Proven Strategies for Teaching and Learning International Conference on Computers in Education Auckland (NZ), December 3, 2002 David G. Brown, University.

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Presentation transcript:

Proven Strategies for Teaching and Learning International Conference on Computers in Education Auckland (NZ), December 3, 2002 David G. Brown, University VP and Dean of the Intl. Center for Computer Enhanced Learning Wake Forest University (USA)

The Fresh Intellectual Fashions Shape Decisions in Academe Textbooks Books of Reading Role of Gender, Nationality, Ethnicity, and Age in Dissertation Research Now Computers “…trends in teaching and learning will be shaped by the teaching strategies that are best supported by the computer and the associated Internet.” EXAMPLESEXAMPLES 2

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

3700 undergrads 92% residential 1300 average SAT 500 each: Med, Law, MBA, PhD $900M endowment 26th in US News & World Report Rhodes Scholars 4

IBM Laptops for all Printers for all New Every 2 Years Graduation 31,000 Connections Standard Software 99% Start 1995, 4 Year Phase In +15% Tuition for 37 Items +40 Faculty and 30 Staff THE WAKE FOREST PLAN IBM A30, Pentium III, 1.13GHz Processor, 30GB Hardrive, 384 MB RAM 15”ActMatrix Screen, CD-RW/DVD, Floppy, 56k modem, 16MB Video Ram, 10/100 Ethernet, USB&Serial&Parellel&Infrared Ports Standard Load Includes— MS Office, Dreamweaver, SPSS, Maple, Acrobat, Photoshop, Shockwave, Flash, Net Meeting, Real Producer & Player, Media Player, Windows XP Moviemaker, Apple QuickTime, Netscape & Explorer, Netscape Calendar & Communicator, Windows XP Professional 5

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 FIRST YEAR SEMINAR The Economists’ Way of Thinking: Students = 15 All Freshmen Required Course 6

Communication-Interaction 7

1247 s One Minute Quiz Muddiest Point Student Profiles Booce Tournament 8

Collaboration-Teams 2 Students Submit 1 Answer Edit Rough Draft Papers PowerPoint in Class Public Web Page Name 3 Most Helpful Students 9

Ways YOU Increase Communication/Interaction/Collaboration [with & without “the new technology”]

Ways YOU Increase Communication/Interaction/Collaboration [with & without “the new technology”]

Ways YOU Increase Communication/Interaction/Collaboration [with & without “the new technology”]

Ways YOU Increase Communication/Interaction/Collaboration [with & without “the new technology”]

Controversy-Debate More Class Time Cross-Culture Projects Best Web Sites Competitive Team Projects Double Jeopardy Quiz 10

Customization-Diversity Cybershows (lectures, demos) Personal Notes ( again) Hierarchy of Help Preview and Review Just In Time TeachingJust In Time Teaching 11

Consultants-Adjuncts Alumni Editors Globe Theatre Guests in Class Disciplinary Colleagues Computer Tip Talks 12

Ways YOU Customize and/or Use Consultants & Stimulate Controversy-Debate [with & without “the new technology”]

Ways YOU Customize and/or Use Consultants & Stimulate Controversy-Debate [with & without “the new technology”]

Ways YOU Customize and/or Use Consultants & Stimulate Controversy-Debate [with & without “the new technology”]

Ways YOU Customize and/or Use Consultants & Stimulate Controversy-Debate [with & without “the new technology”]

The 5 C’s---New Opportunities Through Technology Communication-Interaction Collaboration-Teams Controversy-Debate Customization-Diversity Consultants-Adjuncts 13

The Millennium Context Personal. Customized. Interactive. Learner-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 14

Most Important to Anticipate –Customized & Interactive –Learner-Centered –Teams of Professionals –Houses instead of Disciplines –Hybrid Courses & Curricula –Chunks instead of Textbooks Least Important to Anticipate –Customized & Interactive –Learner-Centered –Teams of Professionals –Houses instead of Disciplines –Hybrid Courses & Curricula –Chunks instead of Textbooks Your Reactions to Millenium List

Thoughts About Conducting Faculty Workshops at Your Universities Understanding Wake Forest Strategies Getting Faculty to Attend Focusing on Meaningful Content Conducting the Workshops Other Tips YOUR successes

Types of Workshops (for blended teaching) Basic Training provided by Library Professionals, in two-hour segments and groups of 5-15, usually around Course Management System routines Discipline-Specific Training provided by Computer Specialists within Each Discipline, in groups of 1-5. Highly sophisticated programs taught by Campus-wide computer experts, in three-hour segments to “the same” highly motivated group of about 15 faculty members Other one-on-one training is done by departmentally based specialists, by specially training students, and by the staff of our multi- media center (in the library)

Getting Faculty to Attend Use respected faculty as instructors Garner the sponsorship of the Teaching- Learning Center (not the technology center) Hold sessions in the library (or a location equally respectable even to reluctant adopters) Limit the aspirations of each session, so that faculty leave with a sense of achievement Be prepared to take the workshop to a particular department, if asked

Focusing Upon Meaningful Content Start from Teaching Strategies, not educational theory & not specific software Emphasize first the strategies that are best supported by technology--- i.e. interactive, collaborative, customized learning that is presented in a controversial format with assistance from adjuncts & consultants Teach and support the low hanging fruit Stress just-in-time sessions centered around the use of a Course Management System (e.g., Blackboard or WebCT) KISSKISS

Running the Workshops Always coffee, soda, and cookies Lunch for all day sessions Roving support staff who enable the “podium instructor” to keep moving, even when a particular individual needs special help Printed material that accompanies presentation Computers that are “identical” to the ones faculty will actually be using Note to each faculty member’s department chair & dean regarding his/her participation

Other Tips Form learning pairs, so that each person has a “buddy” in the group Identify an expert who will be ready to assist workshop participants after workshop day Ask each department chair to name a faculty member within the department to serve as liaison to the technology training effort Recognize that different disciplines use the computer in very different ways, and therefore require different training and help- desk support

Your Ideas/Tips Re Workshop Strategies

Student Teacher My.wakeforest Custom learning team Custom delivery Custom learning resources Learner-Centered Learning in the New Millennium 15

David G. Brown Wake Forest University Winston-Salem, N.C http//: fax: