Exploring the Impact of Technology
on Teaching and Learning
Keynote Address at the 35th Annual Conference
Association of Small Computer Users in Education
Myrtle Beach, S.C., June 9, 2002
David G. Brown
Professor, Dean and VP
Wake Forest University
How has the computer already
changed teaching and learning?
Please write down
two phrases and
share what you
have written with a
neighbor!!!
"A computer lets you make more mistakes faster
than any invention in human history--with the
possible exceptions of handguns and tequila."
--Mitch Ratliffe, "Technology Review"
How has the computer changed
teaching and learning? (my answer)
1. It’s caused every teacher to
rethink & redesign.
2. By increasing student options, it has increased
competition and compelled universities to pay
more attention to the quality of teaching
Our profession has been changed forever!
How can we measure the influence of
_________upon the quality of learning?
Student
Testimony
Behavior
Faculty
Put a single letter in each box!
E = excellent measure
G = good measure
P = poor measure
Performance
You may use the same letter
in different boxes! However,
make sure you use every letter
at least once!
Multi-Institutional Studies
– Hu and Kuh (CSEQ data from 18,000+ students)
http://epaa.asu.edu/epaa/v9n49.html
– CSEQ Questionnaire
http://www.indiana.edu/~cseq/overview.html and
http://www.indiana.edu/~nsse/html/mbp/confra1.html
– Brown (150 professors from 36 universities)
http://www.ankerpub.com/books/brown.html
– Flashlight Project of the TLT Group
http://www.tltgroup.org/programs/flashlight.html
Single University Studies
– Wake Forest http://www.wfu.edu/Administrative-offices/InstitutionalResearch/michigan.pdf
– Virginia Tech
http://www.emporium.vt.edu/VisitorsWebsite/Article2.html
– Seton Hall http://itd.shu.edu/links/index.htm
– University of Central Florida
http://pegasus.cc.ucf.edu/~irps/
– AAHE Assessment Forum http://www.aahe.org/assessment/ and
http://www.aahe.org/teaching/tsk_frce.htm
– Many, many other studies where 80—90% of students
and faculty report that computers increase learning
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!
• 150 professors at 50 Research Universities--Interaction, Collaboration, Debate, Custom, Adjuncts!
• Virginia Polytechnic University--Calculus failure rate cut by 44%!
• Seton Hall University--More self-exploration, contact, feedback, learning!
Communication-Interaction
Computers Enhance
Teaching & 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%
ICCEL
ICCEL --- Wake
Wake Forest
Forest University,
University, 2002
2002
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
ICCEL -- Wake Forest University, 2002
FIRST YEAR SEMINAR
The Economists’ Way of Thinking:
• 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
Students = 15
All Freshmen
Required Course
Before Class
During Class.
After Class
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
ICCEL -- Wake Forest University, 2001
Reasons 150 Professors Added
Computer Enhancements
1. Communication-Interaction
2. Collaboration-Teams
3. Controversy-Debate
4. Customization-Diversity
5. Consultants-Adjuncts
The Millennium Context
•
•
•
•
•
•
•
Personal. Customized. Interactive.
Student-Centered Curriculum & Databases
Teams of Professionals to Support Learning
“Houses” instead of Disciplines
Blended Courses (80-20 and 20-80)
Loose-leaf Collections of Course Chunks
Internet Savvy Students (Nintendo)
Low Hanging Fruit
[within the constraints of time & money]
1. URLs
2. Email
3. Course Management System
Better 85% Some Use Vs 5% Heavy Use
The Good News for Small Colleges is that the Highest
Benefit uses of the computer are among the Least Costly.
•
•
•
•
•
•
Don’t Fear Distance Learning (Blended Wins)
Pursue the Low Hanging Fruit (Email, URL, CMS)
Teach on the Assumption of Internet Access
Declare a Standard
Hire Students
Promote Information Fluency
Student
Teacher
•My.yahoo
•Custom learning team
•Custom delivery
•Custom learning resources
Student-Centered
Learning
in the New Millennium
David G. Brown
Wake Forest University
Winston-Salem, NC 27109, USA
336-758-4878
email: brown@wfu.edu
http//:www.wfu.edu/~brown
fax: 336-758-4875
Wake Forest University, 2002