels, Integral Software
Questions about the project should be directed to Tim McIntyre
Funding for this project has been supplied by the Faculty of Science and the School of Mathematics and Physics at the University of Queensland through the Strategic Teaching and Learning Grant Scheme, 2013. We acknowledge contributions from research assistants and students including Dr Cavin Talbot, Amanda Smith, Sam Peet, Sam Hinton and Nurul Izzaty Yunus.