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dc.contributor.authorCresswell, Sarah
dc.contributor.authorForrest, Alexander S
dc.contributor.editorAllan, Christopher N
dc.contributor.editorCampbell, Chris
dc.contributor.editorCrough, Julie
dc.date.accessioned2019-12-04T23:39:45Z
dc.date.available2019-12-04T23:39:45Z
dc.date.issued2019
dc.identifier.isbn9789811369827
dc.identifier.doi10.1007/978-981-13-6982-7_11
dc.identifier.urihttp://hdl.handle.net/10072/389505
dc.description.abstractForensic chemistry at Griffith is undertaken as part of a 3- or 4-year program and students study both mainstream chemistry courses and specialised forensic science courses. We have introduced reflective learning tasks, using PebblePad, into two first-year courses and again into a final-year capstone course with a view to encouraging students to engage more actively in learning reflection. The ultimate aim is for students to accrue a range of assets/resources that can be used to generate a portfolio to showcase their skills and which could be ultimately used to address job selection criteria. This chapter will discuss the preliminary results of this implementation and will identify where and how reflective learning tasks can be best used in particular courses within the forensic chemistry program to achieve these outcomes.
dc.description.peerreviewedYes
dc.publisherSpringer
dc.publisher.placeSingapore
dc.relation.ispartofbooktitleBlended Learning Designs in STEM Higher Education Putting Learning First
dc.relation.ispartofchapter11
dc.relation.ispartofpagefrom189
dc.relation.ispartofpageto207
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode39
dc.subject.keywordsBlended learning
dc.titleImplementing PebblePad into Forensic Chemistry—A Whole of Program Approach
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dcterms.bibliographicCitationCresswell, S; Forrest, AS, Implementing PebblePad into Forensic Chemistry—A Whole of Program Approach, Blended Learning Designs in STEM Higher Education Putting Learning First, 2019, pp. 189-207
dc.date.updated2019-12-04T23:16:19Z
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2019 Springer. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
gro.hasfulltextFull Text
gro.griffith.authorCresswell, Sarah L.
gro.griffith.authorForrest, Alex S.


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