Upcoming Symposia

Contact Keith Anliker (anliker@chem.iupui.edu) for additional information

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Presentations accepted for the 20th Biennial Conference on Chemical Education (BCCE) to be held on the campus of Indiana University, Bloomington, Indiana (July 27 - 30, 2008)

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Symposium Title: Effective (and easy) use of podcasts and screencasts in lectures

Description: While many faculty are interested in using podcasts and screencasts to enhance (but not replace) their lectures, it typically appears to be a difficult, time-consuming process. Presentations in this symposium will focus on the "nuts and bolts" of how to easily record podcasts and screencasts with minimal effort and time, as well as some "success stories" in the use of these tools. Attendees will come away with a better idea of how to implement these tools in their lectures.

Title: Screencasting: It looks like a great idea, but how do I do it?

Presenter: Keith S. Anliker

I have been using full-motion video “chalk talks” as a supplement to classroom instruction in my elementary chemistry course since November of 2005. Beginning with web-based distribution of problem-solving movies, I have more recently distributed movies to students on CD-ROM and as “podcasts” for video-enabled ipods, digital media players and cell phones. Students have been very receptive of these movies, and technologies of this type appear to have tremendous potential to help millennial students—especially those who are connected 24/7 and describe themselves as visual learners. If you wanted to make screencasts for your students, how might you proceed? What does it take to create these movies? Should you make your own, or are resources becoming available?

This session will provide a few examples of screencasts that I use, and look at hardware, software, design, and production considerations. A short movie will be created during the session to demonstrate some of the nuts and bolts of creating this potentially valuable supplement to classroom instruction.

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Symposium Title: Enhanced Understanding of Chemical Concepts Through the Use of Analogies

Description: Analogies have an important role in helping students understand the complexities of chemistry. Analogies can be models, pictures, stories, activities using everyday objects... anything that helps a student visualize the abstract. As John Fortman states, "An analogy of an abstract, non-observable, molecular structure or process to a concrete, observable, familiar object or change can help students learn scientific concepts." (John J. Fortman, JChemEd, Vol. 71, No. 1, Jan. 1994, p. 27) Presenters will share the analogies that work best for them and presentations will be organized by related topics.

Title: Goofy analogies enhance understanding, break up lecture and create lasting imagery

Presenter: Keith S. Anliker

Analogies, even with all their imperfect correlations to scientific reality, are an extremely useful way to engage beginning chemistry students and enhance their basic understanding of chemical principles. Many of the analogies that I use in class involve a bit of storytelling, are a little bizarre, and in some cases, are downright goofy. One benefit of this brand of analogy is its ability to provide a short respite during a conceptually challenging discussion. Another benefit is that students seem more likely to remember and apply an analogy that provides a lasting image. We don’t remember the mundane stories, we remember those tales that paint vivid pictures. I have given some of my favorite and most useful analogies names: mugging the waiter, the child safety gate, 67 Olds 442, noses and nostrils, and Reggie Miller vs. Shaquille O’Neal. I’ll describe when and how I use these during lecture and hopefully create some images that participants will find memorable and useful.