dc.contributor.author | Cresswell, Sarah | |
dc.contributor.author | Forrest, Alexander S | |
dc.contributor.editor | Allan, Christopher N | |
dc.contributor.editor | Campbell, Chris | |
dc.contributor.editor | Crough, Julie | |
dc.date.accessioned | 2019-12-04T23:39:45Z | |
dc.date.available | 2019-12-04T23:39:45Z | |
dc.date.issued | 2019 | |
dc.identifier.isbn | 9789811369827 | |
dc.identifier.doi | 10.1007/978-981-13-6982-7_11 | |
dc.identifier.uri | http://hdl.handle.net/10072/389505 | |
dc.description.abstract | Forensic 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.peerreviewed | Yes | |
dc.publisher | Springer | |
dc.publisher.place | Singapore | |
dc.relation.ispartofbooktitle | Blended Learning Designs in STEM Higher Education Putting Learning First | |
dc.relation.ispartofchapter | 11 | |
dc.relation.ispartofpagefrom | 189 | |
dc.relation.ispartofpageto | 207 | |
dc.subject.fieldofresearch | Education | |
dc.subject.fieldofresearchcode | 39 | |
dc.subject.keywords | Blended learning | |
dc.title | Implementing PebblePad into Forensic Chemistry—A Whole of Program Approach | |
dc.type | Book chapter | |
dc.type.description | B2 - Chapters (Other) | |
dcterms.bibliographicCitation | Cresswell, 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.updated | 2019-12-04T23:16:19Z | |
dc.description.version | Accepted 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.hasfulltext | Full Text | |
gro.griffith.author | Cresswell, Sarah L. | |