Results of a joint PerkinElmer and McGraw-Hill Education pilot at the organic chemistry undergraduate level that – ACS Indianapolis – September 8, 2013 Learn more about ChemDraw: http://PerkinElmer.com/ChemDraw ChemDraw is available for purchase here: http://appstore.com/chemdraw

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

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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

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General Background: Tablets in Education

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%
http://www.webpronews.com/ipad-textbook-app-for-algebra-boosts-student-math-scores-20-2012-01

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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
http://hookedoninnovation.com/2012/02/

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http://mobihealthnews.com/20311/ipad-equipped-medical-school-class-scores-23-percent-higher-on-exams/
University of California, Irvine School of Medicine
Specialized Use of Tablets at University Level

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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

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ChemDraw for iPad Pilot –
McGraw-Hill Education Perspective

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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

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

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ChemDraw for iPad Pilot –
Background, Framework, and Results

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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

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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

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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. Course Overview
 Began teaching from iPad fall 2012
 Teach using a lecture plus problem solving
format
 Pilot in summer class with
18 students

18. Classroom Use
 In class problem solving
 Exam questions
 Student groups studying outside class

19. Improved Learning Environment
 100% engagement in problem solving
 Students learn to draw more accurate
mechanisms
 Students gain extensive experience with
ChemDraw

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. Newest Version
 Increase # and type of arrows
 Text Tool
 Group Flick

22. Future Development
 Improved free hand writing capabilities
 Organization/automation of responses
 ChemDraw Web
 iPad Integration

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. 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. 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

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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

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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