Fun Man Fung, Ph.D. MSc. BSc., earned his chemistry degrees from NUS and Technical University of Munich. As a passionate educator, he devotes his time to teach learners how to learn through innovative digital technology. He researches on how gamifications and videography techniques improve learning outcomes. Since 2021, Fun Man is a member of the Editorial Advisory Board at the Journal of Chemical Education, ACS Publications. He also served on the International Chemistry Olympiad (IChO) steering Committee and IUPAC Committee for Chemical Education. Fun Man's pedagogical work in Technology-Enabled Learning (2012—2021) is globally recognized. He was conferred a number of accolades for teaching excellence, including the NUS Annual Digital Education Award 2021, D2L award Innovation in Teaching and Learning 2019 and Wharton-QS Reimagine Education Award (2017, 2018). His research work at NUS focuses on STEM education using technologies such as Virtual Reality, 360º video and the Lightboard. He graduated from NUS with a Bachelor of Engineering (Honours) in 2019. He was previously the co-founder of a student company making learning videos for flipped classrooms.

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• Section 1: Foundations in technology-enabled blended learning experiences1. Theoretical background on technology-enabled learning from an instructional designer’s point of view2. Utilizing the power of blended learning through varied presentation styles of lightboard videosSection 2: Curriculum design, implementation, and evaluation, outreach3. Using mobile phone applications to teach and learn organic chemistry4. Interactive and innovative practices to stimulate learning processes in biochemistry5. The design of blended learning experiences for clean data to allow proper observation of student participation6. Adopting a flipped classroom to teach and learn SciFinder in an undergraduate chemistry laboratory course7. Using an NMR software as an instructional tool in elucidating organic structuresSection  3: Case Studies8. Flipped chemistry in multisite IVC courses: A possible model for the future of virtual chemistry education9. An accessible method of delivering timely personalized feedback to large student cohorts10. Applying NuPOV to support students’ three-dimensional visualization skills11. A review of immersive learning technologies featured at EDUCAUSE annual conferences: Evolution since 2016

Fun Man Fung, Ph.D. MSc. BSc., earned his chemistry degrees from NUS and Technical University of Munich. As a passionate educator, he devotes his time to teach learners how to learn through innovative digital technology. He researches on how gamifications and videography techniques improve learning outcomes. Since 2021, Fun Man is a member of the Editorial Advisory Board at the Journal of Chemical Education, ACS Publications. He also served on the International Chemistry Olympiad (IChO) steering Committee and IUPAC Committee for Chemical Education. Fun Man's pedagogical work in Technology-Enabled Learning (2012—2021) is globally recognized. He was conferred a number of accolades for teaching excellence, including the NUS Annual Digital Education Award 2021, D2L award Innovation in Teaching and Learning 2019 and Wharton-QS Reimagine Education Award (2017, 2018). His research work at NUS focuses on STEM education using technologies such as Virtual Reality, 360º video and the Lightboard. He graduated from NUS with a Bachelor of Engineering (Honours) in 2019. He was previously the co-founder of a student company making learning videos for flipped classrooms.

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• Section 1: Foundations in technology-enabled blended learning experiences1. Theoretical background on technology-enabled learning from an instructional designer’s point of view2. Utilizing the power of blended learning through varied presentation styles of lightboard videosSection 2: Curriculum design, implementation, and evaluation, outreach3. Using mobile phone applications to teach and learn organic chemistry4. Interactive and innovative practices to stimulate learning processes in biochemistry5. The design of blended learning experiences for clean data to allow proper observation of student participation6. Adopting a flipped classroom to teach and learn SciFinder in an undergraduate chemistry laboratory course7. Using an NMR software as an instructional tool in elucidating organic structuresSection  3: Case Studies8. Flipped chemistry in multisite IVC courses: A possible model for the future of virtual chemistry education9. An accessible method of delivering timely personalized feedback to large student cohorts10. Applying NuPOV to support students’ three-dimensional visualization skills11. A review of immersive learning technologies featured at EDUCAUSE annual conferences: Evolution since 2016