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

2. 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

3. Distraction Didn’t Begin with Technology

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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?

10. 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.
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

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

12. 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

13. 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

14. 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

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

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

17. 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

18. 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

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

20. 5=learned the most
1=didn’t learn anything

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

22. What about Lab?

23. Requires thoughtful use of lab space
To protect electronics from chemicals

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

25. 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

26. Analysis of Classroom Data

27. 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,

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

29. these were different classes (first organic chemistry 1, 2nd organic chemistry 2) – most students were in common
these are parallel classes being taught at the same time, students were different

30. these were different classes (first organic chemistry 1, 2nd organic chemistry 2) – most students were in common
these are parallel classes being taught at the same time, students were different

31. 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

32. 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

33. 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?

34. 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

35. 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?