Abstract
Google Docs was used to create the rip-mix-learn (RML) classroom in two, first-year undergraduate introductory chemistry and biology courses, a second-semester introductory chemistry course, and an upper-level developmental biology course. This “transmedia” approach assigned students to create sets of collaborative lecture notes into which they inserted student-generated, Web-based media annotations. Students felt this helped them to reinforce concepts and create connections between content and topics with which they could personally relate. Grading of the annotations was accomplished simply by examining the revision history in Google Docs. Student-annotated lecture notes became part of the required material covered on exams.
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