1. Teaching with Technology in First Year Chemistry Bob Burk

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

3. Confluence of things… 1.The need to use technology 2.The development of appropriate technology 3.Acceptance by students 4.Demand by students

4. Description of the Course First Year Chemistry > 400 students

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

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

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

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

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

11. 4 Instructors

12. 4 2

13. 4 2 1

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

15. Early Efforts

18. (AVU – Truly Distance Education)

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

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

21. Web site visits in one year…

22. …and in one month…

23. Fewest Visits on Saturdays …and in one month…

24. Most Visits on Mondays …and in one month…

25. …and in one day

26. Lecture Time

27. …and in one day Lecture Time Midterm Test Time

28. Final Exam

29. “…Grades will be posted on May 2…”

30. Procrastination can be measured

31. Day of Lecture Procrastination can be measured

32. Day of Lecture Monday Procrastination can be measured

33. They get smarter…

34. Midterm Exam Study Period

35. They get smarter… Midterm Exam Study Period

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

37. What they download…

39. Weekly visits, according to students

40. 24  = 52550

41. Weekly visits, according to students 24  = 52550

42. Website Visits

43. On-Campus Website Visits

44. Students study at home! On-Campus Website Visits

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

51. 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)

52. 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

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

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

58. 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

61. Lecture Streams

62. Test Lecture Streams

63. Test Exam Lecture Streams

65. Procrastination? Day of Lecture

66. Exam Procrastination? Day of Lecture

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

68. 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

70. 10 GB/day Lecture Downloads via i-Tunes

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

73. Visits to Course Website i.e. students are not changing their habits, just using a different device to see the lectures

75. YouTube

82. Confluence of things… 1.The need to use technology because of student numbers 2.The development of appropriate technology 3.On-campus technical support

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

84. Confluence of things… 1.The need to use technology because of student numbers 2.The development of appropriate technology 3.On-campus technical support 4.Acceptance by students

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

86. 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

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

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

89. 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

90. 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

91. 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