New Opportunities for Teaching and Learning in a wired world A Presentation by David G. Brown, Dean, International Center for Computer Enhanced Learning.

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Presentation transcript:

New Opportunities for Teaching and Learning in a wired world A Presentation by David G. Brown, Dean, International Center for Computer Enhanced Learning Wake Forest N.C. April 25, 2000

New Day: Times of Rapid Change Universal Access to the Network From Access to Filtering a Flood of Info Geographic barriers gone Asynchronous Interaction Multimedia Learners

New Day Big Changes for Higher Education Democratization of Access (Ubiquity) Democratization of Usage (Course Shells)

Heyday Because--- Universities Survive Change 67 of the 74 oldest organizations! Distribute authority Tolerate Kooks House young people with fresh ideas House bright people with diverse views Employ knowledge fountains

The economist in me says that doing business in an info-rich society will be different Better informed buyers (web browsing) Better informed sellers (metadata) More data-based decisions Faster cycle times Less geographic loyalty More interactive transactions More customization More specialization (& outsourcing)

THE WAKE FOREST PLAN Plan for 2000 Thinkpads for all Printers for all New Every 2 Years Graduation Wire Everything Standard Software Full Admin Systems IGN for Faculty New People 75% Faculty Trained 85% CEI Users 98% +15% Tuition ~$1500/Yr/Student 4 Year Phase In Pilot Year, Now 4 Classes Fresh/Junior Computer F99: IBM390, 128RAM 333Mhz, 6GB, CD-ROM, 56 modem, Netscape4.5, MapleV5.1, Windows98 Dreamweaver 2, SPSS9, MS Office Professional97

CONCEPTS BEHIND PLAN Students First 2 Layers: Threshold + Rapid Change Communicate/Access (Not Present/Analyze) Standardization Academic Freedom Nomadic Learners

CONCEPTS BEHIND PLAN Dominant Use After College Empower Existing Units Eager Faculty Students Change Agent Exposure, Not Mandate Partnership Marketable Difference

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%

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

With Ubiquity--- 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

Examples from My Own Class s Cybershow One Minute Paper Computer Tip Talk Joint Editing

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

The educator in me says that doing business in an info-rich society will be different More Communication More Community Loyalty More Collaboration More Customization More Interactivity

The teacher in me says that there are new tools and new opportunities Collaboration & Extension Continuous Communication Controversy and Debate Repetition Alternate Materials

The New Education Environment Many Tightknit Communities. Student Affinity and Bargaining Groups Interactivity Expected. Between students and professors and among students Information Filters Everywhere. Challenge is gaining and maintaining attention Worldwide Specialization. Geography less relevant.

What’s My Role in the New World of e-Communication? Primary: Linking trusting clients with the best educational resources and motivating them to use them. Consolidator! Secondary: Creating educational resources for other “consolidators” to buy Tertiary: Selling auxiliary services such as meals, overnights, t-shirts, mailing lists

Therefore, I should--- Focus on my comparative advantages Strengthen ties with my natural constituencies Partner with organizations that can provide outsourcers who understand my infrastructure Build a reliable infrastructure Enable my “team” to be interactive 7x24

Specific Actions to be Taken Empower faculty with equipment, training, and support (democratize) Partner with outsourcers like IBM Adopt “infrastructure” usable by my students Use fast-loading webpages that fit all screens KISS (both faculty and students) Collect and use Metadata

More Specific Actions-- Create & Join Community Networks Act on the 80/20 and 20/80 assumption Customize service to natural constituency Nurture My Clusters of Learners Offer forwarding for life Build monitored LISTSERVS-- especially before enrollment and after graduation Presume that all information will be shared

Basic Themes Communication Customization Collaboration Community Interactivity Know What Business You’re in

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