Table Of ContentTeaching and the Internet:
The Application of Web Apps,
Networking, and Online Tech for
Chemistry Education
1270
ACS SYMPOSIUM SERIES
Teaching and the Internet:
The Application of Web Apps,
Networking, and Online Tech for
Chemistry Education
Michael A. Christiansen, Editor
Utah State University, Uintah Basin Campus
Vernal, Utah
John M. Weber, Editor
Utah State University Eastern
Price, Utah
Sponsored by the
ACS Division of Chemical Education
AmericanChemicalSociety,Washington,DC
DistributedinprintbyOxfordUniversityPress
LibraryofCongressCataloging-in-PublicationData
Names:Christiansen,MichaelA.(MichaelAndrew),1979-editor.|Weber,John
M.,editor.|AmericanChemicalSociety.DivisionofChemicalEducation.
Title:TeachingandtheInternet:theapplicationofwebapps,networking,
andonlinetechforchemistryeducation/MichaelA.Christiansen,editor
(UtahStateUniversity,UintahBasinCampus,Vernal,Utah),JohnM.Weber,
editor(UtahStateUniversityEastern,Price,Utah);sponsoredbytheACS
DivisionofChemicalEducation.
Description:Washington,DC:AmericanChemicalSociety,[2017]|Series:ACS
symposiumseries;1270|Includesbibliographicalreferencesandindex.
Identifiers:LCCN2017052432(print)|LCCN2017053272(ebook)|ISBN
9780841232716(ebook)|ISBN9780841232723
Subjects:LCSH:Chemistry--Computer-assistedinstruction.|Chemistry--Study
andteaching.|Web-basedinstruction.
Classification:LCCQD40(ebook)|LCCQD40.T419552017(print)|DDC
540.71--dc23
LCrecordavailableathttps://lccn.loc.gov/2017052432
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Foreword
The ACS Symposium Series was first published in 1974 to provide a
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Contents
Preface.............................................................................................................................. ix
1. Facebook:AnAvenuetoReflectiveDiscussionsthroughCaseStudies.............. 1
AndreaM.Geyer
2. RoleofiOSandAndroidMobileAppsinTeachingandLearning
Chemistry................................................................................................................ 19
GaneshH.Naik
3. ApplicationofSocialMediainChemistryEducation: Incorporating
InstagramandSnapchatinLaboratoryTeaching.............................................. 37
RachelRuiXiaLim,AlinaSihuiAng,andFunManFung
4. UsingDesktopStreamingToBringReviewSessionsOnline ............................. 55
M.K.Mann
5. UsingTechnologyToFlipandStructureGeneralChemistryCoursesata
LargePublicUniversity:OurApproach,Experience,andOutcomes ............. 75
MelissaA.Deri,DonnaMcGregor,andPamelaMills
6. WhatWorkedforMe: LatestTrendsinTechnology-EnabledBlended
LearningExperience(TEBLE)............................................................................. 99
FunManFungandAaronRosarioJeyaraj
7. EstablishinganInstructorYouTubeChannelasanOpenEducational
Resource(OER)SupplementingGeneralandOrganicChemistry
Courses.................................................................................................................. 115
DouglasM.Jackson
8. OnlineToolsforTeachingLargeLaboratoryCourses: HowtheGENI
WebsiteFacilitatesAuthenticResearch............................................................. 137
BenjaminJ.McFarland
9. TheApplicationofDronesinChemicalEducationforAnalytical
EnvironmentalChemistry................................................................................... 155
FunManFungandSimonWatts
10. BacktoBasics:PrinciplesofTeachingThatWillNeverExpire ..................... 171
MichaelA.Christiansen
Editors’Biographies .................................................................................................... 187
vii
Indexes
AuthorIndex ................................................................................................................ 191
SubjectIndex................................................................................................................ 193
viii
Preface
ThecentralpremiseofChristensenandEyring’s2011book, TheInnovative
University, might have seemed like a jarring thunderclap to unprepared
administrators or faculty. In it, the authors point out that online education and
its accompanying digital technologies represent a heretofore-nonexistent form
of disruptive innovation. They also predict that these new technologies will
dramatically alter how we teach and may even imperil some postsecondary
institutions that resist adjusting and integrating these new tools to their full
advantage.
Questionsaccordinglyariseforuseducators,suchas:shouldIadaptandbetter
incorporateonlineorotherdigitaltechnologiesintomyteaching? Ifso,whichones
shouldIuse,andhowcanIbestdothat? Ifnot,whynot? Andmoreforebodingly,
is it possible, in an increasingly competitive global market of online educators,
thatthosewhoresistnewteachingtoolsmayonedaybereplacedbythosewhodo
not?
Sensitive to the possible future educational revolution that new online tools
may portend, we organized a one-session symposium at the 252nd American
Chemical Society (ACS) National Meeting in Philadelphia, held on August 25,
2016. Thesession’stitlewas“Present&FutureImpactoftheInternet,WebApps
&High-SpeedNetworkingTechnologyonLocal&GlobalChemistryEducation.”
Our symposium’s purpose was to share ways in which new technologies,
suchascollaborativewebapps,podcasting,onlinevideos,andsocialnetworking
sites,arecurrentlybeingusedintheuniversityclassroom. Therewereadditional
discussions centered on questions like, “How are such technologies impacting
ourstudentsandtheglobalcommunity?”And,“Whatwillthefutureofchemistry
education look like; as such tools become increasingly common?” The session
featured talks by eight university educators with diverse expertise in employing
online and other digital resources in their chemistry classrooms. The topic’s
timelinessandinterestlevelapparentlymadeitwell-suitedforanACSsymposium
series volume, as we received an invitation to assemble the book before our
sessionhadeventranspired.
ix
