Using the Technology--- for Learning’s Sake By David G. Brown, Wake Forest University September 14, 2000, 2:30-4:30 PM

How the Laptop Program Has Changed Wake Forest

THE WAKE FOREST PLAN 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, 128 RAM, 333 Mhz, 6GB, CD-ROM, 56 modem F00: IBM A20m, 500 Mhz, 11GB, 15”ActMatrix, CD-ROM, 90 modem F99: IBM 390, 128 RAM, 333 Mhz Thinkpads for all New Every 2 Years Graduation Printers for all Wire Everything Standard Software Full Admin Systems IGN for Faculty Keep Old Computers New People 75% Faculty Trained 85% CEI Users 99% +15% Tuition ~$1500/Yr/Student 4 Year Phase In Pilot Year Plan for 2000 Order at---

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

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 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

Faculty Engagement

Environmental Imperatives Universal Student Access to Computers Reliable Networks Multiple Opportunities for Training and Consultation Faculty Ethos that values Experimentation and Tolerates Falters

Beginning Assumptions Start by enhancing an existing course, not total redesign! Use only techniques that can be learned by faculty in less than an hour! Expect network reliability and access to knowledge help when needed! Recognize that no experiment can jeopardize the success of a student cohort (Garden Metaphor)

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.

Concepts Underlying Strategy Eager Faculty Faculty Ownership Centrality of Educational Theory Communication & Conversation Hybrid Instruction Friendly Sharing Flexibility Diversity among Disciplines Non-threatening Innovation Patience

The Big Five #1. Continuous Communication #2. Repetition #3. Controversy and Debate #4. Different Strokes, Different Folks #5. Outsider Involvement

The Low Hanging Six  & Listservs  URL addresses (in syllabus)  Annotations within word processed documents  Powerpoint “lecture outlines”  Mini-movies that show successive computer screens  Practice quizzing prior-to-class (via WebCT)

Agencies for Encouraging Use Academic Computer Specialists Computer Enhanced Learning Initiative Committee on Information Tech. The Academic Tech Initiative Deans & Department Chairs Information System & the Help Desk Student Technology Advisors Residence Hall Tech Advisors Library Trainers Business & Industry Advisory Group

Ways to Exchange Information Swap & Share Benchmarking Trip Workshop by Off- Campus VIPs Computer Tip Talk Best Practices Conference National Computer Meetings Training On Call Summer Workshop CAI Newsgroup File of Best Local Practice

Others Ways to Stimulate Computer Use Standard Software and Equipment (Threshold) Standard Filing System Well-defined Academic Policy Portability: Classroom, Home, Vacation, Abroad Use Outside the Classroom

WORKSHEET What are the barriers to more use of technology by faculty? For your own campus, allocate 100 points among the three major barrier categories! _____% Faculty Need Time _____% Faculty Need Access to Expertise _____% Faculty Need to Motivation

Lessons Learned

LESSONS LEARNED Early investment in extensive multimedia may be more fun than useful Chat sessions are rarely productive Threaded discussions work only when the topic is narrowly defined, controversial, and the response is time limited and graded Powerpoint is often abused and overused

Lessons Learned First Focus Upon Communication Undertake achievable goals 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

Lessons Learned Computer challenged students learn basic skills quickly, without special classes Disciplines use computers differently The Internet is the place to put electronic class materials (WebCT) Start with Learning Objectives, Not Technology If is always up, everyone will be happy

Lessons Learned Greatest benefits are what happens between classes, not during classes. Greatest gains from computing come from some of the simplest applications Standardization speeds faculty adoption and eases the pressure upon support staff. Standardization saves class time. Student groups are larger and more active.

Main Impact of Computers Upon Learning in College Student Self Confidence is Shaken When They Aren’t Computer Savvy Availability of New Methods of Teaching & Learning has greatly increased how much and how we think about effective teaching. Different strokes for different folks-- individualization w/o necessarily personalization Community is strengthened in every way! [Always in Touch]