Integrating Technology to Enhance Learning

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Integrating Technology to Enhance Learning
By David G. Brown, Wake Forest University _at_
Northern Alberta Institute of Technology May 28,
1999
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• 3600 undergrads
• 92 residential
• 500 each Med, Law, MBA, PhD
• 800M endowment
• Winston-Salem NC
• Baptist Heritage
• Tim Duncan (ACC)

• 1300 avg SAT
• 29th USNWR
• Top 35 Privates in Barrons Guide
• Rhodes Scholars
• 1997 National Debate Champions

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THE WAKE FOREST PLANF96 IBM 365XD, 16RAM,
100Mhz, 810MB, CD-ROM, 14.4 modemF97 IBM 380D,
32 RAM, 130Mhz, 1.35GB, CD-ROM, 33.6 modemF98
IBM 380XD, 64 RAM, 233 Mhz, 4.1GB, CD-ROM, 56
modemF99 IBM 390, 128RAM, 333 Mhz, 6 GB,
CD-ROM, 56 modem

• 75 CEI Users
• 15 Tuition
• 4 Year Phase In

• Thinkpads for all
• New Every 2 Years
• Own _at_ Graduation
• Standard Template
• IGN for Faculty
• Keep Old Computers

1999 Software Load Netscape 4.5, Dreamweaver 2,
SPSS 9, Maple V 5.1 Windows 98, MS Office Prof 97
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Outcomes

• More Freshman Applications
• Higher SAT scores
• Greater Yield (Offers/Enrolled)
• Higher Retention (92 to 94)
• Stronger Faculty Recruitment
• More National Firms Recruiting Here
• Rapid Faculty Consensus
• Enthusiastic Alumni

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FIRST YEAR SEMINARThe Economists Way of
Thinking

• A Course Required of All Freshmen
• Wake Forest University

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COURSE OBJECTIVES

• 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 skills

ICCEL -- Wake Forest University, 1999
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Learning is enhanced by--

• Collaboration among Learners
• Frequent student/faculty dialogue
• Prompt Feedback
• Application of Theory
• Student Self Initiatives
• Trustful relations
• Personal Individual Teaching

ICCEL -- Wake Forest University, 1999
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Browns First Year Seminar

• Before Class
• Students Find URLs Identify Criteria
• Interactive exercises
• Lecture Notes
• 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
• Other
• Daily Announcements
• Team Web Page
• Personal Web Pages
• Exams include Computer
• Materials Forever

ICCEL -- Wake Forest University, 1999
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Results Compared to OtherFirst Year Courses
More Same
Less How much did you learn? 2/3 1/3
-- How much time did you spend? -- 2/3
1/3 How much did you enjoy the course? 3/3
-- --
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The Challenge to Our Profession
Our profession has new gardening tools. We want
to learn which ones will be useful in stimulating
growth in our own gardens.
ICCEL -- Wake Forest University, 1999
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Steps toward Redesign

• Recognize that you are redesigning a course, not
  learning technology for its own sake.
• Identify beliefs and objectives.
• Learn about the tools and techniques available.
• Match activities and settings.
• Implement!

What Tools are available?
What do you want to do?
Redesign Your Course!
ICCEL -- Wake Forest University, 1999
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Whats Your Objective?

• Enrich Face to Face Course?
• Create Entirely Virtual Course?
• Develop Virtually Compatible Learning Units
  While Teaching Face to Face

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What Works for You?6 Ways to tease out your
answer

• Types of assignments and/or lectures that seem to
  be most effective? Want to give your student
  more of what?
• Your philosophy of teaching?
• Idea behind your course?
• Metaphors for your role?
• 3 Most Important Principles of Good Teaching?
• Diagram?

ICCEL -- Wake Forest University, 1999
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Principles of Good Teachingplus an 8th

• Encourage contact between students and faculty
• Develop cooperation among students
• Encourage active learning
• Give prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents and ways of thinking
• Utilize a full range of learning materials

ICCEL -- Wake Forest University, 1999
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Metaphors for Professors Role

• Coach and team
• Master and apprentices
• Sage on the Stage
• Guide by the Side
• Fountain of Information
• Salesperson
• ___________________

ICCEL -- Wake Forest University, 1999
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Student Knowledge
A
P
S
A
P
S
A
P
S
Time
ICCEL -- Wake Forest University, 1999
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Diagrams of a Course
Test
ICCEL -- Wake Forest University, 1999
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Beliefs of 91/93 Vignette AuthorsPedagogy and
Philosophy
From Interactive Learning Forthcoming June,
1999 From Anker Publishing David G. Brown, Editor

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

ICCEL -- Wake Forest University, 1999
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WHY COMPUTERS?the institutional answer

• Communication!
• Level Playing Field
• After College Use
• Faculty/Students Demand Them
• Customized/Personalized
• Digitized Scholarship

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WHY COMPUTERS?the faculty answer

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

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WHYUBIQUITY?
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The Culture Changes

• Mentality shifts-- like from public phone to
  personal phone.
• Teaching Assumptions shift-- like from readings
  are on reserve to everyone owns a copy of his/her
  own.
• Timelines shift-- like from our class meets MWF
  to we see each other all the time and MWF we
  meet together
• Students sense of access shifts-- like from I
  can get that book in the library to I have that
  book in my library.
• Relationships shift-- like from a family living
  in many different states to all family members
  living in the same town

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WHY STANDARDIZATION?

• Communication Utility! (George Gilder)
• 99 Reliability A Must in Classroom
• Buddies Share Hardware Knowledge
• Better, Cheaper Support Systems
• Marketing Advantages
• Faculty Trusts Equality of Access

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WHY PORTABILITY?
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Distinctive Opportunities Available Only in
Laptop Settings

• Faculty are always available
• Students expect messages between classes
• Student PowerPoint talks are common
• Team assignments increase
• On site data collection essay writing
• Papers often include visuals, even motion
• Study at best location, not limited to dorm
• Continuous contact

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Distinctive Opportunities Available Only in
Laptop Settings

• Students take computers to faculty offices and
  their study mates.
• Quick exchange when machine is broken
• Fewer computer labs are needed
• Departmental clubs thrive
• Student Portfolios Emerge
• Students teach faculty
• Access to college continues when abroad and after
  graduation

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Lessons Learned
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Computers Enhance My Teaching and/or Learning
Via--
Presentations Better--20
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
ICCEL -- Wake Forest University, 1999
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Computers allow people----

• to belong to more communities
• to be more actively engaged in each community
• with more people
• over more miles
• for more months and years
• TO BE MORE COLLABORATIVE

ICCEL -- Wake Forest University, 1999
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• The Big Three
• E-mail
• Course Web Page
• Internet URLs

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When Teaching Proceeds on the Assumption That All
Students Have Reasonable Daily Access to the
Internet

• Contact becomes Continuous.
• Students expect messages between classes
• Team assignments increase
• Papers Talks often include visuals
• Departmental clubs thrive
• Student Portfolios Emerge
• Students teach faculty
• Access to college continues after graduation

ICCEL -- Wake Forest University, 1999
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Most Productive Uses of Technology in Teaching

• Between Classes
• Repetition, especially for slower learners
• Email Communications
• Shared Databases
• Student Presentations
• Course Management
• Collaborative Teaching
• Simulation

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Lessons Learned

• Computer knowledge is a boon to student
  recruitment, retention, self-confidence.
• Computer knowledge is highly valued by students
  prospective employers
• Computer availability throughout the student body
  attracts new faculty
• Computer challenged students learn basic skills
  quickly, without special classes
• Disciplines use computers differently

ICCEL -- Wake Forest University, 1999
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Lessons Learned

• Greatest benefits are what happens between
  classes, not during classes.
• Greatest gains from computing come from the big
  three.
• Standardization speeds faculty adoption and eases
  the pressure upon support staff.
• Standardization saves class time.
• Student groups are larger and more active.
• Faculty migrate to the student standard very
  quickly

ICCEL -- Wake Forest University, 1999
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LESSONS LEARNED

• PCs are only 10 of the Challenge
  (support/networks/policies/train/expose)
• Most sunk costs can be ignored
• Expectations need management
• Develop a comprehensive plan first, and quickly
  match it with a multiyear financial plan

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LESSONS LEARNED

• Standardization pays rewards well beyond those
  anticipated non-standard configurations require
  3-4 times support
• Students/Faculty want specific computer training
  that is centered around a task-at-hand general
  classes dont work well
• Be prepared to outsource challenges
• Dont wire to every seat
• Use the internet for course materials

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LESSONS LEARNED

• Reliability is critical, especially the
  Help Desk
• Provide academic units staff of their own
  plenty of equipment without hassle
• Improve communications weekly rumors fly faster
• Spread the gains from ownership of innovation
  throughout all units

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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

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METAPHORS

• Cost of the Library
• Students as Nomads
• Rural Electrification
• Key to the Library
• General Contractor

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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