UIS Associate Professor and COLRS Faculty Fellow Layne Morsch recently presented the following poster at the 251st American Chemical Society National Meeting in San Diego, CA.
Description: Organic chemistry classes are highly problem solving oriented and can benefit greatly from active learning. Flipped teaching encourages active learning and has been used successfully for 6 terms at UIS to increase student engagement in organic chemistry. During this session, the adoption of a 1:1 iPad program will be described. An overview of how lecture videos were prepared will be provided along with different methods of delivering this content to the students. These video lectures have allowed greatly increased time to work on interactive activities during the face-to-face component of the course. Students take advantage of several hands-on tools including: iTunesU, the ChemWiki, ChemDraw, Socrative, Notability, iBooks, Explain Everything, Adobe Voice, iMovie, and Chairs (an example of gamified chemistry content). Examples will be included of how these tools can be used creatively before class to encourage student preparation and during class sessions to enhance student participation. How each method encourages depth of understanding of organic chemistry and the impact on student interaction levels will be illustrated. Student attitudes will be reported as well as academic performance on internal exams and standardized exams.
COLRS Research Fellow Layne Morsch and his co-author Michael Lewis have a journal article appearing in the June 2015 issue of Journal of Chemical Education. The article, “Engaging Organic Chemistry Students Using ChemDraw for iPad,” discusses the use of the ChemDraw app in increasing student engagement and interactions in the classroom.
ABSTRACT Social presence” can be defined as the ability of participants in online discussions both to perceive other participants as “real people” and to project themselves socially and affectively into the disussion. This paper explores the concept of social presence and its relationship to learning online, through a review of research studies to date investigating these topics and a summary of their findings.
Karen Swan, Scott L. Day, Leonard Bogle, & Traci VanProoyen co-authored a paper entitled “Assessing MOOC Pedagogies” at the World Conference on Education Media, Hypermedia, & Telecommunications, At Tempere, Finland, Volume: 2014, p. 1018-1026.
ABSTRACT The purpose of this project is to characterize the pedagogical approaches taken in various MOOCs. Much has been written about MOOCs, pro and con, but little has been done to empirically review the pedagogical approaches actually taken by specific MOOCs. It should be noted that our goal is to characterize, not evaluate, MOOC pedagogies. Hopefully, once a tool for describing these pedagogies is designed and tested, empirical evidence can distinguish between more and less effective pedagogies. “Assessing MOOC Pegagogies”.
Scott L. Day, UIS Associate Professor and Chair of the Department of Educational Leadership, has a forthcoming chapter in the book Exploring the Effectiveness of Online Education in K-12 Environments. The chapter, entitled Online Learning in Illinois High Schools: The Voices of Principals!, was co-authored with A. Picciano and J. Seaman. The book is edited by R. Hartshorne, T. Heafner, and T. Petty and will be published by IGI Global.
Vickie Cook, Layne Morsch, Ray Schroeder & Michele Gribbins presented “Emerging Technologies for Online Learning” at at 20th Annual Online Learning Consortium International Conference in Orlando, FL in October, 2014.