"Using the Wake Forest Experience As A
Catalyst For Thinking Through How
Ubiquitous Laptop Computers Might
Change Teaching and Research at Pitt"
A discussion led by
David G. Brown, Professor of Economics
Vice President and Dean
International Center for Computer Enhanced Learning
Wake Forest University
November 2, 2000
The Big Picture---briefly
[start and end with theory]
• Philosophy of Learning
Communication + Community + Customization
• Media In Support of the 3C’s
Ubiquitous Now + Available Forever + Reliable +
Trusted + User Friendly + Customizable
Why Does More Communication & More
Community Take Place in an All Laptop
vs All Desktop Campus—Slide 1
• Students aren’t always at a desk (nomads).
• Students graduate. In anticipation of being
computerless, they hold back on use.
• Students study abroad & learn off-campus.
• Real equity of access exists when every
student has a computer equi-distance from
his/her bed.
Why Does More Communication & More
Community Take Place in an All Laptop
vs All Desktop Campus—Slide 2
• Broken computers can be traded out more
easily, thus assuring more reliable systems
• Collaborative groups can meet more easily
• Laptops take less space
• Students consult laptops more reliably.
THE WAKE FOREST PLAN
IBM A20m, 500 Mhz, 11GB, 15”ActMatrix, CD-ROM, 90 modem
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IBM Laptops for all
Printers for all
New Every 2 Years
Own @ Graduation
45.000 Connections
Standard Software
99% E-Mail
ICCEL -- Wake Forest University, 2000
Ways of Thinking About
Presidential Campaigns and Debates
A First Year Seminar Introducing
Students to the Liberal Arts
15 Freshmen
Meet twice per week
All with open laptops
ICCEL -- Wake Forest University, 2000
Brown’s First Year Seminar
• Before Class
– Students Find URLs &
Identify Criteria
– Interactive exercises
– Lecture Notes
– E-mail dialogue
– Cybershows
• During Class
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One Minute Quiz
Computer Tip Talk
Class Polls
Team Projects
• After Class
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Edit Drafts by Team
Guest Editors
Hyperlinks & Pictures
Access Previous Papers
• Other
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Daily Announcements
Team Web Page
Personal Web Pages
Exams include Computer
Materials Forever
ICCEL -- Wake Forest University, 2000
Things I Do That I Wouldn’t Do
If Students Didn’t Have Laptops
• Frequent announcements
• All Internet Text
• In Class Computer Talks
with Student Feedback
• One Minute Quizzes
• Due Dates on Weekends
• In Class Projects
• Parent Interviews
• Continuous Teaching from
Off Campus
• Screencams to cover
Network Failures
• Tradeouts from broken
computers
• Tight Deadlines on Follow
Up
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
Distinctive Opportunities
Available Only in Laptop Settings
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Quick exchange when machine is broken
Fewer computer labs are needed
Departmental clubs thrive
Student Portfolios Emerge
Students teach faculty
Access to college (& collaboration &
knowledge) continues after graduation
Actions Toward Capitalizing on
Laptops and Thresholding
• Ask more of students! (new day)
• Encourage students to use computers in
their non-course life (as well).
• Design activities that start before class and
extend beyond class.
• Expect students to bring computers to prof
office, to friend’s dorm room, adjunct prof.
• Add Fieldwork
Continued...
• Explore team taught courses, especially between
departments and schools
• Facilitate continuing contact with students after
course and after college
• Require all students to submit in class answers (so
none coasts)
• Structure rewards for collaborative projects
• Recognize that old limits of lab availability are
gone.
Continued…
• Expect slower students to repeat in class demos,
etc.
• Use students to train faculty.
• Revitalize departmental clubs
• Consider offsite studio labs (in the garden)
• Get more students studying abroad
• Recognize the laptop as a portable presentation
tool (both faculty & students)
• Use anytime, anywhere access by students-including in class (updated info)
Anticipate Downside
• Close computers when not in use
• Bring backup floppies for forgetful students
• Design projects in anticipation of limited
space on laptops (e.g. movies)
• Discourage isolation
• Assure network connectivity for faculty
from home, & students from off campus
WHY COMPUTERS?
…the faculty answer
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Interactive Learning
Learn by Doing
Collaborative Learning
Integration of Theory and Practice
Visualization
Communication
Different Strokes for Different Folks
ICCEL -- Wake Forest University, 2000
Computers Enhance My
Teaching and/or 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 -- Wake Forest University, 2000
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, 2000
The Culture Changes
• 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 town
The Big Picture---briefly
[start and end with theory]
• Philosophy of Learning
Communication + Community + Customization
• Media In Support of the 3C’s
Ubiquitous Now + Available Forever + Reliable +
Trusted + User Friendly + Customizable
David G. Brown
Wake Forest University
Winston-Salem, N.C. 27109
336-758-4878
email: brown@wfu.edu
http//:www.wfu.edu/~brown
fax: 336-758-4875
ICCEL -- Wake Forest University, 2000