1. Accentuate the Positive: Using Wireless Internet in the Classroom to Enhance Student Engagement Carol A. Miles, Ph.D. Carleton University Ottawa, Canada

2. The Wireless Classroom Perhaps the single greatest impact on the university classroom in history

3. Impact on Professors Students are no longer a “captive audience” Students are no longer a “captive audience” Many forces, both passive and active competing for their attention Many forces, both passive and active competing for their attention Students are able to communicate with each other in class invisibly (i.e. you can’t see them passing these kinds of “notes”) Students are able to communicate with each other in class invisibly (i.e. you can’t see them passing these kinds of “notes”) Students can (and do) use Internet resources to check the veracity of what you say in class Students can (and do) use Internet resources to check the veracity of what you say in class

4. From the Toronto (Canada) Globe and Mail, October 16, 2007 Distractions, of course, are nothing new to students. There have always been sarcastic notes to pass, important doodles to draw, hangovers to recover from, and classmates to ogle, but the competition for student attention has never been as fierce as it is today. This state of over-stimulation fed by constant connectivity leads to a phenomenon dubbed "continuous partial attention" by Linda Stone, a lecturer and former Microsoft executive. Her thesis is that the need that digital workers and students feel to monitor everything at once is driven by a constant fear that they might miss something important. The result is a high level of stress, accompanied by an inability to devote full attention to what is happening in front of them. KEN HUNT Globe and Mail Update October 16, 2007 at 12:00 AM EDT

5. But….. Greatly enhanced ability to engage students during class activities through connection with limitless resources

6. In other words… A disadvantage is that the world gets to come freely into the classroom, but…

7. The classroom also gets to go easily out into the world – more easily than ever before

8. Impact on Students Ability to carry on numerous tasks simultaneously while in class (this is both benefit and detriment) Ability to carry on numerous tasks simultaneously while in class (this is both benefit and detriment) Culturally and socially difficult for them to avoid the immediacy of online communication Culturally and socially difficult for them to avoid the immediacy of online communication Difficult to avoid the distraction of other students’ open laptops Difficult to avoid the distraction of other students’ open laptops They believe they are easily able to handle the multi- tasking inherent in being online in class (but can they really…?) They believe they are easily able to handle the multi- tasking inherent in being online in class (but can they really…?)

9. For our consideration Are students only distracted because they are not engaged in the lecture due to teaching methodology? Are students only distracted because they are not engaged in the lecture due to teaching methodology?

10. Many Universities are priding themselves on the innovation of the totally wireless campus Becoming the standard worldwide Becoming the standard worldwide As municipalities become totally wireless, it will be difficult to avoid classroom access As municipalities become totally wireless, it will be difficult to avoid classroom access PDAs (Blackberries, iPhones) already provide easy wireless access PDAs (Blackberries, iPhones) already provide easy wireless access

11. Many professors are not embracing this technology with enthusiasm Many call for a way to “turn off” internet access in individual classrooms Many call for a way to “turn off” internet access in individual classrooms As broader areas are covered with wireless internet access, this becomes a technical impossibility As broader areas are covered with wireless internet access, this becomes a technical impossibility A common practice is the “banning” of laptops in the classroom A common practice is the “banning” of laptops in the classroom

12. This introduces a brand new and predominant issue the management of today’s classroom

13. Suggested Classroom Management Techniques (One size does NOT fit all!!) Instructors have the prerogative to allow or disallow laptops in the classroom. Due to the nature of a specific class, laptops during class time may not be the most appropriate tool to use. Instructors have the prerogative to allow or disallow laptops in the classroom. Due to the nature of a specific class, laptops during class time may not be the most appropriate tool to use. Instruct students to email you at the end of the class period attaching their notes typed in class. Instruct students to email you at the end of the class period attaching their notes typed in class. http://it.nmu.edu/Faculty/laptopuse.htm

14. Classroom Management Techniques… Ask students to close their laptops to observe. Ask students to close their laptops to observe. Speak behind them to observe their screens. Speak behind them to observe their screens. If inappropriate screen content (e.g. sexually explicit, etc.) quietly ask the student to not display that screen in your class BECAUSE you are concerned it will be distracting to others. If inappropriate screen content (e.g. sexually explicit, etc.) quietly ask the student to not display that screen in your class BECAUSE you are concerned it will be distracting to others.

15. Classroom Management Techniques… Encourage peer discipline, e.g. tell the person sitting next to you if it bothers you. In classes where there are teams of students, this works moderately well because they are more comfortable with each other. Tell a student if you believe they have crossed a line and it will affect their participation grade. After that, it is their choice. Encourage peer discipline, e.g. tell the person sitting next to you if it bothers you. In classes where there are teams of students, this works moderately well because they are more comfortable with each other. Tell a student if you believe they have crossed a line and it will affect their participation grade. After that, it is their choice.

16. Classroom Management Techniques… Have the students follow along with the PowerPoint slide in Design mode (not Run mode). Show them how to take notes in the bottom of the screen so they can be occupied both mentally and physically during lectures. Incorporate blank or incomplete slides which they must finish after the lecture. These are spaced about every 4- 5 slides. If they are effectively using their laptops for note-taking there is less time to play games or go online. Doing so means they have missed points in lecture. Have the students follow along with the PowerPoint slide in Design mode (not Run mode). Show them how to take notes in the bottom of the screen so they can be occupied both mentally and physically during lectures. Incorporate blank or incomplete slides which they must finish after the lecture. These are spaced about every 4- 5 slides. If they are effectively using their laptops for note-taking there is less time to play games or go online. Doing so means they have missed points in lecture.

17. Classroom Management Techniques… Give interactive exercises in class that require Internet search, compilation of facts, group assessment of information, or other active outcome. Again, the task requires their attention so they are less apt to diverge to online misuse. Give interactive exercises in class that require Internet search, compilation of facts, group assessment of information, or other active outcome. Again, the task requires their attention so they are less apt to diverge to online misuse. If there is evidence of misuse, discuss one-on- one with that student, rather than imposing some restrictive, impossible-to-effectively- enforce rule on all students. If there is evidence of misuse, discuss one-on- one with that student, rather than imposing some restrictive, impossible-to-effectively- enforce rule on all students. - - Regard the “unhealthy laptop usage” as an indicator on how well a lecture is being received. If students’ heads are bobbing due to sleepiness and laptops are being opened for surfing or gaming, make note to alter that lecture. - Ban laptops from the classroom if misuse persists.

18. Actively Discuss Laptop Use in Course Outline “Computers are to be utilized for coursework and activities related to coursework. Do not use computers for entertainment during class meetings.” “Computers are to be utilized for coursework and activities related to coursework. Do not use computers for entertainment during class meetings.” “Do not display material on screen which may be distracting or offensive to your neighbor.” “Do not display material on screen which may be distracting or offensive to your neighbor.” “Use headphones for activities that require sound.” “Use headphones for activities that require sound.” http://it.nmu.edu/Faculty/laptopuse.htm

19. Actively Discuss Laptop Use in Course Outline “Negative participation (surfing, gaming, chatting, emailing) in class will reduce your participation grade by at least 1/2 letter grade - you are a distraction to others sitting nearby and to me.” “Negative participation (surfing, gaming, chatting, emailing) in class will reduce your participation grade by at least 1/2 letter grade - you are a distraction to others sitting nearby and to me.” “You are expected to be punctual, alert, and prepared for the class. You will be considerate of the instructor and other students, which includes not keyboarding or checking e-mail while information is being presented. Please turn off instant messaging during class time and refrain from playing games on your computer.” “You are expected to be punctual, alert, and prepared for the class. You will be considerate of the instructor and other students, which includes not keyboarding or checking e-mail while information is being presented. Please turn off instant messaging during class time and refrain from playing games on your computer.” http://it.nmu.edu/Faculty/laptopuse.htm

20. Actively Discuss Laptop Use in Course Outline “Appropriate Classroom Laptop Use...Although having a laptop in class opens up new learning possibilities for students, sometimes students utilize it in ways that are inappropriate. Please refrain from instant messaging, e-mailing, surfing the Internet, playing games, writing papers, doing homework, etc. during class time. Acceptable uses include taking notes, following along with the instructor on PowerPoint, with demonstrations, and other whole class activities, as well as working on assigned in-class activities, projects, and discussions that require laptop use. It is easy for your laptop to become a distraction to you and to those around you. Inappropriate uses will be noted and may affect your final grade.” “Appropriate Classroom Laptop Use...Although having a laptop in class opens up new learning possibilities for students, sometimes students utilize it in ways that are inappropriate. Please refrain from instant messaging, e-mailing, surfing the Internet, playing games, writing papers, doing homework, etc. during class time. Acceptable uses include taking notes, following along with the instructor on PowerPoint, with demonstrations, and other whole class activities, as well as working on assigned in-class activities, projects, and discussions that require laptop use. It is easy for your laptop to become a distraction to you and to those around you. Inappropriate uses will be noted and may affect your final grade.” http://it.nmu.edu/Faculty/laptopuse.htm

21. Harnessing the Power of Wireless in the Classroom The good part of all of this……

22. Sound Pedagogical Theory Cooperative Learning (Johnson & Johnson,1994) Cooperative Learning (Johnson & Johnson,1994) Constructivism (Bruner, 1983, 1986; Vygotsky, 1978) Constructivism (Bruner, 1983, 1986; Vygotsky, 1978) Learning Styles (Gardner, 1983) Learning Styles (Gardner, 1983) Problem Based Learning (Collins, et. al., 1989) Problem Based Learning (Collins, et. al., 1989) Higher-Level Thinking Skills (Resnick, 1989) Higher-Level Thinking Skills (Resnick, 1989) Connect to Real World Knowledge (Lampert, 1986) Connect to Real World Knowledge (Lampert, 1986) Applying Knowledge (Carroll, 1990) Applying Knowledge (Carroll, 1990) From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver

23. Classroom activities that take advantage of wireless access…. Debates Case Studies WebQuests Online Surveys Online Research Specialized Software Digital Video Production Polling students Polling students Brainstorming Brainstorming Using Java Applets Using Java Applets Viewing Streaming Video Viewing Streaming Video Collecting Fast Feedback Collecting Fast Feedback Creating Quick Web Pages Creating Quick Web Pages Locating Web Articles Locating Web Articles Submitting to “pedias” Submitting to “pedias”

24. Debates Divide students into learning teams (3-4 students) Introduce topics of discussion Assign teams topics (for and against) Teams post ideas in online discussion board Winners get bonus marks Examples Should North American share one currency as Europe has done? Should North American share one currency as Europe has done? Should we have standardized tests in Education ? Should we have standardized tests in Education ? Is communism ever a viable method of government? Is communism ever a viable method of government? Adapted From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.

25. Case Studies Case Studies Present case study (text and/or video) Present case study (text and/or video) Have students work in teams of 3 to 5 to come up with a solution Have students work in teams of 3 to 5 to come up with a solution Post solutions and questions in a discussion board Post solutions and questions in a discussion board Respond to another group’s solutions Respond to another group’s solutions Examples Difficult social work case scenarios Difficult social work case scenarios Challenging business organizational problems Challenging business organizational problems Engineering design problems Engineering design problems Adapted From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.

26. WebQuest Well organized web-based research activity Work in groups of 3-4 Work in groups of 3-4 Provide key starting resources Provide key starting resources Clearly defined role for each group member Clearly defined role for each group member Bring together work in final project Bring together work in final project Examples Math on Trial Math on Trial Comparing teaching philosophies Comparing teaching philosophies See http://webquest.org/ See http://webquest.org/http://webquest.org/ From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.

27. Course-Specific Research Students can be asked to search for information on specific topic Students can be asked to search for information on specific topic Can use university’s own library resources and electronic databases as well as web resources Key is to make sure that students evaluate quality of resources used (i.e. understand limitations of resources such as Wikipedia) Key is to make sure that students evaluate quality of resources used (i.e. understand limitations of resources such as Wikipedia) Examples Survey research in any discipline Survey research in any discipline Collecting examples of good lesson plans, business plans, financial reports, lab report formats Collecting examples of good lesson plans, business plans, financial reports, lab report formats Any topics related to course material can be the basis of good activities Any topics related to course material can be the basis of good activities Adapted From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.

28. Online Surveys and Inventories Find survey on topic being discussed Create your own survey Good introductory activity that gets personal involvement Examples Learning Style Survey Learning Style Survey Basic knowledge of vectors at the beginning of a math course Basic knowledge of vectors at the beginning of a math course Political views Political views From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.

29. Java Applets Find related, interactive applets ahead of time Have students interact to solve problems Can be used for practice, exploration, and/or demonstration Examples Math Virtual Manipulatives (for math) Math Virtual Manipulatives (for math) Math Virtual Manipulatives Math Virtual Manipulatives www.engapplets.vt.edu (for engineering) www.engapplets.vt.edu (for engineering) www.engapplets.vt.edu www.engapplets.vt.edu www.falstad.com/mathphysics.html (for math, physics and engineering www.falstad.com/mathphysics.html (for math, physics and engineering www.falstad.com/mathphysics.html www.colorado.edu/~mcclella/java/zcalc.html (for statistics) www.colorado.edu/~mcclella/java/zcalc.html (for statistics) www.colorado.edu/~mcclella/java/zcalc.html www.colorado.edu/~mcclella/java/zcalc.html

30. Videos Short video clips on specific topics Can be used for demonstration purposes Ideal for linking to real world knowledge Examples Annenberg Video Collection Annenberg Video CollectionAnnenberg Video CollectionAnnenberg Video Collection (for Education) Illustrating physical properties and machines Illustrating physical properties and machines YouTube is a great resource but do your homework ahead of time YouTube is a great resource but do your homework ahead of time From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.

31. Collecting Fast Feedback Use a free online survey tool at www.getfast.ca www.getfast.ca 2-3 questions to get student feedback on class, pace, assignments, confusions, questions Give students 5 minutes at the end of each class Examples www.getfast.ca www.getfast.ca www.getfast.ca Were the learning objectives appropriately addressed? Were the learning objectives appropriately addressed? Was grading fair and appropriate? Is the course pace OK? Was grading fair and appropriate? Is the course pace OK? Can also be used for quizzes and no-or-low-point-value tests in class to test understanding of content Can also be used for quizzes and no-or-low-point-value tests in class to test understanding of content

32. Web Articles Find current article, table of statistics, website on topic Nice introduction – focuses class Relates knowledge to real world Examples Announcement by government departments Announcement by government departments Article in paper or journal Article in paper or journal Discipline-related statistics or very current facts Discipline-related statistics or very current facts From: Strategies for Effective Laptop Use in Higher Education, Dr. Robin Kay & Dr. Liesel Knaack, University of Ontario Institute of Technology Presented at EDUCAUSE 2004, Denver.

33. Polling Students Use a survey tool such as www.getfast.ca to poll students whether they understand a concept www.getfast.ca Can look at results immediately Can look at results immediately Gets students to focus Gets students to focus Allows teacher to back track Allows teacher to back track Examples Did you understand how to do problem A? Did you understand how to do problem A? What questions do you have? What questions do you have? What don’t you understand? What don’t you understand?

34. Eliminates the need for remote response (clicker) systems

35. Software Access Many thousands of software titles and help resources are available online Teach and use software in context of lesson Student access software immediately, use within lesson often for free Examples Subject Specific (e.g., Science) Subject Specific (e.g., Science) Career Specific (e.g., marks programs) Career Specific (e.g., marks programs) Creative (e.g., web page, photo editing) Creative (e.g., web page, photo editing) Utilities & Productivity (e.g., Camtasia,) Utilities & Productivity (e.g., Camtasia,)

36. Advantage when using specialized software: Students can often each download a free trial version for use in class that day, eliminating the need to purchase expensive licenses

37. Submitting to “pedias” Have students research small areas that could be sent in to the Wikipedia or other “pedias” Instruct them how to submit this information Tremendously rewarding for those whose submissions are accepted Examples Examples of Symptoms of Psychological Disorders Examples of Symptoms of Psychological Disorders Biographical Details of Historical Figures Biographical Details of Historical Figures Details of Local Legal Cases Details of Local Legal Cases Statistics Regarding Sports Figures Statistics Regarding Sports Figures

38. Descriptions of Discipline-Specific Activities http://www.uwstout.edu/tlc/laptops.htm http://www.uwstout.edu/tlc/laptops.htm http://www.uwstout.edu/tlc/laptops.htm http://it.bridgew.edu/FacStaff/notebook/bestpractices/index.cfm http://it.bridgew.edu/FacStaff/notebook/bestpractices/index.cfm http://it.bridgew.edu/FacStaff/notebook/bestpractices/index.cfm http://www.math.clemson.edu/~bmoss/laptop_pedagogy/ http://www.math.clemson.edu/~bmoss/laptop_pedagogy/ http://www.math.clemson.edu/~bmoss/laptop_pedagogy/ www.math.clemson.edu/~bmoss/laptop_pedagogy/LaptopsHu manitiesEngSci www.math.clemson.edu/~bmoss/laptop_pedagogy/LaptopsHu manitiesEngSci www.math.clemson.edu/~bmoss/laptop_pedagogy/LaptopsHu manitiesEngSci www.math.clemson.edu/~bmoss/laptop_pedagogy/LaptopsHu manitiesEngSci http://www.edutopia.org/tech-integration http://www.edutopia.org/tech-integration http://www.edutopia.org/tech-integration http://amps-tools.mit.edu / tomprofblog/archives/2006/05/727_enhancing_l.html#more http://amps-tools.mit.edu / tomprofblog/archives/2006/05/727_enhancing_l.html#more http://amps-tools.mit.edu / tomprofblog/archives/2006/05/727_enhancing_l.html#more http://amps-tools.mit.edu / tomprofblog/archives/2006/05/727_enhancing_l.html#more http://www.leasttern.com/workshops/EnglishLaptop.html http://www.leasttern.com/workshops/EnglishLaptop.html http://www.leasttern.com/workshops/EnglishLaptop.html http://ltc.udayton.edu/faculty/eclassroom/index.htm http://ltc.udayton.edu/faculty/eclassroom/index.htm http://ltc.udayton.edu/faculty/eclassroom/index.htm

39. In conclusion….. With proper classroom management techniques, wireless offers tremendous opportunities to transform the university classroom into a space that offers unlimited opportunities for student engagement

40. Contact Information Carol A. Miles, Ph.D. Director, Learning Technologies and Teaching Support Adjunct Professor, Psychology Educational Development Centre Carleton University 1125 Colonel By Drive Ottawa, Ontario Canada K1S 5B6 Telephone: 1-613-520-4027 email: carol_miles@carleton.ca website: www.carleton.ca/edc carol_miles@carleton.ca