p291: flipped teaching in organic chemistry
DESCRIPTION
P291: Flipped Teaching in Organic Chemistry. Layne A. Morsch, PhD University of Illinois Springfield 2014 Biennial Conference on Chemical Education Grand Valley State University, Allendale, MI August 4, 2014. How Did I Get Here?. Fall 2013 Matt Stoltzfus - PowerPoint PPT PresentationTRANSCRIPT
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P291: Flipped Teaching in Organic Chemistry
Layne A. Morsch, PhDUniversity of Illinois Springfield
2014 Biennial Conference on Chemical Education Grand Valley State University, Allendale, MI
August 4, 2014
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How Did I Get Here?
Fall 2013 Matt Stoltzfus– Best use of face time with students– What is the hardest thing you ask
students to do each week? When do they do it?
Danae Quirk-Dorr– Tips on implementing flipped teaching
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Previous Classroom Style
Summer 2013 – Organic 1 – lecture format– Began incorporating technology into
lecture with ChemDraw for iPad and Flick-to-Share
Fall 2013 – Organic I – lecture format– Began use of electronic homework, ebook
– McGraw-Hill Connect and LearnSmart– ChemDraw with Flick-to-Share in class
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Spring 2014 – Organic II – flipped format
– All lectures recorded using Camtasia Studio, Bamboo tablet, microphone, Autodesk Sketchbook Express
– Chapters broken down into multiple videos (length 3:08 to 10:43)• Total videos length 6:42:46• Average video length 7:04• Why?
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Optimal Video Length
Guo, Philip J., Juho Kim, and Rob Rubin. "How video production affects student engagement: An empirical study of mooc videos." In Proceedings of the first ACM conference on Learning@ scale conference, pp. 41-50. ACM, 2014.
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Summer 2014 – Organic I – flipped format
– All lectures recorded using Camtasia Studio, Bamboo tablet, microphone, Autodesk Sketchbook Express
– Chapters broken down into multiple videos (length 3:39 to 29:53)• Total videos length 8:48:26
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Flipped Format cont.
Spring Quizzes embedded into each
video 10 points per chapter given for
correctly answering video questions (110/740 points)
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In Class Problem Solving In-Class Problem Solving was the focus of the
majority of class time Many problems would be solved individually
followed by detailed solutions
Students would be given problems to solve, then were asked to explain the solution to their neighbor
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Working Problems at Boards
Placed a problem on each board and asked students to come up to solve
Occasionally bribed them with candy if they attempted board problems
Spring/Summer classroom had 6 whiteboards surrounding room
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Used ChemDraw for iPad and Flick-to-Share
ChemDraw for iPad with Flick-to-Share was used on occasional problems throughout class
Points given for trying “Flick” problems each day in class
Encouraged attendance
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How does ChemDraw with Flick-to-Share work?
I use Flick-to-Share to create a class group
I can send Flicks to the whole class
They can work out the problem and flick the result back to me
Students that have iPads can Flick to each other while studying
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Analysis of Classroom Data
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0 10 20 30 40 50 600.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Percentage of Students Viewing Each Video for Flipped Organic Chemistry 2 Course Spring 2014 (n=40)
Video
Stu
den
ts V
iew
ed b
y d
ue
dat
e
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0 10 20 30 40 50 600.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Percentage of Students Viewing Each Video for Flipped Organic Chemistry 2 Course Spring 2014 (n=40)
Video
Stu
den
ts V
iew
ed b
y d
ue
dat
e
Average 92.9%
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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage of Students Viewing Each Video for Flipped Organic Chemistry 1 Course Summer 2014 (n=18)
Video Number
Stud
ents
Vie
win
g Ea
ch V
ideo
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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage of Students Viewing Each Video for Flipped Organic Chemistry 1 Course Summer 2014 (n=18)
Video Number
Stud
ents
Vie
win
g Ea
ch V
ideo
Average 95.9%
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0 2 4 6 8 10 12 14 16 18 200.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Student Attendance in Flipped vs. Lecture Format Organic Chemistry Course (Fall 2013- Spring 2014)
FlippedLecture
Class Meeting (when Flick-to-Share was utilized)
Att
end
ance
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0 2 4 6 8 10 12 14 16 18 200.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Student Attendance in Flipped vs. Lecture Format Organic Chemistry Course (Fall 2013- Spring 2014)
FlippedLecture
Class Meeting (when Flick-to-Share was utilized)
Att
end
ance
Lecture Avg. 94.0%
Flipped Avg. 87.0%
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Improved Learning Environment
100% engagement in problem solving Students get more direction in problem solving
with many more examples Increased professor-student interaction
Points don’t seem to make a difference in participation
Students get a chance to teach each other
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Difficulties
Some students do not like change Large time investment to begin (recording
and editing all the videos) Had to redefine my classroom preparation– Still working on this
Defining my expectations
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Next Steps
Analyze learning gains Expand methods of engagement– All students will have iPads for Fall
Semester– Use Explain Everything to have
students create video vignettes
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Acknowledgments Dr. Matt Stoltzfus, The Ohio State Univerity Dr. Danae Quirk-Dorr, Minnesota State University,
Mankato Chris Luker, Kent State University Kara McElwrath, UIS Assistant Director of Client Services Farokh Eslahi, UIS CIO UIS Scholarly Presentation Support Program
Questions?