Student Authored Video Vignettes in Chemistry

Access to video authoring tools has transformed many classrooms, from K-12 to higher education. The concept of flipped learning is one result of this. Much of flipped learning focuses on changes to the lecture component of a course. This paper applies similar concepts to classroom oral presentations. Classroom presentations have long been a valuable tool for encouraging students to engage in deeper learning, as well as practicing disciplinary language skills. Building on reports from other faculty who have used student-authored videos in classes where each student was required to have an iPad, a set of assignments was created. Reflections and attitudes of students relating to the assignment and their own learning were collected through class surveys. The survey results and instructor reflection on improving the assignment is discussed.