Anticipating!
A Discussion of Next Steps
Among Algonquin College Leaders
Facilitated by David G. Brown
VP and Dean (ICCEL), Wake Forest University
Friday, September 14, 2001
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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 which has in turn compelled
universities to pay more attention to the quality
of teaching
Our profession has been changed forever!
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Reasons 150 Professors Added
Computer Enhancements
1. Communication-Interaction
2. Collaboration-Teams
3. Controversy-Debate
4. Customization-Diversity
5. Consultants-Adjuncts
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THE WAKE FOREST PLAN
IBM A22e, Pentium III, 700 Mhz, 20GB, 14”ActMatrix, 196MB, Re-writable CD
56k modem, 8MB Video Ram, 10/100 Ethernet, Floppy,
USB&Serial&Parellel&Infrared Ports
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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
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ICCEL -- Wake Forest University, 2001
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, 2001
2001
5
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
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ICCEL -- Wake Forest University, 2001
Consequences for Wake Forest
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+SAT Scores & Class Ranks
+Retention & Grad Rates
+Satisfaction & Learning
+Faculty Recruitment
ICCEL -- Wake Forest University, 2001
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8 BASIC MODELS OF
UBIQUITOUS COMPUTING
(Ordered by total cost, starting with the most expensive)
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All + Powerful + Laptops + Annual Refresh UMC
Refresh Less Frequently WFU WVWC
Substitute Desktop Computers USAFA
Provide One Computer Per Two Beds Chatham
Specify Threshold Level SSU UNC
Substitute Network Computers
Provide Public Station Computers BC
Teach with Explicit Assumption of Access
WHY UBIQUITOUS?
• Mentality shifts-- like from public phone to personal phone.
• Teaching Assumptions shift-- like from readings are on
reserve 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 “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 tow
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Distinctive Opportunities
Available Only in Laptop Settings
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Faculty are always available
Students expect messages between classes
Student PowerPoint talks are common
Team assignments increase
On site data collection & essay writing
Papers often include visuals, even motion
Study at best location, not limited to dorm
Continuous contact
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WHY PORTABLE?
Academic Reasons
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Continuous Contact
More Collaboration
Greater Faculty Availability
Greater Sense of Ownership
More Flexibility: On site data collection &
essay writing. In class use.
• Study at best location, not limited to dorm
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WHY PORTABLE?
Administrative Reasons
• Stronger Recruitment/Retention
• Quick exchange when machine is broken
• Fewer Computer Labs: More Space for
Other Activities
• Built in refresh mechanism
• Access to college continues when on
vacation, abroad, and after graduation
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Positioning for the Future
• What are your institution’s
strengths & weaknesses
• How do you determine
your place in an electronic
world?
• What will be your primary
student markets--program
areas? Degree credit?
Geographic span? Age?
• What are the appropriate
delivery technologies
next year? 5 years? Etc?
• What is a realistic
staffing plan?
Outsourcing? Support
personnel? Executive
leadership?
• What institutional
partnerships make
sense?
The Millennium Context
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Personal. Customized. Interactive.
Student-Centered Curriculum
Teams of Professionals to Support Learning
“Houses” instead of Disciplines
Hybrid Courses (80-20 and 20-80)
Loose-leaf Collections of Course
Components, instead of Textbooks
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BIG ISSUES
• Communication vs Presentation vs
Analysis vs Access to Internet
• Virtual Courses vs Hybrids
• Academic vs Administrative
• Consortia vs Going It Alone
• Today’s Students vs Alums Also
• Mandatory vs Optional
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BIG ISSUES
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Laptop vs Desktop vs Network
Standard vs Threshold
Single Vendor vs Multiple Vendors
Buy vs Lease vs Student Buy
LearningSpace vs CourseInfo vs
WebCT vs Other Mgt Systems
• Cold Turkey vs Pilot
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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
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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
ICCEL -- Wake Forest University, 2001
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