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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 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


Winner of tag s 2011

Winner of TAG’s 2011 Chemistry: Reflections, Observations, and Discussions on Going Mobile

Excalibur Award

for Innovative Use of Educational Technology


One grant two studies
One Grant  Two Studies Chemistry: Reflections, Observations, and Discussions on Going Mobile

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


Overview of organic itouch study
Overview of Organic Chemistry: Reflections, Observations, and Discussions on Going Mobile iTouch Study

  • GGC Vision and Mission

  • Rationale/Literature Review

  • Timeline/Description of Project Design

  • Quantitative Results

  • Qualitative Results


Ggc vision and mission

School of Science and Technology Chemistry: Reflections, Observations, and Discussions on Going Mobile

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


Adapt to today s students to make chemistry and biology easier
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


Flashcards cellphone
Flashcards + EasierCellphone???

  • 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


A preference for cellphones
A Preference for EasierCellphones

  • 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


Evolution of Organic Chemistry Easier

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


1 st generation of flashcards
1 Easierst 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


1 Easierst Generation of Flashcards

“Front”

“Back”

Ether

example:

School of Science and Technology


Pros/Cons to EasierCellphone 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


Itouch project fall 2010
iTouch Easier 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.


Quantitative results fall 2010
Quantitative Results Fall 2010 Easier

  • 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


Quantitative results fall 2010 chemistry attitude
Quantitative Results Fall 2010 – EasierChemistry 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


Quantitative results fall 2010 chemistry attitude1
Quantitative Results Fall 2010 – EasierChemistry 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


Quantitative results fall 2010 chemistry attitude cell usage
Quantitative Results Fall 2010 – EasierChemistry 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


Quantitative results fall 2010 chemistry attitude performance
Quantitative Results Fall 2010 – EasierChemistry 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


Quantitative results fall 2010 conclusions
Quantitative Results Fall 2010 Easier–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!


Quantitative results possible issues
Quantitative Results: EasierPOSSIBLE 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!


Qualitative results interviewee demographics
Qualitative EasierResults – 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


Summary – EasierCellphone Cards Users

School of Science and Technology


Summary – EasieriTouch Users

School of Science and Technology


Trends in interviews
Trends in Interviews Easier

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


Brenda mobility varied learning modes
Brenda: Mobility + Varied Learning Modes Easier

  • 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


General indications
General Indications Easier

  • 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


Podcasts of Lecture Easier& Lab Content; Flashcards


Tutorial Podcasts Easier

Podcasts on Computer

Podcasts on Cell Phone

Watch video clips


School of Science and Technology Easier

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


Reaction flashcards
Reaction Flashcards Easier

  • Some rote memorization needed in Organic Chemistry

  • Instructor developed flashcards

  • Can be viewed on multiple platforms, multiple OS

Watch flashcard clips


GGC EasieriTouch Website



Change in focus information delivery to information processing
Change in Focus: Information Delivery to Information Processing

  • Previous:

  • Lecture podcasts

  • Lab technique videos

  • Reaction flashcards


Change in focus information delivery to information processing1
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



Learnsmart mobile app
LearnSmart Processing Mobile App


Facebook page
Facebook Page Processing


Drawing flashcards
Drawing Flashcards Processing



One stop shop webpage
One-Stop Shop ProcessingWebPage


Future directions
Future Directions Processing

  • Expand study

    • multiple mobile platforms

    • iPads / tablets

    • Technology rich classroom experience

  • Refocus Interviews

    • Examine ways in which resources are used


Thank you

Thank You! Processing

Mai Yin Tsoi, Ph.D

[email protected]

(678) 524-7992


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