Flipping with iPads: Increasing Engagement in Lecture Layne A. Morsch, PhD 2015 Faculty Summer Institute Champaign, IL May 28, 2015

Are My Students Engaged? If you are talking and they are supposed to be writing, then some of them are not engaged Lecture of Henricus de Alemania by Laurentius de Voltolina, 1350

Distraction Didn’t Begin with Technology

The one that does the work, does the learning Cognitive Science The one that does the work, does the learning There is no learning if the student is not engaging with the material How can I get students engaging with material during class? Screen shot of Apple iPad in use by Tom Raftery is licensed under CC BY 2.0

Vital Questions What is the most difficult thing students are asked to do during the week? When and where do they do this? Why? Can this be moved into class time where we can guide them on it? These were the questions that started me on my current path, along with the next question – DON”T ANSWER THEM YET – 2 Slides forward

What is the best use of my face time with students? Along with how to get them to engage was this question? Lecture Hall by uniinnsbruck is licensed under CC BY 2.0

Vital Questions- Answers for Organic Chemistry What is the most difficult thing students are asked to do during the week? Solve complicated problems using application and synthesis of lecture material Can this be moved into class time where we can guide them on it? There isn’t enough time with all the lecture material that must be covered. What is the best use of my face time with students? Guiding them through solution process and engaging them with the work of solving the problems

Overcoming these obstacles Recording lectures so students can view them on their own time All lectures recorded using Camtasia Studio, Bamboo tablet, microphone, Autodesk Sketchbook Express To gain time to do the most important work during class sessions, the lectures were recorded and moved outside of class time

Videos Chapters broken down into multiple videos (length 3:08 to 10:43) Total videos length 6:42:46 Average video length 7:04 Why?

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. Many people will tell you what they think the video length should be for internet videos, so I sought out research to support what the optimal time should be

iTunesU Course materials available for students View at their own pace Reduces cognitive load Frees class time for active learning

iBooks Multi touch interactive books Include audio and video Include interactive images Include questions with immediate feedback to student Future: Student results to instructor Proton NMR for Organic Chemistry by Layne A. Morsch and Brett McCollum

What good are videos and iBooks? The value of the video lecture is that it moves the less interactive portion of the course to outside class time The real value of the videos (and iBooks) is what they allow time for in class… Encouraged attendance every day 2pts/day

In Class Problem Solving In-Class Problem Solving was the focus of the majority of class time Problems would be solved individually or in small groups followed by discussion of the solutions Students were given problems to solve, then were asked to explain the solution to their neighbor

ChemDraw Structure, reaction, mechanism, and synthesis drawing Improved classroom engagement with Flick-to-Share capabilities

Student Created Videos Explain Everything Records process of drawing with audio Post the videos for students to review

Explain Everything Students are authoring videos explaining course material Learner centered teaching model Students are active processors of information They in turn explain to the class

Learning through games Pilot tested new game designed to help students learn how to draw 3D structures Though technology is great, it is not the only method to engage students

Working Problems at Boards Placed a problem or two on each board and asked students to come up to solve in groups

5=learned the most 1=didn’t learn anything

What’s Next Trading text for ChemWiki Free “text” that teaches 21st century skills UC Davis Content from all levels of chemistry courses

What about Lab?

Requires thoughtful use of lab space To protect electronics from chemicals

Redefining Laboratory Notebooks procedures that were not possible with a paper lab notebook. Students can add pictures and video to lab notebook

iSpartan Discovery-based learning where students construct their own connections between spectra and structure Students chose to use iSpartan for later assignments Students chose to use without any suggestion from the instructor, they just learned that it was a useful

Analysis of Classroom Data

Do I need to give points for watching the videos? Spring 2014 (with points) avg view 92.9% Summer 2014 (no points, in class quiz) avg. view 95.9% Fall 2014 (no points, no quiz) avg. view 89 %* Fall 2014, students could also watch videos through iTunesU and I could not get statistics for viewership. Spring 2015 added quizzes at the beginning of each class, students asked if they could use notes,

Will My Attendance Drop? Org 1 Org 2 2013-14 these were different classes (first organic chemistry 1, 2nd organic chemistry 2) – most students were in common 2014-15 these are parallel classes being taught at the same time, students were different

2013-14 these were different classes (first organic chemistry 1, 2nd organic chemistry 2) – most students were in common 2014-15 these are parallel classes being taught at the same time, students were different

2013-14 these were different classes (first organic chemistry 1, 2nd organic chemistry 2) – most students were in common 2014-15 these are parallel classes being taught at the same time, students were different

Improved Learning Environment 100% engagement in problem solving Students get more direction in problem solving with many more examples Increased professor-student interaction Students get a chance to teach each other Students expand technology skills See one, do one, teach one – which seems to have its origin in the medical community

Difficulties Some students do not like change Large time investment to begin (recording and editing the videos) Had to redefine my classroom preparation Still working on this Defining my expectations I initially got frustrated that students wouldn’t ask questions about the material Later, I just planned lots of problems to work during class and let them ask questions more organically

Next Steps . . . How can YOU encourage/force the students to complete this preparation? How could this activity contribute to the learning outcomes of YOUR course? What work do YOU need to do in advance to prepare students for the in-class experience? What other tools or expertise would YOU need to make this successful? How will you evaluate if this module has been effective or if modifications are needed?

Acknowledgments Dr. Matt Stoltzfus, The Ohio State Univerity Dr. Danae Quirk-Dorr, Minnesota State University, Mankato Dr. Simon Lancaster, East Anglia University Chris Luker, Kent State University Dr. Brett McCollum, Mount Royal University Dr. Amy Balija, Fordham University Hans Keil, PerkinElmer ChemDraw Brian Gilman, PerkinElmer Elements Julia Winter, OChemPrep Dr. Robert Blaine, Jackson State University Dr. Hilary Srere and Kelly Gillis, Science and Health Science Education, Apple Kara McElwrath, UIS Assistant Director of Client Services Farokh Eslahi, UIS CIO

Getting Started: For One of Your Courses . . . . What is the most difficult thing students are asked to do outside of class time? Is it possible to move all or part of this into class time? What could be moved out of class time to make room? What could students do during class? Are there roles or tasks you can help them identify? How could you interact with students during class to add value to the exercise? What work should the students do in advance to be ready for this class module?