1. Many Opportunities for Instructional Technologists--A Provost’s Perspective by David G. Brown, Dean & VP Intl Center for Computer Enhanced Learning, Professor of Economics and Former Provost Wake Forest University Conference Keynote EXPLORING OUR DYNAMIC ROLES Ann Arbor, Michigan. February 27, 2003

2. Opening Comments You’re among the campus’ most popular! Faculty have just received a truckload of new teaching tools & must be coached on which tools to use for what purposes. CONGRATULATIONS for being here-- for making time to advance your understanding of your own role and to share learning with others!

3. Outline of My Remarks What’s your job and how do you plan to enrich it at this conference? What’s on the minds of your faculty clients? How does ubiquitous computing change learning in liberal arts colleges? 25 ideas to bounce off colleagues this weekend!

4. An Instructional Technologist is A bridge between faculty & IS cultures A translator from IS to faculty, & vice versa An expert in pedagogy A trainer of faculty A help desk for students An administrator of the CMS An advocate for technology & teaching A motivator of faculty use of technology A subject matter specialist w IS knowledge A key member of a learning delivery team A designer of distance learning courses Other: __________________________________ Add your own “other;” then, check the 3 that most closely match your vision of what your role should be at your current institution!

5. Two Cultures EDUCAUSE Review, July/August 2001, pp. 48-57. TECHNOLOGY CULTURE Centralized Focused College centered Driven by technology agenda Accustomed to “service” model FACULTY CULTURE Balkanized Diffuse Discipline centered Driven by the disciplinary agenda Accustomed to research team model

6. You are here to figure out how to do your job better! This means--- 1.Identifying what your job should be! (You’ve just done it!) 2.Figuring out what you need to learn at this conference that will allow you to do it better (What focus? Any job expansion?) 3.Focusing upon a few questions that you hope to ask at all sessions and in your corridor conversations. (Write them down now!) 4. Practicing broader thinking like that expected of the dean or your supervisor

7. Most faculty want to upgrade the following teaching strategies--- ---interaction ---collaboration ---controversy ---customization ---supplemental instructors

8. 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 What’s on the minds of your faculty? BROWN’S FIRST YEAR SEMINAR The Economists’ Way of Thinking: Students = 15 All Freshmen Required Course Before Class During Class. After Class

9. Brown’s First Year Seminar Before Class –Students Find URLs & Identify Criteria –Interactive exercises –Muddiest Point –Lecture Notes –E-mail 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 –Portfolio –Materials Forever

10. Reasons 150 Professors Added Computer Enhancements 1.Communication-Interaction 2.Collaboration-Teams 3.Controversy-Debate 4.Customization-Diversity 5.Consultants-Adjuncts www.ablongman.com/professional/catalog/academic/product/1,4096,0205355803,00.html www.ankerpub.com/books/brown.html

11. When all students have daily access to the Internet, opportunities for quality learning expand greatly!

12. IBM Laptops for all Printers for all New Every 2 Years Own @ Graduation 31,000 Connections Standard Software 99% E-Mail 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

13. Communication-Interaction

14. 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 Florida State FYS Reunion Band Dinner

15. Impact of the Plan for the Class of 2000, No. of Items with Significant Differences in Wake Forest Student Responses, CSEQ Questionnaire 2002 Survey versus 1998 Survey Computer Usage………………..…2002 wins 6-2 Information Fluency………….…...2002 wins 5-1 Integration of Knowledge………..2002 wins 3-0 Specific Knowledge & Skills…….2002 wins 6-1 Interpersonal Communication…..2002 wins 8-0 Co-Curricular Participation……...2002 wins 5-0 Source: Ross Griffith, Wake Forest Univ. Institutional Research Office. http://www.wfu.edu/administration/ir/docs/CSEQComparison2002.pdf

16. CSEQ Computer Usage Items Searched Internet for course materials Used word processor for paper Used email to communicate with class Made visual displays with computer Developed web page, multimedia Computer & Info Technology Scale Discussion about computers & Technology Joined in electronic class discussions Black= 2002 significantly greater than 1998. Italics Red= 1998 significantly greater than 2002

17. Information Fluency Items Retrieved off-campus library materials Judged quality of information obtained Learning on your own…finding info you need Gaining range of info re career Gaining knowledge re rest of the world Used a dictionary or thesaurus Black= 2002 significantly greater than 1998. Italics Red= 1998 significantly greater than 2002

18. Integration of Knowledge Items Worked on project where you had to integrate ideas Putting ideas together, seeing relationships Developed role play, case study, simulation for class Black= 2002 significantly greater than 1998. Italics Red= 1998 significantly greater than 2002

19. Specific Knowledge & Skills Acquired job-related knowledge/skills Seeing the importance of history Write clearly and effectively Developing own values & ethical standards Acquired specialization for further education Broadening acquaintance with & enjoyment of literature Memorized formulas, definitions, technical terms Black= 2002 significantly greater than 1998. Italics Red= 1998 significantly greater than 2002

20. Interpersonal Communication Met with faculty to discuss group activities Talked with instructor re info related to course Discussed project ideas with a faculty member Held conversation about the economy Conversation about international relations Conversation about current events in the news Conversation about the arts Presenting effectively when speaking with others Black= 2002 significantly greater than 1998. Italics Red= 1998 significantly greater than 2002

21. Co-curricular Items Went to a lecture or panel discussion Attended meeting of campus club or student government Worked on a campus committee Managed a club or organization Quality of Effort: Clubs & Organization Scale Black= 2002 significantly greater than 1998. Italics Red= 1998 significantly greater than 2002

22. Impact of the Plan for the Class of 2000, No. of Items with Significant Differences in Wake Forest Student Responses, CSEQ Questionnaire 2002 Survey versus 1998 Survey Computer Usage………………..…2002 wins 6-2 Information Fluency………….…...2002 wins 5-1 Integration of Knowledge………..2002 wins 3-0 Specific Knowledge & Skills…….2002 wins 6-1 Interpersonal Communication…..2002 wins 8-0 Co-Curricular Participation……...2002 wins 5-0 Source: Wake Forest University Institutional Research Office. http://www.wfu.edu/administration/ir/docs/CSEQComparison2002.pdf

23. Research Results University of Central Florida--- Hybrid courses win! (the 80-20 rule) 18,844 students at 71 American Universities--- More “good practices” for wired students! http://epaa.asu.edu/epaa/v9n49.html 150 professors at 50 Research Universities--- Interaction, Collaboration, Debate, Custom, Adjuncts! Virginia Polytechnic University--- Calculus failure rate cut by 44%!

24. As a leader of the movement to enhance teaching through the use of technology, here are a few ideas you might bounce off your colleagues this weekend---

25. Actions for You to Consider (as team member bringing cultures together) Help bring to campus as a seminar speaker or consultant someone trusted by a client group Favor clusters of clients Sponsor Teaching w Technology Poster Session Found a STARS program (& hire majors) Organize a benchmarking trip Co-author presentations with faculty Develop an e-portfolio template Advocate information fluency with librarians Circle the item you are most enthusiastic about implementing! Cross off at least one item that’s not worth your time!

26. Actions for You to Consider (as team member bringing cultures together) Stress community magnification Assure system reliability Advocate explicit acknowledgement that all teaching should proceed on the assumption that all students have daily Internet access Advocate for “preferred standards” Encourage collaborative teaching Promote computer use in co-curricular activities Circle the item you are most enthusiastic about implementing! Cross off at least one item that’s not worth your time!

27. Actions for You to Consider (as team member bringing cultures together) KISS (email, URL, CMS) Let eagles soar on their own Minimize investment in expensive multi-media presentations Avoid educationalists’ jargon Create & monitor a CMS Listserv Appoint a liaison from each “user group” Associate a technologist with each “user group” Circle the item you are most enthusiastic about implementing! Cross off at least one item that’s not worth your time!

28. Actions for You to Consider (as team member bringing cultures together) Separate perishable & enduring Talk up between class vs in class use of computers Design with system limits in mind Build chunks, not whole courses Concentrate on hybrid (blended) courses Provide “on demand” F2F training Circle the item you are most enthusiastic about implementing! Cross off at least one item that’s not worth your time!

29. Denison’s Strategic Emphases President Knobel to donors rec’d Feb.26, 2003 Independent student scholarship Close student-faculty relations Preparation to make a difference in the world beyond college Opportunities for students to grow in friendship and respect through shared activities

30. David G. Brown Wake Forest University Winston-Salem, NC 27109, 336-758-4878 email: brown@wfu.edu http//:www.wfu.edu/~brown fax: 336-758-5012

31. Your assignment is to note what you’ve checked during this presentation & to advance those opportunities during this weekend! Email me! Enjoy the conference!