ERIC Number: EJ1028556
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: N/A
Exploring Transmedia: The Rip-Mix-Learn Classroom
Benedict, Lucille A.; Champlin, David T.; Pence, Harry E.
Journal of Chemical Education, v90 n9 p1172-1176 Sep 2013
Google Docs was used to create the rip-mix-learn (RML) classroom in two, first-year undergraduate introductory chemistry and biology courses, a second-semester introductory chemistry course, and an upper-level developmental biology course. This "transmedia" approach assigned students to create sets of collaborative lecture notes into which they inserted student-generated, Web-based media annotations. Students felt this helped them to reinforce concepts and create connections between content and topics with which they could personally relate. Grading of the annotations was accomplished simply by examining the revision history in Google Docs. Student-annotated lecture notes became part of the required material covered on exams.
Descriptors: Science Instruction, College Science, Undergraduate Study, Computer Assisted Instruction, Educational Technology, Internet, Teaching Methods, Chemistry, Biology, Documentation, Lecture Method, Notetaking
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: firstname.lastname@example.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A