CHEMISTRY EDUCATION: RESEARCH AND PRACTICE 2003, Vol. 4, No. 3, pp. 353-371	THE PRACTICE OF CHEMISTRY EDUCATION (PAPER) New educational technologies (NET)

Julia DIEDEREN¹, Harry GRUPPEN¹, Rob HARTOG²,
Gerard MOERLAND², and Alphons G. J. VORAGEN^1
1Wageningen University, Laboratory of Food Chemistry
²Wageningen University, School of Technology and Nutrition

DESIGN OF ACTIVATING DIGITAL LEARNING MATERIAL FOR FOOD CHEMISTRY EDUCATION

ABSTRACT: A complete set of digital exercises for introductory Food Chemistry has been developed. The major function of the exercises is to promote active acquisition of food chemistry knowledge. This paper describes the design process and the result of the design process. Design guidelines and requirements were derived, based on theories about cognitive load, motivation and active learning. The digital exercises were designed according to these guidelines. Next, teachers, students, and experts in (food) chemistry, education and user-interface design tested the digital exercises against the design requirements. Consequentially, a number of exercises were adjusted and currently the exercises are in use at several universities. The article describes the exercises in detail, with several illustrative examples. An in depth view on the possibilities to create digital learning objects for food chemistry in accordance to a set of practical guidelines is given. [Chem. Educ. Res. Pract.: 2003, 4, 353-371]

KEY WORDS: food chemistry; design process; digital exercises; formative evaluation; design guidelines; motivation; active learning; cognitive load theory

CORRESPONDENCE: Alphons G.J. VORAGEN, Wageningen University, Department of Agrotechnology and Food Sciences, Laboratory of Food Chemistry, P.O. Box 8129, 6700 EV Wageningen, The Netherlands;
e-mail: Fons.Voragen@wur.nl

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