Redesigning Courses and Curricula in the Information Age By David G. Brown WFU VP and ICCEL Dean May 18, 1999

Premises ASU is a special community where students and faculty work, play and learn together Boone is a special town that can’t get much larger without changing character. All academic programs of the university will be strengthened by adding the possibilities of computer enhanced teaching.

Why are you here? [To impress the Chancellor?] [To get a laptop] For Distance Learning The Market! Professional Respectability Conscience! Curiosity! Results! (more fun, more learning) All of the Above

I think we’re here because... Our profession has new gardening tools. We want to learn which ones will be useful in stimulating growth in our own gardens.

FIRST YEAR SEMINAR The 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

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

Brown’s First Year Seminar Before Class –Students Find URLs & Identify Criteria –Interactive exercises –Lecture Notes – 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

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!

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?

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

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

P Time Student Knowledge S A S P A S P A

Test Diagrams of a Course

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

Typology of Tools & Techniques For Increased Communication (8) For Interactive Learning (5) For Customization (4) For New Materials and Presentation Modes (9) For Electronic Course Management (5) From Interactive Learning, Anker Publishing, 1999 (forthcoming)

For Increased Communication Web Pages for Course Materials Group and Individual Asynchronous Discussion Groups Hyperlinks to Related Materials More Time for Class Discussion Synchronous Chatrooms Office Hours on Line Consultants & Experts in Discussion

For Interactive Learning Simulations Team Projects Student Web Pages Student Publishing on the Web Collaborative Teaching

For Customization Self-Paced Exercises Virtual Courses (internet only) Self-Paced Lectures Self-Paced Quizzes

For New Materials & Modes Citations to the Web (URLs) PowerPoint & Multimedia Presentations Lecture Notes on Line Computer Skill Exercises Cross-Cultural Analyses Electronic Textbook Cybershows Custom CD-Rom Archive of Images

For Electronic Course Management Course Shell Group Electronic Gradebook Dynamic Syllabus On line grading

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%

The Big Three Course Web Page Internet URLs

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

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

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

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

Good Luck in the High Country!

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