Universities of the Future: Implications from Technology

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Universities of the FutureImplications from
Technology

• David G. Brown, VP Dean (ICCEL)
  Professor of Economics, Provost
  (1990-98) http//www.wfu.edu/brown
  brown_at_wfu.edu
  
• _at_ James Madison University
• February 18, 2000

All Together One
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Agenda for the Day

• 900 AM Demonstration re the Use of Technology
  in My Own Classes
• 1000 AM Address on Universities of the Future
  Implications From Technology
• Noon Highlights Informal Discussion
• 130 PM Strategies for Introducing Technology
  Into Teaching Without Endangering Traditional
  Strengths

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THE WAKE FOREST PLAN
Fresh/Junior Computer F99 IBM 390, 128 RAM 333
Mhz, 6GB CD-ROM, 56 modem
Soph/Senior Computer IBM 380XD, 64 RAM, 233
Mhz, 4.1GB, CD-ROM, 56 modem

• Plan for 2000
• Thinkpads for all
• Printers for all
• New Every 2 Years
• Own _at_ Graduation
• Wire Everything
• Standard Software
• Full Admin Systems
• IGN for Faculty

• 4030 New People
• 75 Faculty Trained
• 85 CEI Users
• 98 E-Mail
• 15 Tuition
• 1500/Yr/Student
• 4 Year Phase In
• Pilot Year, Now 4 Classes

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FIRST YEAR SEMINARThe Economists Way of
Thinking

• To understand a liberal arts education as an
  opportunity to study with professors who think by
  their own set of concepts
• To learn how to apply economic concepts
• To learn how to work collaboratively
• To learn computer skills
• To improve writing and speaking

Students 15 All Freshmen Required Course
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Browns First Year Seminar

• Before Class
• Video Text Self Tests
• Best URLs with Criteria
• Interactive exercises
• Lecture Notes in PP
• E-mail dialogue
• Cybershows
• During Class
• One Minute Quiz
• Computer Tip Talk
• Class Polls
• Team Projects

• After Class
• Edit Drafts by Team
• Guest Editors
• Hyperlinks Pictures
• Access Previous Papers
• Lecture Summary w Audio
• Other
• Daily Announcements
• Team Web Page
• Personal Portfolios
• Exams include Computer
• Materials Forever

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THE WAKE FOREST PLAN
Fresh/Junior Computer F99 IBM 390, 128 RAM 333
Mhz, 6GB CD-ROM, 56 modem
Soph/Senior Computer IBM 380XD, 64 RAM, 233
Mhz, 4.1GB, CD-ROM, 56 modem

• Plan for 2000
• Thinkpads for all
• Printers for all
• New Every 2 Years
• Own _at_ Graduation
• Wire Everything
• Standard Software
• Full Admin Systems
• IGN for Faculty

• 4030 New People
• 75 Faculty Trained
• 85 CEI Users
• 98 E-Mail
• 15 Tuition
• 1500/Yr/Student
• 4 Year Phase In
• Pilot Year, Now 4 Classes

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Consequences for Wake Forest

• SAT Scores Class Ranks
• Retention Grad Rates
• Satisfaction Learning
• Faculty Recruitment

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Impact of Technology Upon the University of the
Future

• Consolidators Distributors
• Few Solo Producers (finish carpenters)
• Limited Number of Producing Sites (textbooks)
• Many Teaching Institutional Collaboratives
  (banking)
• Globalization
• Multimedia Delivery
• Different Strokes for Different Folks
• Todays students learn differently (nintendo)

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University of the Future

• 80-20 Standard the Resident-Distance Student
• Most respected courses in 80-20 range
• Most productive curricula in 80-20 range
• Interactive Learning
• Response of the Most Wired
• Customized and Individualized
• E.g. Double Jeopardy Quizzes

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University of the Future

• Continuous Teaching (and Students)
• Between Class interaction
• Before class exercises
• After graduation exchanges
• Teams
• Research teams in all disciplines (like sciences)
• Departmental structures will atrophy
• Open Information?

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METAPHORS

• Automobile in the Jungle
• Teenagers Learning How to Drive
• 1000 Times More Powerful Telephone
• Learning a Second Language by Immersion
• State Religion
• House Calls
• Cost of the Library
• Students as Nomads
• Rural Electrification

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The Jury Is In!Technology Works!
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I know my students learn more when I teach with
technology!

• Technology increases collaboration. More
  collaboration means more learning
• Technology enables different strokes for
  different folks.
  More customization means more learning
• Technology enables more interaction. More
  interaction means more learning
• The opportunity cost of learning how to use
  technology is becoming negligible.

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The Big Thing Is---InteractivityandCommunicati
on
All Together One!
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Computers Enhance My Teaching and/or Learning
Via--
Presentations Better--20
Source Wake Forest Students and Faculty
More Opportunities to Practice Analyze--35
More Access to Source Materials via Internet--43
More Communication with Faculty Colleagues,
Classmates, and Between Faculty and Students--87
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Chemistry-- Dartmouth, Millsaps, Reed, Wake
Forest, Worchester Tech Physics-- Vassar,
Arizona, Washington and Lee, Michigan State,
, Whitman Business and Economics--- Vanderbilt,
Kansas State, Wake Forest, Middlebury Fine
Arts-- Tufts, Reed, Connecticut, Williams,
East Carolina Writing and Literature--Johns
Hopkins, Northwestern, Missouri-Rolla,
Language--- MIT, Smith, California-Davis,
Texas-Austin, Northwestern
Biology and Medicine---Oberlin, Virginia,
Johns Hopkins, Texas-Austin, Hendrix International
and Politics---Tufts, Oregon Computer Science
and Math---Harvard, NYU, American, Washington
State
93 Essays 36 Universities 26 Disciplines
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Beliefs of 91/93 Vignette Authors

• Interactive Learning
• Learn by Doing
• Collaborative Learning
• Integration of Theory and Practice
• Communication
• Visualization
• Different Strokes for Different Folks

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8 BASIC MODELS OFUBIQUITOUS COMPUTING

• Teach with Explicit Assumption of Access
• Provide Public Station Computers BC
• Provide Individual Network Computers
• Specify Threshold Level SSU UNC
• Provide One Desktop Per Two Beds Chatham
• Provide Desktop Computers USAFA
• Provide One Laptop WFU WVWC
• Provide Laptops 2-Year Refresh UMC

ICCEL -- Wake Forest University, 2000
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Upbeat Re Future

• Massive expansion in overall demand
• Public Libraries increased the demand for
  librarians and personal book ownership.
• Telephones allow people to stay in touch, and
  gather more frequently.
• By increasing the options, technology enhances
  the effectiveness efficiency of the university
  (it doesnt displace it)

All Together One!
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Environmental Imperatives

• Universal Student Access to Computers
• Reliable Networks
• Multiple Opportunities for Training and
  Consultation
• Faculty Ethos that values Experimentation and
  Tolerates Falters

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WORKSHEETWhat are the barriers to more use of
technology by faculty?For your own campus,
allocate 100 points among the three major barrier
categories!

• _____ Faculty Need Time
• _____ Faculty Need Access to Expertise
• _____ Faculty Need to Motivation

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Concepts Worth Considering

• Eager Faculty
• Friendly Sharing (standardize!)
• Standard Course Shell
• Centrality of Educational Theory
• Diversity Among Disciplines
• Big 3 First (KISS)
• Start with Hybrid Courses
• Faculty to Faculty

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The Big Three
1. E-mail 2. Web Pages (for each course) 3.
Internet URLs
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The Key Six

• Continuously communicating via Email LISTSERVS
  threaded discussions,
• Finding and citing useful materials on the web,
• Annotating word processed documents,
• Providing lecture outlines (with audio
  accompaniment) before and after class,
• Creating a library of mini-movies that show
  successive computer screens, and
• Practice quizzing prior-to-class.

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Faculty Development Strategies-- Most Effective

• Friends and Neighbors!
• Full Time Academic Computer Specialists Trained
  and Located in Disciplines (ACS)
• Well Trained Students Assigned to One Faculty
  Member for Full Semester (STARS)
• Seminars Sponsored by the Center for Teaching and
  Learning (not only technology)
• Tutorials re Equipment by Librarians
• All Campus Help Desk

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Faculty Development Strategies-- Modestly
Effective

• Poster Sessions Where WF Faculty Show and Tell
  Their Uses of Technology
• Seminars Sponsored by a Faculty Technology
  Advocacy Group
• Competitive Grants Releasing Faculty From
  Teaching One Course
• User Group Listservs Centered Around Specific
  Techniques Technologies

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Faculty Development Strategies-- Least Effective

• Computer Based Training Tapes
• Lectures by Visiting VIPs
• Computer Assisted Instruction Listserv
• Attendance at National Workshops Conducted Locally

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Workshops at ICCEL at Wake Forest
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http//iccel.wfu.edu/publications/books/books.htm
http//www.ankerpub.com/books/brown.html
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David G. BrownWake Forest UniversityWinston-Sale
m, N.C. 27109336-758-4878email
brown_at_wfu.eduhttp//www.wfu.edu/brownfax
336-758-4875
ICCEL -- Wake Forest University, 2000