2. Integrating Technology to Enhance Learning By David G. Brown, Wake Forest University @ Northern Alberta Institute of Technology May 28, 1999

3. 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

4. THE WAKE FOREST PLAN F96: IBM 365XD, 16RAM, 100Mhz, 810MB, CD-ROM, 14.4 modem F97: IBM 380D, 32 RAM, 130Mhz, 1.35GB, CD-ROM, 33.6 modem F98: 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

5. 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

6. FIRST YEAR SEMINAR The Economists’ Way of Thinking A Course Required of All Freshmen Wake Forest University

7. 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

8. Learning is enhanced by-- Collaboration among Learners Frequent student/faculty dialogue Prompt Feedback Application of Theory Student Self Initiatives Trustful relations Personal & Individual Teaching

9. 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

10. Results: Compared to Other First Year Courses MoreSame 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 -- --

12. 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.

13. 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 do you want to do? What Tools are available? Redesign Your Course!

14. What’s Your Objective? Enrich Face to Face Course? Create Entirely Virtual Course? Develop “Virtually Compatible” Learning Units While Teaching Face to Face

15. 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?

16. Principles of Good Teaching plus 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

17. Metaphors for Professors’ Role Coach and team Master and apprentices Sage on the Stage Guide by the Side Fountain of Information Salesperson ___________________

18. P Time Student Knowledge S A S P A S P A

19. Test Diagrams of a Course

20. Beliefs of 91/93 Vignette Authors Pedagogy 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, 1999 From Anker Publishing David G. Brown, Editor

23. WHY COMPUTERS? …the institutional answer Communication! Level Playing Field After College Use Faculty/Students Demand Them Customized/Personalized Digitized Scholarship

24. WHY COMPUTERS? …the faculty answer Interactive Learning Learn by Doing Collaborative Learning Integration of Theory and Practice Visualization Communication Different Strokes for Different Folks

25. WHY UBIQUITY?

26. 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

27. 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

28. WHY PORTABILITY?

29. 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

30. 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

31. Lessons Learned

32. 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%

33. 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

34. The Big Three E-mail Course Web Page Internet URLs

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

43. 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

44. METAPHORS Cost of the Library Students as Nomads Rural Electrification Key to the Library General Contractor

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