1. P291: Flipped Teaching in Organic Chemistry Layne A. Morsch, PhD University of Illinois Springfield 2014 Biennial Conference on Chemical Education Grand Valley State University, Allendale, MI August 4, 2014

2. How Did I Get Here?  Fall 2013  Matt Stoltzfus – Best use of face time with students – What is the hardest thing you ask students to do each week? When do they do it?  Danae Quirk-Dorr – Tips on implementing flipped teaching

3. Previous Classroom Style  Summer 2013 – Organic 1 – lecture format – Began incorporating technology into lecture with ChemDraw for iPad and Flick- to-Share  Fall 2013 – Organic I – lecture format – Began use of electronic homework, ebook – McGraw-Hill Connect and LearnSmart – ChemDraw with Flick-to-Share in class

4. Spring 2014 – Organic II – flipped format – All lectures recorded using Camtasia Studio, Bamboo tablet, microphone, Autodesk Sketchbook Express – Chapters broken down into multiple videos (length 3:08 to 10:43) Total videos length 6:42:46 Average video length 7:04 Why?

5. 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 Learning@ scale conference, pp. 41- 50. ACM, 2014.

6. Summer 2014 – Organic I – flipped format – All lectures recorded using Camtasia Studio, Bamboo tablet, microphone, Autodesk Sketchbook Express – Chapters broken down into multiple videos (length 3:39 to 29:53) Total videos length 8:48:26

7. Flipped Format cont.  Spring  Quizzes embedded into each video  10 points per chapter given for correctly answering video questions (110/740 points)

8. In Class Problem Solving  In-Class Problem Solving was the focus of the majority of class time  Many problems would be solved individually followed by detailed solutions  Students would be given problems to solve, then were asked to explain the solution to their neighbor

9. Working Problems at Boards  Placed a problem on each board and asked students to come up to solve  Occasionally bribed them with candy if they attempted board problems  Spring/Summer classroom had 6 whiteboards surrounding room

10. Used ChemDraw for iPad and Flick-to-Share  ChemDraw for iPad with Flick-to-Share was used on occasional problems throughout class  Points given for trying “Flick” problems each day in class  Encouraged attendance

11. How does ChemDraw with Flick-to-Share work?  I use Flick-to-Share to create a class group  I can send Flicks to the whole class  They can work out the problem and flick the result back to me  Students that have iPads can Flick to each other while studying

12. Analysis of Classroom Data

14. Average 92.9%

16. Average 95.9%

19. Improved Learning Environment  100% engagement in problem solving  Students get more direction in problem solving with many more examples  Increased professor-student interaction  Points don’t seem to make a difference in participation  Students get a chance to teach each other

20. Difficulties  Some students do not like change  Large time investment to begin (recording and editing all the videos)  Had to redefine my classroom preparation – Still working on this  Defining my expectations

21. Next Steps  Analyze learning gains  Expand methods of engagement – All students will have iPads for Fall Semester – Use Explain Everything to have students create video vignettes

22. Acknowledgments  Dr. Matt Stoltzfus, The Ohio State Univerity  Dr. Danae Quirk-Dorr, Minnesota State University, Mankato  Chris Luker, Kent State University  Kara McElwrath, UIS Assistant Director of Client Services  Farokh Eslahi, UIS CIO  UIS Scholarly Presentation Support Program Questions?