Abulencia, J. P., & Vigeant, M. A., & Silverstein, D. L. (2013, June), Teaching Thermodynamics Through Video Media  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22538

\bibitem{asee_peer_22538}
  Abulencia, J. P., \& Vigeant, M. A., \& Silverstein, D. L. (2013, June), \emph{Teaching Thermodynamics Through Video Media}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22538

James P Abulencia, Margot A Vigeant, and David L. Silverstein.  "Teaching Thermodynamics Through Video Media".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://strategy.asee.org/22538 Internet.  28 May, 2024

\bibitem{asee_peer_22538}
  James P Abulencia, Margot A Vigeant, and David L. Silverstein.
  "Teaching Thermodynamics Through Video Media".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://strategy.asee.org/22538 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_22538
author = "James P Abulencia, Margot A Vigeant, and David L. Silverstein"
title = "Teaching Thermodynamics Through Video Media"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/22538}
number = {10.18260/1-2--22538}
}

TY  - CPAPER
AB  -          This paper discusses the teaching of concepts in an introductory thermodynamics course throughvideo. This generation of students is technology savvy, and regularly communicates by means other thanface-to-face interactions (e.g. texting). Additionally, the popularity of sites such as Khan Academy makesthe idea of teaching with video difficult to ignore. Thus, we assert that there is value in using this media forinstruction, and that this media can be leveraged for use in a chemical engineering course. During thisstudy, students will be asked to 1) take a concept discussed during class, and articulate it in video mediausing everyday examples that other students can relate to (autodidactic learning) 2) watch peer-made videosthat teach these concepts (peer-to-peer learning), and 3) a combination of both. Student learning will beevaluated using an established thermodynamics concept inventory. Ultimately, the authors envision arepository of videos where students from other institutions can contribute, and content be shared for use byother instructors.
AU  - James P Abulencia
AU  - Margot A Vigeant
AU  - David L. Silverstein
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Teaching Thermodynamics Through Video Media
UR  - https://strategy.asee.org/22538
DO  - 10.18260/1-2--22538
ER  -