Teaching with Technology in First Year Chemistry Bob Burk

Teaching with Technology in First Year Chemistry A 10 Year Confluence of Expediency, Opportunities and Demand Bob Burk

Confluence of things… The need to use technology The development of appropriate technology Acceptance by students Demand by students

Description of the Course First Year Chemistry > 400 students

Description of the Course First Year Chemistry > 400 students Many electronic features Classroom

Description of the Course First Year Chemistry > 400 students Many electronic features Classroom Website

Description of the Course First Year Chemistry > 400 students Many electronic features Classroom Website Streamed lectures, tutorials

Description of the Course First Year Chemistry > 400 students Many electronic features Classroom Website Streamed lectures, tutorials Podcasted lectures, tutorials

Description of the Course First Year Chemistry > 400 students Many electronic features Classroom Website Streamed lectures, tutorials Podcasted lectures, tutorials Email, MSN, Facebook communication

Instructors 4

Instructors 2 4

Instructors 1 2 4

Development of Appropriate Technology TV Studios (presently 6) Electronic classrooms (presently > 100)

Early Efforts

Early Efforts

Early Efforts

(AVU – Truly Distance Education)

Development of Appropriate Technology TV Studios (presently 6) Electronic classrooms (presently > 100) Course websites, Web-CT

Development of Appropriate Technology TV Studios (presently 6) Electronic classrooms (presently > 100) Course websites, Web-CT www.carleton.ca/~rburk/chem1000

Web site visits in one year…

…and in one month…

…and in one month… Fewest Visits on Saturdays

…and in one month… Most Visits on Mondays

…and in one day

…and in one day Lecture Time

…and in one day Midterm Test Time Lecture Time

Final Exam

“…Grades will be posted on May 2…” Final Exam

Procrastination can be measured

Procrastination can be measured Day of Lecture

Procrastination can be measured Day of Lecture Monday

They get smarter…

They get smarter… Midterm Exam Study Period

They get smarter… Midterm Exam Study Period

They get smarter… Midterm Exam Study Period Final Exam Study Period

What they download…

Weekly visits, according to students

Weekly visits, according to students 24  = 52550

Weekly visits, according to students 24  = 52550

Website Visits

On-Campus Website Visits

Students study at home! On-Campus Website Visits

Development of Appropriate Technology – Electronic Aids (1990 onwards) TV Studios (presently 6) Electronic classrooms (presently > 100) Course websites, Web-CT email, MSN, Facebook

MSN Use Nobody chats before 8:30 PM Usage peaks at 9:30 – 10:00 PM Group messages are possible Up to 40 simultaneous conversations (just before an exam)

An actual MSN conversation… Student: Bob? Bob – No Hi’s, Bye’s or Thanks – Chemistry only!: sup? Student: don’t get 9.23 Bob – No Hi’s, Bye’s or Thanks – Chemistry only!: plz bms Student: P 100 x 2 hi Bob – No Hi’s, Bye’s or Thanks – Chemistry only!: What value of R did you use? Student: 8.314 Bob – No Hi’s, Bye’s or Thanks – Chemistry only!: Check your units Student: lol! should be 0.082 Student: thx Student: sorry Student: cul8r

Facebook One of the newer social networking tools Used also for simple communication

Development of Appropriate Technology – VOD, Podcasts (2003 onwards) VOD = “Video on Demand”

Video on Demand Recorded lectures are encoded, compressed and uploaded to a server Lectures can be streamed out anytime, but not downloaded $50 / student / course

Lecture Streams

Lecture Streams Test Test Test Test

Lecture Streams Test Test Test Test Exam Exam

Procrastination? Day of Lecture

Procrastination? Day of Lecture Exam

Development of Appropriate Technology – VOD, Podcasts (2003 onwards) VOD = “Video on Demand” “Pod” refers to Apple’s i-Pod

Podcasting Recorded lectures are encoded, compressed and uploaded to a server A link is made in i-Tunes Students download from the server to an i-Pod, Sony PSP, some cellphones or any PC

10 GB/day Lecture Downloads via i-Tunes

10 GB/day Globe and Mail Article Lecture Downloads via i-Tunes

Lecture Downloads via i-Tunes

Visits to Course Website i.e. students are not changing their habits, just using a different device to see the lectures Lecture Downloads via i-Tunes

YouTube

YouTube

YouTube

YouTube

YouTube

YouTube

YouTube

Confluence of things… The need to use technology because of student numbers The development of appropriate technology On-campus technical support

On-Campus Technical Support pre 2002 – 2 people Presently: Educational Development Centre – many people Many colleagues now supporting each other Technical feedback from students

Confluence of things… The need to use technology because of student numbers The development of appropriate technology On-campus technical support Acceptance by students

Acceptance by Students 1992: 2 students out of 550 had email 2007: 95% of CHEM 1000 students have fast internet access at home

Student Feedback ... helps us prepare for lectures and have questions ready ... good for big rooms like theatre B ... makes things easier to understand for visual learners ... students might get the idea that they don’t have to go to class. That’s what I did last year and that’s why I’m still in first year. …chemistry didn’t suck as much as my other courses

Does any of This Make any Difference? Survey of use of electronic features correlated with grades

Does any of This Make any Difference? Survey of use of electronic features correlated with grades Strong positive correlations with: Total lectures watched

Does any of This Make any Difference? Survey of use of electronic features correlated with grades Strong positive correlations with: Total lectures watched Total assignment questions attempted

Does any of This Make any Difference? Survey of use of electronic features correlated with grades Strong positive correlations with: Total lectures watched Total assignment questions attempted Number of optional tests written

Does any of This Make any Difference? Survey of use of electronic features correlated with grades Strong positive correlations with: Total lectures watched Total assignment questions attempted Number of optional tests written Amount of communication with instructor