Integrating Technology to Enhance Learning

By David G. Brown, Wake Forest University@ Northern Alberta Institute of Technology

May 28, 1999

• 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

Barron’s Guide• Rhodes Scholars• 1997 National Debate

Champions

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 modem

F99: IBM 390, 128RAM, 333 Mhz, 6 GB, CD-ROM, 56 modem

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

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

1999 Software Load

Netscape 4.5, Dreamweaver 2, SPSS 9, Maple V 5.1

Windows 98, MS Office Prof 97

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

FIRST YEAR SEMINARThe Economists’ Way of Thinking

A Course Required of All Freshmen

Wake Forest University

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

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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

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Brown’s 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

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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 -- --

The Challenge to Our Profession

Our profession hasnew gardening tools.We want to learnwhich ones will be usefulin stimulating growthin our own gardens.

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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 doyou want

to do?

What Toolsare

available?

RedesignYour

Course!ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

What’s Your Objective?

• Enrich Face to Face Course?

• Create Entirely Virtual Course?

• Develop “Virtually Compatible” Learning Units While Teaching Face to Face

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?

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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

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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

• ___________________

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P

Time

StudentKnowledge

S

AS

PA

SP

A

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Test

Diagrams of a Course

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Beliefs of 91/93 Vignette AuthorsPedagogy and Philosophy

• Interactive Learning

• Learn by Doing

• Collaborative Learning

• Integration of Theory and Practice

• Communication

• Visualization

• Different Strokes for Different Folks

From Interactive Learning Forthcoming June, 1999From Anker PublishingDavid G. Brown, Editor

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Comparative Advantage: F2F vs. Virtual[Assume you have four hours per week of each type of time. What kindkinds of activities are best placed in each setting?]

SettingActivity F2F Only Virtual Only F2F & Virtual

Middle Most Available Least AvailableMiddle Least Expensive Most Expensive

Lecture Solioquy ** *** *Two Person Discussion ** *** *12 Person Discussion *** * **

Simulation ** * ***Course Mechanics * *** **Problem Solving ** * ***Integration of Concepts *** * **Exercises w Branching * *** **

Visualizations * ** ***Repetitions * *** **Monitor student reading * *** **Testing * *** **

***=setting has the comparative advantage.*=setting has comparative disadvantageF2F= Face to Face

WHY COMPUTERS?…the institutional answer

• Communication!

• Level Playing Field

• After College Use

• Faculty/Students Demand Them

• Customized/Personalized

• Digitized Scholarship

WHY COMPUTERS?…the faculty answer

• Interactive Learning

• Learn by Doing

• Collaborative Learning

• Integration of Theory and Practice

• Visualization

• Communication

• Different Strokes for Different Folks

WHYUBIQUITY?

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

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

WHY PORTABILITY?

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

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

Lessons Learned

Computers Enhance My Teaching and/or Learning Via--

PresentationsBetter--20%More Opportunities toPractice & Analyze--35%

More Access to SourceMaterials via Internet--43%

More Communication with Faculty Colleagues, Classmates,and Between Faculty and Students--87%

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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

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The Big Three •E-mail •Course Web Page •Internet URLs

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

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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

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

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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

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LESSONS LEARNED

• PC’s 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

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 don’t work well

• Be prepared to outsource challenges

• Don’t wire to every seat

• Use the internet for course materials

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

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

METAPHORS

• Cost of the Library

• Students as Nomads

• Rural Electrification

• Key to the Library

• General Contractor

David G. BrownWake Forest University

Winston-Salem, N.C. 27109336-758-4878

email: brown@wfu.eduhttp//:www.wfu.edu/~brown

fax: 336-758-4875