As part of the evaluation of a model for inclusive chemistry teaching (MiC), a learning environment on the topic of “fire and flame”, a subject area of the Berlin-Brandenburg framework curriculum, was designed.16 The orches- tration of the learning environment with real experiments, an interactive Multitouch Learning Book17—a dynamic, web-based platform that allows the instructor to combine, e.g., texts, videos or learning games—and a paper- based “researcher” booklet leads to a realistic design. It takes into account research-based design features for problem solving, motivational aspects, self-regulated learning with digital media, the sequence and type of experi- ments, and the use of prompts. For the transfer, the three levels of the model were gone through step by step, especially for the level of problem solving,
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the barriers of the problems were considered, and corresponding aids were designed.
Many experiments in chemistry lessons require a heat source and as such the gas burner is an indispensable laboratory and working tool that all stu- dents should be proficient in using. This topic requires a sophisticated, proactive classroom management in terms of accessibility to the subject rooms, equipment, chemicals and learning aids, as well as an adapted haz- ard potential.16
however, this subject requires an indispensable degree of instructional sup- port, partly because of the potential danger but also to ensure that the compe- tences required to work on more demanding problems can be acquired with the help of instructions. In the media-supported learning environment with the interactive textbook, attention is paid to a balance between instruction and construction. The four learning sequences each started with an instructional, verbal introduction. This is followed by a self-directed as well as cooperative learning phase with the digital textbook. This in turn is followed by a short phase of instruction immediately before the start of the experiment.18 The experiments and phenomena are suitable for supporting both less gifted and highly gifted students in the sense of a broad understanding of inclusion.
12.3.1 Multi-touch Learning Books—A Forward-looking Digital Tool on the Way to Inclusive Teaching
Multi-touch learning books offer the opportunity for new learning formats.
Thus, in addition to individualizing learning paths, linear and branched procedures can be designed. Furthermore, learning paths can be supported by assessment or diagnostic tasks, learning games and specific assistance.
Multi-touch learning books are therefore a forward-looking digital building block on the way to inclusive teaching.19
Figure 12.3 shows the cover page, the icons structuring the learning book and the Qr code with the link to the multi-touch learning book. The concrete design features of interactive learning environments are listed by hesse and Mandl.20 These include the following features: graphic navigation, for exam- ple via icons; buttons to click on (clickables) with the aim of active explora- tion of information; simulations and video tutorials to explain and deepen complex structures, processes and interrelationships; and feedback on the solution of tasks and exercises, including information on any errors that may have occurred and how to correct them.20 These requirements are met in the interactive textbook on “fire and flame”. Within the interactive learning book, after the introduction, the students go through the four learning sequences up to the transfer. Within the learning sequences LS1–LS4, the students can follow individual learning paths through the interactive branches (see Figure 12.4). The multi-touch learning book takes into account the three levels of the model via the topic, the development areas adapted to the grade level and learning group, and the difficulty levels of the problem with the assigned differentiating support.
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Figure 12.4 illustrates the pronounced interactivity of the digital multi- touch learning book. The vertical arrows pointing up and down show the clickable icons that provide individual learning pathways. navigation runs via arrows and icons, the clickable icons lead to different information, Figure 12.3 A multi-touch learning book with a selection of the icons used, some of them interactive (information, tips, language aids and exercises), with Qr code (link to the textbook).
Figure 12.4 Structure with interactive parts of the “fire and flame” multi-touch learning book.
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animations, video clips and tutorials. They serve to explain and deepen prob- lems, problem-solving strategies and contexts.
The widgets with playfully designed exercises for self-assessment contain feedback on the solution of the tasks with hints on the errors that occurred.
The tips work either as individual learning aids or, in the case of more demanding experiments, as staged learning aids. In learning sequences (LS) 1–3, the level of difficulty of the problems increases, which is relieved by appropriate learning aids in terms of content and language in the multi- touch learning book.
In summary, the following can be said about the designed multimedia learning environment “fire and flame”: the digital learning environment is interactive, but not adaptive, because the software does not react automat- ically to the learning path of the students. It meets essential educational requirements for interactive textbooks and Open Educational resources (OEr), it is freely accessible, can be used free of charge and it runs on all end devices (see www.tiemannlab.de).
12.3.2 Learning Analytics—Effective Use of Prompts in the Multi-touch Learning Book
Although learning with digital media has many advantages, learners in such learning environments often have difficulties in coping with the systemic characteristics of the learning environment.21 In a comprehensive literature review, Devolder, van Braak and Tondeur22 showed that the presentation or use of prompts is the most effective way to support self-regulated learning (SrL)23 in digital learning environments. prompts should be understood as procedures that induce and stimulate cognitive, metacognitive, volitional and cooperative activities during learning.24 prompting uses eye-catchers in the multi-touch learning book to direct the learner’s attention to certain objects or behaviors and thus supports the learning process (see Figure 12.5).