Use of Multimedia to Enhance Clay Mineralogy Laboratory ActivitiesFerrell, R.E., J. Forsman, and W.S. LeBlanc (2002) Use of multimedia to enhance clay mineralogy laboratory activities: In CMS Workshop Lectures, Vol. 11, Teaching Clay Science, A. Rule and S. Guggenheim, eds. The Clay Mineral Society, Aurora, CO, 121-129.
Ferrell, R.E., J. Forsman, and W.S. LeBlanc (2002) Use of multimedia to enhance clay mineralogy laboratory activities: In CMS Workshop Lectures, Vol. 11, Teaching Clay Science, A. Rule and S. Guggenheim, eds. The Clay Mineral Society, Aurora, CO, 121-129.
Louisiana State University
Baton Rouge, LA 70803
Louisiana State University
Baton Rouge, LA 70803
Louisiana State University
Baton Rouge, LA 70803
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Ray E. Ferrell, Johan Forsman, Wanda S. Leblanc, 2002. "Use of Multimedia to Enhance Clay Mineralogy Laboratory Activities
Ferrell, R.E., J. Forsman, and W.S. LeBlanc (2002) Use of multimedia to enhance clay mineralogy laboratory activities: In CMS Workshop Lectures, Vol. 11, Teaching Clay Science, A. Rule and S. Guggenheim, eds. The Clay Mineral Society, Aurora, CO, 121-129.
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Abstract
This paper illustrates the use of multimedia, digital still images and PowerPoint slide shows (other presentation applications may be used), to guide the student through one of the most common tasks in the clay mineralogy laboratory, extracting the less-than-two micrometer fraction. A second activity to be demonstrated employs a digital video clip to enhance instruction in the smear-slide technique for the preparation of oriented aggregates for XRD analysis. Each provides a stand-alone introduction to basic laboratory methods and equipment that frees the instructor to devote more time to more challenging topics. Both PowerPoint presentations are available on the senior author's website and The Clay Minerals Society website and may be freely downloaded for non-commercial use.
The increased availability of the personal computer in the last decade has made it possible for educators to provide desktop access for every student to a multitude of applications. They generally result in an improved presentation of subject matter and procedures to enhance the learning process. In this environment, “multimedia” has taken on a special connotation to imply that the latest computer-based audio and visual technologies are being employed. It has become one of the terms associated with progress in education today. However, multimedia simply means more than one method of communication. Computer-based multimedia should not replace individual instruction and should only be used when they clearly enhance instruction. These new approaches are particularly suitable for repetitive tasks such as those associated with laboratory procedures. A good introduction to the general use of multimedia in education
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Teaching clay science

The teaching of clay science is often thought of as forming the curriculum of an upper-level college course for juniors, seniors and graduate students. Although clays and clay minerals are complex subjects often requiring extensive background to understand in detail, introducing topics related to clays does not require such specialization. Furthermore, clays are a part of modern everyday life, being found in common household products (from toothpaste, toilets, and cat litter to paper, plastics, and fine china). It does not seem reasonable to wait until a student reaches the upper-college level to introduce the subject, although the introduction of clay science must be approached at levels appropriate to the student's development and background. In fact, one of us (A. Rule) has successfully introduced crystallography concepts of crystal shape and symmetry, and has taught lessons in the industrial uses of clay minerals at the primary-school level. Education scholars have developed procedures for teaching that closely parallel the way humans learn. For the most part, these instructional practices have not been implemented at the college level, although such teaching methods could easily be applied to benefit college-level students. The idea of a Teaching Clay Science Workshop was developed over the last three years to integrate the efforts of education scholars, high-school teachers and college professionals toward improving clay-science instruction. This integration of learning theory with clay-science teaching has produced a unique set of example lessons, which resulted in this volume of Workshop Lectures. Finally, we express our appreciation to P. Schroeder for taking our edited manuscripts and organizing them to conform to the CMS Workshop Lectures Series. Also, we thank M. Krekeler for working through all of the laboratories presented here and for providing his comments to the authors.