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 – 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

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

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?

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 scale conference, pp ACM, 2014.

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

Flipped Format cont.  Spring  Quizzes embedded into each video  10 points per chapter given for correctly answering video questions (110/740 points)

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

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

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

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

Analysis of Classroom Data

Average 92.9%

Average 95.9%

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

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

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

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?