Cernusca, D., & Forciniti, D. (2011, June), Instructional Videos with Purpose: Compensate, Support, and Challenge Chemical Engineering Students in an Introductory Thermodynamics Course  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18196

\bibitem{asee_peer_18196}
  Cernusca, D., \& Forciniti, D. (2011, June), \emph{Instructional Videos with Purpose: Compensate, Support, and Challenge Chemical Engineering Students in an Introductory Thermodynamics Course}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18196

Dan Cernusca and Daniel Forciniti.  "Instructional Videos with Purpose: Compensate, Support, and Challenge Chemical Engineering Students in an Introductory Thermodynamics Course".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18196 Internet.  10 Jan, 2025

\bibitem{asee_peer_18196}
  Dan Cernusca and Daniel Forciniti.
  "Instructional Videos with Purpose: Compensate, Support, and Challenge Chemical Engineering Students in an Introductory Thermodynamics Course".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18196 Internet.  10 Jan, 2025

@INPROCEEDINGS{asee_peer_18196
author = "Dan Cernusca and Daniel Forciniti"
title = "Instructional Videos with Purpose: Compensate, Support, and Challenge Chemical Engineering Students in an Introductory Thermodynamics Course"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18196}
number = {10.18260/1-2--18196}
}

TY  - CPAPER
AB  -            Instructional Videos with Purpose: Compensate, Support and           Challenge Chemical Engineering Students in an Introductory                             Thermodynamics CourseOne of the challenges that was, it is and certainly will still be faced by the instructor is that of addressingthe relatively large spectrum of student needs without losing the lagers and boring the high achievers.Technology-driven instructional tools were proved useful in addressing this challenge but novelty of thesetools as well as the contextual character of the instructional process place additional burdens on theinstructor. The availability of easy-to-use video capture and video editing technology combined withincreased capability to make these videos available online made small educational videos (often called“courselets”) useful tools for instructors interested in expanding their classroom activities beyond thelecture time (e.g. Copley, 2007, Lawson, Bodle & McDonough, 2007). This paper introduces such anattempt for an undergraduate introductory thermodynamics course offered for chemical engineeringstudents.The synergy between the perspective of an Instructional Designer and the teaching and professionalexperience of the Instructor of this course supported the three major factors that made this experimentsuccessful. To help students engage in activities specific to chemical engineers we used the frameworkproposed by the cognitive apprenticeship model (Brown, Collins & Duguid, 1989) model, coach and fadesupport offered to students. We produced a series of videos that provided additional out-of-classroomsupport to: a) model thermodynamics thinking in context, b) coach the full understanding of exemplaryproblems, and c) engage students in more challenging transfer tasks with faded instructional support.The paper presents specific technical and organizational strategies to develop small (about 8 to 10minutes) instructional videos that addressed each of the above-mentioned stages. For example, a set ofvideos provided students with compensatory support for prior knowledge in calculus by introducing thetarget knowledge in a worked example appropriate for the content introduced in the beginning of theclass. Another set of videos provided additional coaching support for complex worked examplesintroduced in the classroom while a final set of videos challenges students to explore new applications ofthermodynamics using snapshots of a laboratory experiment as the starting point. For each of these videoswe also present specific instructional tasks used to engage students in meaningful learning. Strengths andweaknesses of these strategies are then discussed both from their impact on students’ learning and oninstructor’s commitment.Finally we present and exploratory qualitative analysis to evaluate the impact of these instructional videoswith purpose both from students and instructor’s perspectives. A series of open-ended reflective questionswere developed and administered to students both at the midterm and at the end of the course. Analysis ofstudents’ answers indicated an overall positive perception while some students provided valuablesuggestions both for future improvements of current videos and for topics of interest for future similarinstructional videos.Brown, J.S., Colling, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational         Researcher, 18(1), 32-42.Copley, J. (2007). Audio and Video Podcasts of Lectures for Campus-Based Students: Production and Evaluation of         Student Use. Innovations in Education and Teaching International, 44(4), 387-399.Lawson, T.J., Bodle, J.H. & McDonough, T.A. (2007). Techniques for Increasing Student Learning From         Educational Videos: Notes Versus Guiding Questions, Teaching of Psychology, 34(2), 90-93.
AU  - Dan Cernusca
AU  - Daniel Forciniti
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Instructional Videos with Purpose: Compensate, Support, and Challenge Chemical Engineering Students in an Introductory Thermodynamics Course
UR  - https://peer.asee.org/18196
DO  - 10.18260/1-2--18196
ER  -