Learning Design Sequence (Designer's Interpretation):

The Learning Design Sequence that illustrates the learning design embedded in the Interactive Multimedia CD-ROM is provided as follows.

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Learning Design Sequence (Project Team's Interpretation):

The Learning Design Sequence that illustrates the learning design of the use of the Interactive Multimedia CD-ROM program within a First-year Chemistry subject/course is provided as follows.

WHAT THE STUDENTS DO
There are 12 pre-lab exercises which involve reading text about the theory and processes; watching and listening to video clips of techniques required; investigating the safety of the chemicals involved and any unfamiliar terminology or equipment; carrying out experimental simulations; recording observations and data collection; forming conclusions and working out results.

SIGNIFICANCE OF ORDER
Students are guided through the material by instructions and suggestions so that a recommended order of activities exists. However students are at liberty to access many of the resources whenever they wish and as many times as they personally require.

CRITICAL ACTIVITIES
Students in first-year chemistry courses are required to complete the appropriate pre-lab exercise in its entirety before attending the relevant experimental session. The critical activities include viewing video clips of experimental techniques and carrying out an experimental simulation and working out the results.

The extent to which students read material on the background to the experiment and consult the glossaries and equipment manuals depends on their individual requirements.

ACCESSIBLE RESOURCES
There are two main resources provided to students in this learning design: an interactive multimedia program on CD-ROM and the physical chemistry laboratory. The first resource has been designed to enable students to more effective utilise the second resource.

The interactive multimedia program provides access to the glossary of terms, the library of video clips of techniques, the experimental safety data for chemicals used, the templates for data recording and for observations is provided via a library of books made accessible to students by clicking on the required volume. Any term or chemical encountered in the theory which is not known to the student may be investigated at any time by referring to these resources on the CD-ROM.

RESOURCES IN CONTEXT
Students have access to information on the correct use of equipment and techniques as they prepare for their practical classes. They are able to carry out the procedures as many times as they wish in a completely safe and non-threatening environment before carrying them out in real time. They will be familiar with the nature and purpose of the experiment and even have carried out related simulated data collection and analysis. Thus they should arrive at each laboratory class confident in their ability to carry out the procedures efficiently, effectively and meaningfully.

VARYING THE RESOURCE SET
All resources are provided on the CD-ROM and are thus available as required by students.

SUPPORTS SUPPLIED
Students have access to each course Handbook and to the course textbook if they need additional information to that provided on the CD-ROM. Each course has its own website where students may access additional support and can pose questions to staff or other students if they have problems with the resources. Technical staff and tutors from the Chemistry Department are also available to give support both formally in organised help sessions (a form of open tutorial) and informally in their offices at other times.

SIGNIFICANCE OF SUPPORT STRATEGIES
While the CD-ROM provides a variety of resources students become confident in the knowledge that if, despite this, they continue to have difficulties, then a great deal of support is available to them, contributing to the ease of use of the CD and indeed to their success throughout the course.

SUPPORT STRATEGY ADAPTATION
All forms of support are important. Students need to be able to draw on a variety of support systems to maximise their opportunities for success.