1. Getting active learning into the general chemistry classroom Darin J. Ulness Department of Chemistry Concordia College Moorhead, MN

2. 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).

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

4. Students purchase the course notes at the beginning of the semester. Each class period a set of videos is assigned. The videos are segments typically 5-15 min long. A short quiz over the content of the videos is administered during the first 5 min of class. A typical class period then proceeds 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.

5.  The lecture capture process Tools we used Smart board Video Challenges:  Recording process  Video storage and streaming  Access to expertise  File naming  Contingency planning

6. Considerations and Project Requirements  Simple  Accessible  Scalable  Flexible  Co-branding  Positive perception

10. Video Smart board

20. 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

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

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

23. IT help Patti Heisler Andrew Goodwin Wade Iverson Mike Knoodle Ron Balko Student TAs Torey Prahl John Head Julia Liebl