1. Enhancing an Existing Course: A Participatory Workshop for ACA June 24, 2000
International Center for
Computer Enhanced Learning,
Wake Forest University

2. Your Personal
Educational
Convictions &
Theories
Quick Start:
5 strategies
pursued by
many early
adopters
5 easy-to-learn
computer
techniques (for
implementing the
5 strategies)
List the Changes
You Wish to
Try in Your
Specific Course

3. 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 knowledgeable help when needed!
Recognize that no experiment can jeopardize the success of a student cohort (Garden Metaphor)

4. Beginning Guidelines
Think about a Specific Course, preferably one that you have taught recently and wish to redesign.
Don’t get too ambitious. Know your limits. Start by enhancing, not redesigning.
Emphasize learning strategies, not technology
Keep the technology simple (not as much for the students as for you)

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

6. The Low Hanging Five Email & Listservs URL addresses (in syllabus)
Annotations within word processed documents
Powerpoint “lecture outlines”
Mini-movies that show successive computer screens

7. It’s Your Turn
Think of a specific course, preferably one that you are planning to enhance.
List 2-3 “activities-assignments” that you are currently using that reinforce the concept of “continuous communication,” then of “repetition”, then of Think about non-technological activities as well as computer based activities!
Write down the activities. This is important!
Continuous Repetition Involve Controversy Different
Communication Outsiders Debate Strokes

8. Very Useful Tools Are Very Easily Learned!---
A Few Demos

9. HONOR ROLL OF CONTINUOUS COMMUNICATION

10. HONOR ROLL OF REPETITION

11. HONOR ROLL OF CONTROVERSY AND DEBATE

12. HONOR ROLL OF OUTSIDER INVOLVEMENT

13. HONOR ROLL OF DIFFERENT STROKES FOR DIFFERENT FOLKS

14. 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?
ICCEL -- Wake Forest University, 2000

15. Metaphors for Professors’ Role
Coach and team
Master and apprentices
Sage on the Stage
Guide by the Side
Fountain of Information
Salesperson
___________________
ICCEL -- Wake Forest University, 2000

16. Chickering-Gamson 7 Principles: Good Practice...
Encourages student-faculty contact
Encourages cooperation among students
Encourages active learning
Gives prompt feedback
Emphasizes time on task
Communicates high expectations
Respects diverse talents and ways of learning

17. 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

18. 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
ICCEL -- Wake Forest University, 2000

19. 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 (CourseInfo or WebCT)
Start with Learning Objectives, Not Technology
If is always up, everyone will be happy
ICCEL -- Wake Forest University, 2000

20. 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.
ICCEL -- Wake Forest University, 2000

21. “The Economists’ Way of Thinking” A Course Required of All Freshmen
What’s Being
Done?
“The Economists’ Way of Thinking”
A Course Required of All Freshmen
For 15 Students
ICCEL -- Wake Forest University, 2000

22. 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
ICCEL -- Wake Forest University, 2000