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Lecturer(s)
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Slavík Martin, Mgr. Ph.D.
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Course content
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BLOCK 1: Didactics of Digital Technologies and AI 1. Technology in the service of didactics: Models of technology integration (SAMR, TPACK). When technology helps and when it hinders (digital minimalism). Sources and evaluation of educational applications. 2. Artificial intelligence as a teacher's assistant: Generative AI (ChatGPT, Claude) in teacher training. Creating test questions, differentiated texts, word problems, and generating images. Ethics and plagiarism prevention. 3. Creating interactive and multimedia content: E-learning (Moodle) and rational blended learning. Tools for interactive content (H5P) - how to turn passive video or text into active learning. BLOCK 2: Formative assessment and collaboration 4. Tools for formative assessment and feedback: From simple quizzes (Kahoot, Quizizz, Blooket) to tools for deeper understanding and differentiated teaching (Wizer.me, Formative). 5. Shared workspaces and digital portfolios: Tools for cooperative learning (Miro, Padlet, Google Workspace/MS Teams). BLOCK 3: Visualization and virtual chemistry 6. 2D/3D visualization and molecular modeling: From ChemSketch to 3D interactive models (JSmol, MolView). How to develop students' spatial imagination. 7. Interactive simulations and virtual laboratories: PhET, ChemCollective, ptable.com. Incorporating simulations into the research cycle (when real experiments are not possible or are dangerous). 8. Augmented reality (AR) and 3D printing: Visualisation of abstract phenomena (HaloAR, Merge Cube). Basics of preparing chemical models for 3D printing (e.g., models of orbitals, crystal lattices). BLOCK 4: Measurement and real data (Digital Laboratory) 9-10. Computer-based experiment (MBL/CBL): Real-time data collection (Vernier, Pasco). Titration, pH measurement, and conductometry. Didactic benefits of immediate data visualisation in graphs. 11. Smartphones as student measuring devices: PhyPhox app, Arduino Science Journal. Incorporating BYOD (Bring Your Own Device) principles for home and school research. 12. Video analysis in chemistry and physical chemistry: Analysis of reaction rates or particle motion using specialised software (Tracker) from recorded video experiments (ChemTube3D). CONCLUSION 13. Digital wellbeing and security: Protection of student data (GDPR in educational applications), cognitive load when working with networks, copyright (Creative Commons). 14. Student conference: Defence of final projects and mutual feedback. Information on the combined form For blocks 3 and 4, contact teaching will take place, and students will complete assignments independently with the support of consultations. An e-learning course with study materials is available, and the course is also used for submitting and evaluating assignments.
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Written assignment presentation and defence, Active metods (simulation, situational contingency methods, drama,acting, namagerial acting ), Task-based study method
- Class attendance
- 8 hours per semester
- Semestral paper
- 12 hours per semester
- Individual project
- 20 hours per semester
- Class attendance
- 28 hours per semester
- Semestral paper
- 12 hours per semester
- Individual project
- 25 hours per semester
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Learning outcomes
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Master: didactic programs for elementary and high schools. Learn the basics of computer aided experiment and computer algebraic systems and their use in the classroom. To be able to use the Internet in teaching chemistry (search programs, online databases, communication).
After completing the course, students will be able to: Justify and critically evaluate the selection of a specific digital tool (application, simulation, AI) for a specific teaching objective in chemistry using the SAMR and TPACK models so that the technology brings demonstrable pedagogical added value (KRAAU 2.1 and 2.3). Design and create interactive digital teaching materials (e.g., using H5P) and formative assessment tools that engage students and provide them and the teacher with immediate feedback on the learning process (KRAAU 4.1 and 4.2). Develop a methodology and student worksheet for conducting a research-oriented experiment using sensor measurement systems (computer-assisted experiment) or sensors in students' smartphones (KRAAU 1.2). Didactically transform invisible chemical processes (microworld) using tools for 2D/3D visualization, molecular modeling, interactive simulations, and augmented reality (AR) to develop students' spatial imagination (KRAAU 1.1). Use generative artificial intelligence (LLM) tools as an assistant for effective lesson preparation (e.g., generating texts, test questions, images) while respecting ethical rules and copyright (KRAAU 6.2). Apply the principles of digital security (protection of students' personal data) and digital wellbeing when introducing technology into the school environment (KRAAU 3.4).
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Prerequisites
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knowledge of high school chemistry and informatics
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Assessment methods and criteria
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Oral presentation of self-study, Written assignment
Requirements for students: Seminar paper 1 (Critical analysis of a teaching tool): Written evaluation of selected digital software or application for teaching chemistry (approx. 2 A4 pages). The paper must include an analysis of the pros and cons, justification for including the activity in the SAMR model (evaluation of the degree of pedagogical transformation), and reflection on possible risks (student data protection/GDPR, cognitive load). Seminar paper 2 (Computer-based experiment - MBL/CBL): Preparation of a complete laboratory experiment using sensor measurements (e.g., Vernier, Pasco) or smartphone sensors (e.g., PhyPhox application). The output is a submitted student worksheet and a methodological sheet for teachers with measured data. Final project and its defense: Creation of comprehensive interactive teaching materials (e.g., a module in the H5P environment, an educational digital escape game) with demonstrable and ethical use of artificial intelligence (AI) tools in the creation of content or graphics. The project will be presented and defended in a discussion at the final seminar. Submission method: All assignments are submitted and evaluated on an ongoing basis through the university's e-learning system.
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Recommended literature
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Bílek, M. a kol. Výuka chemie s počítačem. Hradec Králové: Gaudeamus, 1997.
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Černochová, M. - Komrska, T. - Novák, J. Využití počítače při vyučování. Praha: Portál, 1998.
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Kol. RVP ZV - Rámcový vzdělávací program pro základní vzdělávání. Praha: MŠMT, 2023.
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Slavík, J. - Novák, J. Počítač jako pomocník učitele. Praha: Portál, 1997.
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