Getting active learning into the general chemistry classroom Darin J. Ulness Department of Chemistry Patti Heisler Information Technology Services Concordia College Moorhead, MN

Students watch a video of the lecture for the day before coming to class. During class the students typically work in groups on problem solving. The instructor circulates through the classroom to engage and assist the groups. Lage, Platt and Treglia, J. Economics Educ. 32, 30 (2000).

To get passive learning out of the classroom To engage a greater range of students To enhance one-on-one interaction with instructor

Students purchase the course notes at the beginning of the semester. Each class period a set of videos is assigned via Moodle. The videos are segments typically 5-15 min long. An online quiz over the content of the videos is administered. A typical class period begins with brief remarks followed by group work. The instructor and two TAs help the groups. A large number and wide range of problems are given out as group work. Homework is assigned over the topic of the day.

 The lecture capture process Tools we used Challenges:  Recording process  Video storage and streaming  File naming  Contingency planning

Considerations and Project Requirements  Simple  Accessible  Co-branding  Positive perception

2010 and 2006 are comparable. Same initial running order. Kotz and Treichel 6 th versus 7 th First two exams are identical On both exams 2010 scored 2% higher. No significant statistical difference

Largely positive verbal feedback Students seemed comfortable and happy Perception of more work required

Too much of a good thing, find balance More challenging examples Accentuate the positive

Andrew Goodwin Wade Iverson Mike Knoodle Ron Balko Torey Prahl John Head