Enrolment, lessons, scheduling and certificates
Keep the existing course platform and training operation.
For training companies, instrument educators, universities and corporate training
Turn FTIR teaching from slides and demonstrations into repeatable analytical practice.
Learning platforms already manage enrolment, content and certificates. Instrument vendors already teach hardware and software operation. FTIR.fun adds realistic spectroscopy exercises where learners inspect data, make a decision, explain their reasoning and compare it with evidence-backed reference analysis.
Where FTIR.fun is different
Real spectrum → learner analysis → committed answer → scientific reference → instructor review. Training providers can build reusable cases around the material systems and analytical decisions their customers actually face.
Make learners reason from real FTIR data
A screenshot with the answer underneath does not reveal how a learner reached the conclusion or where the reasoning failed.
A reusable spectroscopy exercise engine
Cases can control available tools, require reasoning, expose evidence-backed reference answers and preserve instructor review across cohorts.
Training Guide
Build one case and run it exactly as a learner will experience it
1
Choose the analytical skill
Define one task: unknown identification, peak assignment, spectrum comparison, QC exception, material verification or another concrete FTIR judgement.
2
Create the case from real data
Add the spectrum, material or industry context, expected learning objective and the tools the learner may use. Use provider-owned, licensed, public or deliberately prepared data.
3
Run the learner workflow
Let the learner preprocess, search, compare or inspect peak evidence as allowed by the exercise, then require a conclusion and reasoning before the reference answer is shown.
4
Compare with the scientific reference
Reveal the reference conclusion, characteristic bands, spectra, evidence and explanation. Show where the learner's reasoning agrees, misses evidence or overstates the conclusion.
5
Score, review and reuse
Apply the course rubric, preserve the learner attempt and instructor review, then reuse the versioned case across cohorts or embed it in the provider's existing course product.
Competitive difference
Not another LMS and not a replacement for instrument-operation training
| Training need | Typical LMS / vendor course | FTIR.fun difference |
|---|---|---|
| Course administration | LMS platforms are built for enrolment, schedules, content and certificates. | Adds the interactive FTIR exercise while the provider keeps its existing course platform. |
| Instrument operation | Vendor training is the right place for hardware, sampling and proprietary software operation. | Focuses on transferable spectroscopy interpretation and analytical judgement. |
| Hands-on interpretation | Often delivered as screenshots, worksheets or manually graded assignments. | Makes the learner work directly with spectral data, commit to a conclusion and expose the reasoning behind it. |
| Reference answer | Course authors manually prepare and maintain explanation material. | Uses reference spectra, peak evidence and literature support to build a richer scientific reference and feedback path. |
| Provider specialization | Generic courseware may not match the provider's customer industries. | Cases, terminology, allowed tools, rubric, evidence and result format can be tailored to pharmaceutical, polymer, forensic, food, failure-analysis or other programmes. |
A training product, not just access to another website
The spectroscopy exercise can become part of the provider's own branded course: for example pharmaceutical raw-material identification, polymer failure analysis, laboratory QC investigation or introductory peak assignment. Learners practise the scientific judgement the course promises to teach.
Training PoC
Start with five cases from one course
Use enough cases to test learner usability, scientific quality, scoring, instructor review and whether the workflow is valuable enough to become a repeatable part of the provider's programme.
- Learning objective
- Five representative cases
- Expected answers and rubric
- Tools learners may or may not use