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Incorporating the iPod Touch Device in Undergraduate Organic Chemistry: Reflections, Observations, and Discussions on Go

Incorporating the iPod Touch Device in Undergraduate Organic Chemistry: Reflections, Observations, and Discussions on Going Mobile . USG 40 th Annual Computing Conference, Rock Eagle 2011. Drs. Mai Yin Tsoi, David Pursell Richard Pennington, Joseph Sloop, Julia Paredes.

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Incorporating the iPod Touch Device in Undergraduate Organic Chemistry: Reflections, Observations, and Discussions on Go

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  1. Incorporating the iPod Touch Device in Undergraduate Organic Chemistry: Reflections, Observations, and Discussions on Going Mobile USG 40th Annual Computing Conference, Rock Eagle 2011 Drs. Mai Yin Tsoi, David Pursell Richard Pennington, Joseph Sloop, Julia Paredes School of Science and Technology

  2. Winner of TAG’s 2011 Excalibur Award for Innovative Use of Educational Technology

  3. One Grant  Two Studies Study A: Use of iTouch in Organic Chemistry Course Study B: Development of App in an Interdisciplinary Project Organic Class = client Hiring of ITEC Class for project Modeling real-world Software Development App helps Organic students learn Interviews / Surveys • Videos • Flashcards • Student Surveys • Student Interviews • Class Quizzes

  4. Overview of Organic iTouch Study • GGC Vision and Mission • Rationale/Literature Review • Timeline/Description of Project Design • Quantitative Results • Qualitative Results

  5. School of Science and Technology GGC Vision and Mission GGC Vision1 • learning takes place continuously in and beyond the classroom • innovative use of educational technology • integrated educational experience that develops the whole person • wellspring of educational innovation • dynamic learning community • faculty engagement in teaching and mentoring students • innovative approaches to education SST Mission2 . . . provides an innovative, engaging, outcomes-based learning experience for students in science courses . . . (charge from Dean Thomas G. Mundie) 1Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology

  6. Adapt to Today’s Students To Make Chemistry and Biology Easier • Students often find Chemistry and Biology challenging • Learning is more tied to technology • Technology enhances learning experience IF used • Take the work load to the student, • keep the busy work out of learning School of Science and Technology

  7. Flashcards + Cellphone??? • Flashcards  memorization • Repetition is key! • Rare: carry flashcardseverywhere • Common: carry cell phones everywhere! • Why not take advantage of the learning potential?!? School of Science and Technology

  8. A Preference for Cellphones • Lower cost of ownership versus Laptops • Can expect access outside school • May lead to more “access” of material = more review/learning • Small learning curve • Multimedia • Higher motivation, engagement, time on task Achievement Sturgeon, J., T H E Journal, 2007, 34, 16-18. School of Science and Technology

  9. Evolution of Organic Chemistry iTouch Project Cell Phone Flash Cards and Airliner Videos (2007-2009) iTouch Project (2010) Flash Card Improvement Airliner Video Reformatting Laboratory Technique Podcast Production iTouch Website Development TsoiChem App Development Mobile Enabled Learning (2011) Facebook  Online HW Learning App Practice Flashcards

  10. 1st Generation of Flashcards “I always have my phone, now I always have my flash cards.” • Cell phone with PowerPoint Mobile • Cards organized by text chapter • Format of cards is flexible • Provide students a semester worth of cards at beginning of term • Encourage use during homework, problem solving sessions, and lab • Phones not allowed on graded events School of Science and Technology

  11. 1st Generation of Flashcards “Front” “Back” Ether example: School of Science and Technology

  12. Pros/Cons to Cellphone Flashcards • “seamless learning contexts”1 • “one-to-one” learning2 • Tailored to class needs • preliminary empirical data: positive • Access • Software/hardware compatability • Limited by Powerpoint issues 1Looi, C. et al. (2010) Mobilizing the Research. Education Week, 29, 6, p 34, 36. 2 Banister, S. (2010) Integrating the iPod Touch in K-12 Education: Visions and Vices. Computers in the Schools, 27, 2, p 121-31

  13. iTouch Project – Fall 2010 • Internal GGC Grant = $5000 • Purchased 25 Apple iTouch devices • Distributed to 2 class sections • Voluntary Participation • Demographic Survey • Chemistry Attitude Survey (CAEQ)1 • Surveys after each quiz • Interviews of selected students 1. Dalgety, J. et al. (2003) Development of Chemistry Attitudes and Experiences Questionnaire. Journal of Research in Science Teaching, 40, 7, p 649-668.

  14. Quantitative Results Fall 2010 • No significant difference in quiz scores • By gender • By age • By race • Results skewed due to teacher effects • Student reported use varied widely School of Science and Technology

  15. Quantitative Results Fall 2010 – Chemistry Attitude • Chemistry Attitude (CA)– measure of • self-efficacy in chemistry-related tasks • CA change – difference between CA at start and at midterm of semester • Technology Attitude (TA)—measure of self-efficacy in using technology School of Science and Technology

  16. Quantitative Results Fall 2010 – Chemistry Attitude • No gender differences in CA change • CA change at Start correlates negatively with CA change at Midterm (p < 0.004) • The higher CA at start, the less change at midterm • As Age increases, CA change decreases significantly (p = 0.068) School of Science and Technology

  17. Quantitative Results Fall 2010 – Chemistry Attitude & Cell Usage • As Cell Usage increases, CA change increases significantly (p =0.029) • In Non–iTouchsections, no correlation between Cell Usage and CA change (p = 0.624) • In iTouch section, correlation between Cell Usage and CA change significant • (p = 0.059) School of Science and Technology

  18. Quantitative Results Fall 2010 – Chemistry Attitude & Performance • Quiz 11.2: iTouch students with higher CA did betterthan iTouchstudents who had lower CA • iTouchstudents did better on Quiz 11.2 than non-itouch students (p = 0.001) • Quiz 11.2 – directly related to reaction flashcards • Higher CA midterm correlates with less usage for all chapters • Higher TA midterm correlates with more usage for all chapters School of Science and Technology

  19. Quantitative Results Fall 2010 –Conclusions • Those who had high CA did not increase in CA much • Older students did not have as much change in CA. Resistant to changes in beliefs? • Assuming Cell usage = technology comfort: • High Cell Usage + iTouch = CA increase • High Cell Usage + no iTouch = no CA increase • Having iTouch increased the CA of students who are very comfortable with technology iTouch makes a difference in student attitude!

  20. Quantitative Results:POSSIBLE ISSUES • Low number of students • Limited content resources • Quizzes not directly linked to iTouch resources • Usage not regulated/documented • Steep learning curve – students AND faculty!

  21. Qualitative Results – Interviewee Demographics • Ages: 21 to 28 years old, self-selected • Allen: Asian male • Keith: Asian male • Dora: Caucasian female • Valerie: Caucasian female -------------------------- • Phung – Asian female • Brenda – Caucasian female • Matt – Caucasian male School of Science and Technology

  22. Summary – Cellphone Cards Users School of Science and Technology

  23. Summary – iTouch Users School of Science and Technology

  24. Trends in Interviews If technology supported learning/study style  USE If learning style was not enhanced by technology  NO USE iTouch added “study purpose” to use Study purpose affected how iTouch used Prior technology experience NOT a factor School of Science and Technology

  25. Brenda: Mobility + Varied Learning Modes • MT: Would you say that having this mobility, being able to access this material more, has an impact on your learning of this material and if so, why? • BB: Absolutely, because it’s just readily available. I study when I can and I study a lot. I like watching (the professor) write the problem because I’m watching him do it, I’m listening to him say it, it’s all coming out onto the screen for me, step by step

  26. General Indications • Students enjoy iTouch • Age/technology experience • plays role • iTouch impacts attitude • Low n, low power = some patterns not salient • Learning style/purpose impacts use (or lack of) of iTouch as learning tool School of Science and Technology

  27. Podcasts of Lecture & Lab Content; Flashcards

  28. Tutorial Podcasts Podcasts on Computer Podcasts on Cell Phone Watch video clips

  29. School of Science and Technology Laboratory Technique Videos • Students watch videos outside of lab class • Expectation: learn theory and techniques • iTouch/mobile devices enabled in-lab, real time viewing • non-iTouch students used laptops Watch video clips

  30. Reaction Flashcards • Some rote memorization needed in Organic Chemistry • Instructor developed flashcards • Can be viewed on multiple platforms, multiple OS Watch flashcard clips

  31. GGC iTouch Website

  32. New Additions – Fall 2011

  33. Change in Focus: Information Delivery to Information Processing • Previous: • Lecture podcasts • Lab technique videos • Reaction flashcards

  34. Change in Focus: Information Delivery to Information Processing • ADDED: • Online Homework system (publisher generated) • Mobile app for review (publisher generated) • Facebook Page – Social Networking • Drawing Flashcards – Senior Project, Natasha Craft • One-Stop Website for all Multimedia Resources

  35. CONNECT Online Homework

  36. LearnSmart Mobile App

  37. Facebook Page

  38. Drawing Flashcards

  39. Drawing Flashcards-Flashcards Deluxe App

  40. One-Stop Shop WebPage

  41. Future Directions • Expand study • multiple mobile platforms • iPads / tablets • Technology rich classroom experience • Refocus Interviews • Examine ways in which resources are used

  42. Thank You! Mai Yin Tsoi, Ph.D mtsoi@ggc.edu (678) 524-7992

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