ORIGIN OF THE LEARNING DESIGN
The development of this learning design arose from the observed need for pre- laboratory preparation among first year chemistry students at UOW to allow full and effective use of expensive laboratory experiences.

TIMES THE LEARNING DESIGN HAS BEEN USED
This learning design has currently been implemented during both semesters in two first-year chemistry courses (about 450 students per semester) from 1993 to 2002. Implementation will continue in 2003.

MODIFICATIONS SINCE FIRST USE
The software was changed from Hypercard to Micro-mind Director to allow cross-platform PC/Mac use.

DISSEMINATION
The design has been used by the Queensland University of Technology.

RESEARCH CONDUCTED ON THE DESIGN
Personal annual research has been conducted into student opinions and perceptions.

Maureen Bell, from CEDIR, University of Wollongong, conducted some research with students on their use of the CD-ROM and subsequent effects.

A Masters student supervised by Professor Barry Harper, University of Wollongong, used the CD-ROM and its effects on learning as her research vehicle.

DESIGN EFFECTIVENESS VERSUS INTENDED OUTCOMES
Ongoing student evaluations have consistently indicated that the interactive multimedia program provides considerable assistance in the achievement of learning outcomes.

UNEXPECTED LEARNING OUTCOMES
Some students report a greater in-depth understanding of some topics from completing the relevant pre-lab activity even before completing the real experiment in the laboratory.

HOW LEARNER ENGAGEMENT IS SUPPORTED
Students find the experience stimulating and enjoyable as the concepts are approached in novel ways. Students have opportunities for peer interaction and feedback via the website for the course and have extensive control over how they proceed with the activities. They are able to fast track through the techniques video clips in the early pre-labs where their previous learning and experience makes this appropriate.

ACKNOWLEDGMENT OF LEARNING CONTEXT
Practical work is an essential component of chemistry learning. The use of the CD-ROM assists in building laboratory techniques and significant professional skills in addition to facilitating understanding of fundamental concepts.

First-year chemistry students come from a wide variety of backgrounds. The variety of resources available in the CD-ROM program assists in meeting the resultant very wide range of different students' needs.

HOW LEARNER ENGAGEMENT IS SUPPORTED
Students meet a wide range of new concepts, skills and techniques which they must learn to deal with in ways which suit them and their background and experience through their choice of resources and support.

OPPORTUNITIES FOR PRACTICE
The learning design provides practice by allowing students to simulate an experiment and then consolidate their understanding by conducted a similar experiment in the laboratory. Thus, practice is provided in a variety of contexts in relation to laboratory skills, techniques and understandings. Immediate feedback is provided to the student in both the simulated learning environment and in the "real" laboratory.