1. 1 Anticipating! A Discussion of Next Steps Among Algonquin College Leaders Facilitated by David G. Brown VP and Dean (ICCEL), Wake Forest University Friday, September 14, 2001

2. 2 How has the computer changed teaching and learning? (my answer) 1.It’s caused every teacher to rethink & redesign. 2. By increasing student options, it has increased competition which has in turn compelled universities to pay more attention to the quality of teaching Our profession has been changed forever!

3. 3 Reasons 150 Professors Added Computer Enhancements 1.Communication-Interaction 2.Collaboration-Teams 3.Controversy-Debate 4.Customization-Diversity 5.Consultants-Adjuncts

4. 4 IBM Laptops for all Printers for all New Every 2 Years Own @ Graduation 31.000 Connections Standard Software 99% E-Mail Start 1995, 4 Year Phase In +15% Tuition for 37 Items +40 Faculty and 30 Staff THE WAKE FOREST PLAN IBM A22e, Pentium III, 700 Mhz, 20GB, 14”ActMatrix, 196MB, Re-writable CD 56k modem, 8MB Video Ram, 10/100 Ethernet, Floppy, USB&Serial&Parellel&Infrared Ports

5. 5 Communication-Interaction

6. 6 With Ubiquity--- The Culture Changes Mentality shifts-- like from public phone to personal phone. Teaching Assumptions shift-- like from books in the public library 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 “maybe 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

7. 7 Consequences for Wake Forest +SAT Scores & Class Ranks +Retention & Grad Rates +Satisfaction & Learning +Faculty Recruitment

8. 8 BASIC MODELS OF UBIQUITOUS COMPUTING (Ordered by total cost, starting with the most expensive) All + Powerful + Laptops + Annual Refresh UMCUMC Refresh Less Frequently WFU WVWCWFUWVWC Substitute Desktop Computers USAFAUSAFA Provide One Computer Per Two Beds ChathamChatham Specify Threshold Level SSU UNCSSUUNC Substitute Network Computers Provide Public Station Computers BCBC Teach with Explicit Assumption of Access

9. 9 WHY UBIQUITOUS? 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 tow

10. 10 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

11. 11 WHY PORTABLE? Academic Reasons Continuous Contact More Collaboration Greater Faculty Availability Greater Sense of Ownership More Flexibility: On site data collection & essay writing. In class use. Study at best location, not limited to dorm

12. 12 Stronger Recruitment/Retention Quick exchange when machine is broken Fewer Computer Labs: More Space for Other Activities Built in refresh mechanism Access to college continues when on vacation, abroad, and after graduation WHY PORTABLE? Administrative Reasons

13. Positioning for the Future What are your institution’s strengths & weaknesses How do you determine your place in an electronic world? What will be your primary student markets--program areas? Degree credit? Geographic span? Age? What are the appropriate delivery technologies next year? 5 years? Etc? What is a realistic staffing plan? Outsourcing? Support personnel? Executive leadership? What institutional partnerships make sense?

14. 14 The Millennium Context Personal. Customized. Interactive. Student-Centered Curriculum Teams of Professionals to Support Learning “Houses” instead of Disciplines Hybrid Courses (80-20 and 20-80) Loose-leaf Collections of Course Components, instead of Textbooks

15. 15 BIG ISSUES Communication vs Presentation vs Analysis vs Access to Internet Virtual Courses vs Hybrids Academic vs Administrative Consortia vs Going It Alone Today’s Students vs Alums Also Mandatory vs Optional

16. 16 BIG ISSUES Laptop vs Desktop vs Network Standard vs Threshold Single Vendor vs Multiple Vendors Buy vs Lease vs Student Buy LearningSpace vs CourseInfo vs WebCT vs Other Mgt Systems Cold Turkey vs Pilot

17. 17 Low Hanging Fruit [within the constraints of time & money] 1.URLs 2.Email 3.Course Management System Better 85% Some Use Vs 5% Heavy Use

18. 18 David G. Brown Wake Forest University Winston-Salem, NC 27109, USA 336-758-4878 email: brown@wfu.edu http//:www.wfu.edu/~brown fax: 336-758-4875