Enhancing an Existing Course:
A Participatory Workshop for ACA
June 24, 2000
International Center for
Computer Enhanced Learning,
Wake Forest University
Quick Start:
5 strategies
pursued by
many early
Your Personal
Educational
Convictions &
Theories
adopters
5 easy-to-learn
computer
techniques (for
implementing the
5 strategies)
List the Changes
You Wish to
Try in Your
Specific Course
Beginning Assumptions
• Start by enhancing an existing course, not
total redesign!
• Use only techniques that can be learned by
faculty in less than an hour!
• Expect network reliability and access to
knowledgeable help when needed!
• Recognize that no experiment can
jeopardize the success of a student cohort
(Garden Metaphor)
Beginning Guidelines
• Think about a Specific Course, preferably
one that you have taught recently and wish
to redesign.
• Don’t get too ambitious. Know your limits.
Start by enhancing, not redesigning.
• Emphasize learning strategies, not
technology
• Keep the technology simple (not as much
for the students as for you)
The Big Five
#1. Continuous Communication
#2. Repetition
#3. Controversy and Debate
#4. Different Strokes, Different Folks
#5. Outsider Involvement
The Low Hanging
Five
Email & Listservs
URL addresses (in syllabus)
Annotations within word processed
documents
Powerpoint “lecture outlines”
Mini-movies that show successive
computer screens
It’s Your Turn
• Think of a specific course, preferably one that you
are planning to enhance.
• List 2-3 “activities-assignments” that you are
currently using that reinforce the concept of
“continuous communication,” then of “repetition”,
then of ... Think about non-technological activities
as well as computer based activities!
• Write down the activities. This is important!
Continuous
Communication
Repetition
Involve
Controversy
Outsiders Debate
Different
Strokes
Very Useful Tools Are Very
Easily Learned!---
A Few Demos
HONOR ROLL OF
CONTINUOUS COMMUNICATION
HONOR ROLL OF REPETITION
HONOR ROLL OF
CONTROVERSY AND DEBATE
HONOR ROLL OF
OUTSIDER INVOLVEMENT
HONOR ROLL OF DIFFERENT
STROKES FOR DIFFERENT FOLKS
What Works for You?
[6 Ways to “tease out” your answer]
• Types of assignments and/or lectures that seem to
be most effective? Want to give your student
more of what?
• Your philosophy of teaching?
• Idea behind your course?
• Metaphors for your role?
• 3 Most Important Principles of Good Teaching?
• Diagram?
ICCEL -- Wake Forest University, 2000
Metaphors for Professors’
Role
• Coach and team
• Master and apprentices
• Sage on the Stage
• Guide by the Side
• Fountain of Information
• Salesperson
___________________
ICCEL --•Wake
Forest University, 2000
Chickering-Gamson
7 Principles: Good Practice...
•
•
•
•
•
•
•
Encourages student-faculty contact
Encourages cooperation among students
Encourages active learning
Gives prompt feedback
Emphasizes time on task
Communicates high expectations
Respects diverse talents and ways of learning
LESSONS LEARNED
• Early investment in extensive multimedia
may be more fun than useful
• Chat sessions are rarely productive
• Threaded discussions work only when the
topic is narrowly defined, controversial,
and the response is time limited and graded
• Powerpoint is often abused and overused
Lessons Learned
•
•
•
•
•
•
•
•
•
First Focus Upon Communication
Undertake achievable goals
Contact becomes Continuous.
Students expect messages between classes
Team assignments increase
Papers & Talks often include visuals
Departmental clubs thrive
Student Portfolios Emerge
Students teach faculty
ICCEL -- Wake Forest University, 2000
Lessons Learned
• Computer challenged students learn basic
skills quickly, without special classes
• Disciplines use computers differently
• The Internet is the place to put electronic
class materials (CourseInfo or WebCT)
• Start with Learning Objectives, Not
Technology
• If Email is always up, everyone will be
happy
ICCEL -- Wake Forest University, 2000
Lessons Learned
• Greatest benefits are what happens
between classes, not during classes.
• Greatest gains from computing come from
some of the simplest applications
• Standardization speeds faculty adoption
and eases the pressure upon support staff.
• Standardization saves class time.
• Student groups are larger and more active.
ICCEL -- Wake Forest University, 2000
What’s Being
Done?
“The Economists’ Way of Thinking”
A Course Required of All Freshmen
For 15 Students
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
–
–
–
–
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
Materials Forever
ICCEL -- Wake Forest University, 2000