Natalie Rowley, School of Chemistry 21 Feb 2013, Lectures without Lecturing workshop Learning Through Enquiry

Overview Enquiry-Based Learning (EBL) Traditional Approach EBL Approach Assessment and Evaluation Lecture Flipping – Early Findings Useful Resources

Enquiry-Based Learning (EBL) Broad umbrella term for learning approaches driven by a process of enquiry Students are actively involved in the learning process

First Year Spectroscopy

Traditional Teaching Approach 6 x 1 hour lectures (how techniques work and introduction to interpretation of their spectra) 6 x 2 hour workshops in parallel (practice interpreting spectra – whole class, ca. 4 PG demonstrators) Assessed worksheet End of year examination

EBL Approach Groups of ~ 6 students (selected by us) Ice breaker 4 scenarios – online and PG / staff facilitation 4 lectures – explaining how theory underpins interpretation of spectra End of year examination

EBL Ice Breaker General Science quiz Group Rules Establish levels of prior knowledge Action plan for introductory task

Waste Disposal Scenario In role as team of graduate chemists in fictional analytical department Unlabelled chemical waste found in disused laboratories Identify 6 compounds from spectra to enable safe disposal

Down The Drain Scenario Dead fish found in nearby river due to unknown chemical waste Identify 8 compounds from spectra to determine the pollutants

Carbonyl Conundrum Scenario Report discovered containing identity of compounds recently analysed and their spectra, but accidentally mixed up paperwork Assign 24 spectra to 6 compounds

Reaction Dilemma Scenario from fictional PG student (with authentic spectra) Carried out reaction but not sure if obtained correct product … Wrong compound sent by supplier (different groups have different compounds, but all consistent with PG results)

Learning Outcomes By the end of this course students should be able to: –Interpret simple mass, infrared, 13 C and 1 H NMR spectra –Understand how the spectroscopic techniques work –Be independent learners –Work as a team member in a group

Facilitation and Location Ca. 140 students (24 groups) Use 2 adjacent rooms with tables and movable seating 5 PG demonstrators, each assigned 4/5 groups (fixed facilitators) Member of staff is floating facilitator during sessions and online facilitator between sessions (each group has own discussion area in VLE)

Assessment Procedures: 12.5% Continual Assessment: Down the Drain scenario 5% (Group report 4.5%, Group contribution 0.5%) Carbonyl Conundrum 2.5% (Online group assessment) Reaction Dilemma 5% (Group report 4.5%, Group contribution 0.5%)

Evaluation (for pedagogic research) Questionnaires –Likert scale questions –Short answer questions Focus group with undergraduates Interview with PG demonstrator (Exam question results)

Feedback It gives you freedom to think for yourself and gives you the opportunity to find the answers yourself Helped build my confidence when working in groups. Other people help me on things I havent learned before It introduced a new way of attacking problems and learning on job style was nice I like the idea of doing our own research to solve the identity of the compound

LECTURE FLIPPING - EARLY FINDINGS

Lecture Flipping Lecture content delivered pre-lectures usually through screencasts (Camtasia*) Accompanied by short online (WebCT) pre- lecture MCQs to assess knowledge prior to lectures and short answer question for students to identify areas of difficulty (Just- in-Time teaching approach) * Thanks to Simon Lancaster and David Read for helping me to get started using this

Face-to-face time used for focussing on areas which students identified as being difficult Interactive problem solving e.g. clicker questions (TurningPoint) and past paper questions

Feedback Seeing the video before the lecture really helps me to understand the content and allows me to ask any questions during the lecture Really like how we follow the lectures online first and then go over problems in class The pre-lecture videos are really good, and the class tutorials are interactive and a good reinforcement to our learning

Acknowledgements Tim Lucas (Chemistry, Birmingham) Liam Cox (Chemistry, Birmingham) Mike McLinden (Education, Birmingham) Jon Green (Biosciences, Birmingham) Tina Overton (Hull) Norman Reid (Glasgow, Emeritus) Derek Raine and Sarah Symons (Leicester, McMaster) Students at the University of Birmingham University of Birmingham for funding

Further Information on EBL in Presentation Enquiry-based learning: experiences of first year chemistry students learning spectroscopy T. Lucas and N.M. Rowley, Chem. Educ. Res. Pract. 2011, 12,

Further General Information on PBL PossiBiLities: a Practice Guide to Problem based Learning in Physics and Astronomy Derek Raine and Sarah Symons (2005) 080_possibilities_problem_based_learning_in_physics_and_astronomy _mar_2005.pdf

Useful Resources Resources for Context- and Problem-Based Learning in Chemistry resources/context-and-problem-based-learninghttp:// resources/context-and-problem-based-learning Centre for Excellence in Enquiry-Based Learning

Further Information on Lecture Flipping E E Just-in-Time Teaching: Blending Active Learning and Web Technology Gregor Novak, Evelyn Patterson, Andrew Gavrin, and Wolfgang Christian, Prentice–Hall, Upper Saddle River, NJ, 1999

Further Information on Lecture Flipping Peer Instruction: A Users Manual Eric Mazur, Prentice–Hall, Upper Saddle River, NJ, 1997