ChemDraw, iPads, and collaboration tools in the classroom


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Results of a joint PerkinElmer and McGraw-Hill Education pilot at the organic chemistry undergraduate level that – ACS Indianapolis – September 8, 2013

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ChemDraw, iPads, and collaboration tools in the classroom

  1. 1. 11 © 2009 PerkinElmer© 2009 PerkinElmer© 2009 PerkinElmer ChemDraw, iPads, and collaboration tools in the classroom: Results of a joint PerkinElmer and McGraw-Hill Education pilot at the organic chemistry undergraduate level Hans Keil, PerkinElmer Layne Morsch, PhD, University of Illinois Springfield Patrick Diller, McGraw-Hill Education Robin Smith, PerkinElmer September 8th, 2013 – ACS Indianapolis
  2. 2. 22 Where we started: 1. Desire to innovate a well-established chemical structure drawing software 2. Mobile development unlocks innovation: Flick-to-Share collaboration service 3. New market opportunities: education A true partnership between Industry and Education ChemDraw in the Classroom Where we finished: 1. Strong student engagement level 2. Need for classroom integration 3. Two professors who wish to continue employing ChemDraw in the classroom
  3. 3. 33 General Background: Tablets in Education
  4. 4. 44 Algebra iPad app: 19% improvement in test scores Riverside Unified School District + Houghton Mifflin Harcourt Pilot “Kids in charge” Comparing student performance, over 78% of students using HMH Fuse scored Proficient or Advanced on the state test, compared to only 59% of their fellow students at Earhart – a difference of 19%
  5. 5. 55 862 Juniors and Seniors, plus 38 teachers, surveyed  Students: How do you use your iPad in class for learning?  88% interacting with websites and apps  58% online textbooks  86% taking notes  75% collaborating with others  Students: Connection to learning  89% agreed or strongly agreed that having the iPad has enhanced their learning experience  85% students felt increased engagement in the learning process  Teachers: Connection to teaching  95% reported a significant impact of iPad on helping them as a teacher “I can’t remember what it was like to learn without this. Honestly, it seems like the old way of learning (without the iPad) was a long time ago.” Student Body President Steven Wilbanks High school students rely on iPads to do more Survey of a High School 1:1 iPad Program: Eanes, TX
  6. 6. 66 University of California, Irvine School of Medicine Specialized Use of Tablets at University Level
  7. 7. 77 63% of college students polled own the iPad, 26% the Kindle Fire, and 15%the Samsung Galaxy Tab Increasing Penetration of Tablets at the College Level Over 25% of students own a tablet…63% are iPads
  8. 8. 88 ChemDraw for iPad Pilot – McGraw-Hill Education Perspective
  9. 9. 9 Lecture Instructor responsibility. Introduce them to the material and tell them what is important. Assessment Instructor responsibility. Online homework, quizzes, tests. Learning Student Responsibility Variables in Education Process
  10. 10. 10
  11. 11. 11 • 14% Freshman spend more than 26 hours a week preparing for classes • 52% Freshman spend less than 15 hours a week preparing for classes • 9% Freshman spend less than 5 hours a week preparing for classes • 13% Seniors spend less than 5 hours a week preparing for classes Hours are for studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities over all courses National Survey of Student Engagement, 2011
  12. 12. 12
  13. 13. 1313 ChemDraw for iPad Pilot – Background, Framework, and Results
  14. 14. 1414 Shift in industry from desktop to mobile computing Mobile apps = simplicity Simplicity = education opportunity  Educators familiar with ChemDraw New market requires partnership  McGraw-Hill Education  120,000 students using ChemDraw Web  February: demo iPad apps for ChemDraw and Chem3D Pilots  Small, summer courses  Professors willing to adopt technology The evolution of a popular desktop software PerkinElmer Background
  15. 15. 1515 Pilot Classroom Details Dr. Michael Lewis Dr. Layne Morsch Saint Louis University University of Illinois Springfield July 2 - 26, 2013 June 3 – July 26, 2013 Pilot Length - 4 weeks Pilot Length - 8 weeks Class Size 30 students Class size 15 students Used app to give extra credit problems in class Used app for in-class exercises
  16. 16. 1616 Initial calls 6 weeks before class Demonstrations of ChemDraw and Flick-to- Share capabilities  Flick-to-Share = Quick collaboration Supplying iPad and ChemDraw app for all students and the professor Usability review with focus group PerkinElmer R&D review McGraw-Hill Education review with focus group Pilot Framework
  17. 17. Course Overview  Began teaching from iPad fall 2012  Teach using a lecture plus problem solving format  Pilot in summer class with 18 students
  18. 18. Classroom Use  In class problem solving  Exam questions  Student groups studying outside class
  19. 19. Improved Learning Environment  100% engagement in problem solving  Students learn to draw more accurate mechanisms  Students gain extensive experience with ChemDraw
  20. 20. Difficulties  Slower to draw reactions/mechanisms than freehand  No text tool  Individual Flick only  Note Taking  Manual analysis of responses  Not letting students flick to each other
  21. 21. Newest Version  Increase # and type of arrows  Text Tool  Group Flick
  22. 22. Future Development  Improved free hand writing capabilities  Organization/automation of responses  ChemDraw Web  iPad Integration
  23. 23. 1. ChemDraw for iPad’s ability to individually draw structures in class and immediately send them to the professor (versus going up to the chalkboard) enhances classroom engagement and learning. 2. The ability to take notes directly on ChemDraw for iPad is essential for professors to effectively teach class material and for students to learn it. All students were observed writing in their paper notebooks for this purpose (sometimes redrawing structures). 3. Students found it easy to draw structures using ChemDraw for iPad, but overall satisfaction dropped over time due to lack of integration with lecture notes and sharing with groups. 4. Flick-to-Share must integrate group sending and provide helpful ways to view and sort received ‘Flicks’. Both Professors and students actively requested these features. ChemDraw for iPad in the Classroom | Top Findings
  24. 24. Saint Louis University 1 Week of Use (n=21) Ease of Drawing Structures Overall Satisfaction Perceived Usefulness Ease of Sharing Structures “After playing around with it… it is very easy to figure out and and use.” “Good for basic structures.” “Tapping with finger is much easier than clicking and dragging.” “The app is super user friendly but I’m still trying to figure out how to use some of the features.” “It is slower then drawing by pen and paper.” “Overall the app is very user friendly.” “I am able to save important reactions and use the documents like flashcards.” “It is helpful, but it takes some adjustments to use the app correctly and it has a few features that could be improved.” “A few minor tweaks may need to be done with collisions and the brush icon.” “It would be nice to have a ‘writing pen’ tool so you could create handwritten labels.” “It’s nice to have because it makes participating in examples easier.” “It aids my learning experience.” “Since in ‘Orgo’ we have a lot of reactions and mechanisms it's useful to have a clear way of drawing all of them.” “Helpful for sharing and checking work but I find it easier and quicker to just use pen and paper.” “It is very useful, but still need to take notes on paper” “It would be nice if the saved files could be viewed in a larger window with folders for easier access when opening.” “Amazingly easy and perfect!” “Easy with the direct email link.” “Email is fine, but can get cluttered in the inbox. Sending multiple files at once from a gallery is better.” “Would enjoy a network to sign in through classes and have a group Dropbox type thing.” Student Evaluation Details | Saint Louis University 5.55.4 1 Low High 7 6.0 6.1 1 Low High 7 1 Low High 7 1 Low High 7
  25. 25. Student Evaluation Details | University of Illinois University of Illinois 6 Weeks of Use (n=7) Ease of Drawing Structures Overall Satisfaction Perceived Usefulness Ease of Sharing Structures “After you understand what you are drawing it is not difficult to draw.” “I like how it fixes molecules and tells you if you do something that isn't possible.” “Very versatile.” “It is quite annoying to have to switch from paper to iPad app when note taking.” “The arrows are not very user friendly in that I cannot draw them precisely.” “It is very helpful and allows me to get corrected when I am doing something wrong. “ “I am not much of a technology person but ChemDraw for iPad is actually very handy!” “It is hard to go back and forth between my notes and then trying to transition to the iPad. It would be much easier if it was integrated.” “Still a lot of more need to be worked out (such as) making it more of a cohesive app for using in class.” “It is useful when drawing and when you can Flick it.” “It’s hard to switch back and forth between notes and iPad.” “I honestly didn't really find any use to using the ChemDraw for iPad in class. I hand write everything.“ “Better integration with the lecture would have made the experiences MUCH better.” “It’s useful just not very convenient in having just one item (on iPad) to use in class.” “We have only been able to Flick-to- Share to Dr. Morsch and that is very limiting.” “It would be great to Flick to the whole class or an individual classmate.” “It would be better if Flick-to-Share could go to classmates and or a discussion board so we can talk amongst ourselves.” “It’s easy to share with teacher, wish we could share with classmates.” “Not able to Flick-to-Share to more than one person at a time.” 5.0 4.6 4.35.1 1 Low High 71 Low High 71 Low High 71 Low High 7
  26. 26. 2626 Capitalize on engagement strengths More closely integrate into the classroom setting  Recent update of ChemDraw for iPad  Text, orbitals, group Flick-to-Share, templates, more sharing capabilities  Integration with complementary technologies  Collaboration  Moxtra  Note-taking  Evernote  File Sharing  Dropbox  3D Printing  STL to MakerBot  More pilots, more learning  Gann Academy (high school)  ChemDraw Web  Wider usage for “laptop generation” Iteration, partnership, innovation Take Away and Next Steps
  27. 27. 2727 Dr. Michael Lewis, St. Louis University Dr. Layne Morsch, University of Illinois Springfield Patrick Diller, McGraw-Hill Education Jennifer McCormick, User Experience Robin Smith, PerkinElmer R&D Leader Dr. Phil McHale, PerkinElmer Product Manager Dan Oberlin and the entire PerkinElmer R&D team Acknowledgments