P492: Teaching with touch-screen textbooks

Author: Brett McCollum, Mount Royal University, Canada

Co-Author:

Date: 8/5/14

Time: 9:35 AM9:55 AM

Room: MAK B1110

Related Symposium: S44

Touch-screen tablets, such as the iPad, are changing the way students learn with built-in cameras, microphones, and internet access. However, much of the transformation of the past four years has been in the K12 system. Three authoring and dissemination tools available for the iPad have positioned tablets to transform higher education over the next decade. Using the Reflector software, up to six groups of students can project their tablet screen to the lecture hall VPU. In-house developed books for the iBooks app bring the element of interactivity to reading assignments, and can be selectively distributed to only your class or the whole world. Although more challenging to learn, XCode allows educators to create their own apps. Using a combination of in-house developed iBooks and the iOS app Organic Chemistry Nucleophilic Substitution Reactions students at Mount Royal University have engaged with their course material in new ways. Additionally, Reflector has been used in both 1st and 2nd year chemistry to instigate flipped-classroom experiences. Discussion will focus on the ways these tools are being used in chemistry and the lessons learned.

P87: Identifying student experiences with molecular representational competence training technologies

Author: Brett McCollum, Mount Royal University, Canada

Co-Author: Ana Sepulveda and Yuritzel Moreno, Mount Royal University, Canada

Date: 8/3/14

Time: 3:40 PM4:00 PM

Room: LTT 103

Related Symposium: S13

We have previously reported that students who have access to manipulable molecular ball-and-stick representations (such as those in the Molecules app on the iPad) in combination with physical models and structural formulae demonstrate a measurable increase in visuospatial and representational competence skills relative to their peers who used printed textbook-style images with physical models and structural formulae. These increases were detected after only 15 minutes of structured learning. To gain a better understanding of student experiences and preferences when using multiple external representations (MERs) for molecular structure, talk-aloud interviews were conducted during Fall 2013 and Winter 2014. Participants (n = 20) were enrolled in General Chemistry I at the time of the interview. Participants described their experiences using each technology / representation and selected their preferred approach for a final assessment. Using phenomenography the learners’ described experiences were organized into categories, which were then compared with observations/data from other sources including: visualization pre-assessment using Shepard and Metzler type mental rotation stimuli, survey on experience with mobile touch-screen technologies, video recording of the interview, iPad screen recording, and participant performance on the assessments.