Using Technology to Benefit Students
Meredith College
Raleigh, N.C.
February 24, 2003
David G. Brown, Professor/VP/Dean/Former Provost
Wake Forest University
http://www.wfu.edu/~brown
brown@wfu.edu
How has the computer changed
teaching and learning?
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!
Outline of Remarks
1. What have I done with my own course?
2. What general principles shaped my course?
3. How are YOU manifesting these same principles?
4. Is all this work with it?
5. What about the future?
6. YOUR comments, reactions, questions
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
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–
–
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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
Portfolio
Materials Forever
ICCEL -- Wake Forest University, 2003
Reasons 150 Professors Added
Computer Enhancements
1. Communication-Interaction
2. Collaboration-Teams
3. Controversy-Debate
4. Customization-Diversity
5. Consultants-Adjuncts
www.ankerpub.com/books/brown.html
www.ablongman.com/professional/catalog/academic/product/1,4096,0205355803,00.html
Communication-Interaction
•1247 emails
•Announcements
•Muddiest
•One Minute Quiz
•Reaction to Talk
•Student Profiles
Blackboard
Collaboration-Teams
•Professors Share Resource Materials
•Students Study Together
•Departments Create Shared Databases
Examples--•2 Students Submit 1 Answer
•Edit Rough Draft Papers
•PowerPoint in Class
•Listserv Between Classes
•Public Web Page
Controversy-Debate
•Cross-Culture Projects
•More Class Time
•Best Web Sites
•Threaded Discussion
•Chat in Class
•Double Jeopardy Quiz
Customization-Diversity
•Cybershows (lectures, preview)
•Personal Notes (email again)
•Hierarchy of Help
•Hyperlinks
•Just In Time Teaching
Consultants-Adjuncts
•Alumni Editors
•Globe Theatre
•Session with Expert
•Disciplinary Colleagues
•Previous Students
1. Please contribute YOUR ideas.
2. Go to our course site at http:// …
3. Type in your ideas. They can involve technology
but other ideas are equally welcome. Wait to
submit until I give the signal, then submit.
---Start with ways you increase communication
& interaction with and among your students!
---Next write about some of the ways you
promote & enable collaboration among students!
---Now write about some of the ways you use
controversy & debate in your teaching!
---Finally, comment on ways you customize
your teaching to individual students
THE WAKE FOREST PLAN
IBM A30, Pentium III, 1.13GHz Processor, 30GB Hardrive, 384 MB RAM
15”ActMatrix Screen, CD-RW/DVD, Floppy, 56k modem, 16MB Video
Ram, 10/100 Ethernet, USB&Serial&Parellel&Infrared Ports
•
•
•
•
•
•
•
•
•
•
IBM Laptops for all
Standard Load Includes—
Printers for all
MS Office, Dreamweaver, SPSS, Maple,
New Every 2 Years
Acrobat, Photoshop, Shockwave, Flash,
Net Meeting, Real Producer & Player,
Own @ Graduation
Media Player, Windows XP Moviemaker,
31,000 Connections
Apple QuickTime, Netscape & Explorer,
Netscape Calendar & Communicator,
Standard Software
Windows XP Professional
99% E-Mail
Start 1995, 4 Year Phase In
+15% Tuition for 37 Items
+40 Faculty and 30 Staff
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, 2003
2003
Computers allow people---• to belong to more communities
• to be more actively engaged in
each community
• with more people
• over more miles
Florida State
FYS Reunion
Band Dinner
• for more months and years
• TO BE MORE COLLABORATIVE
ICCEL -- Wake Forest University, 2003
Consequences for Wake
Forest
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•
•
•
+SAT Scores & Class Ranks Level
+Retention & Grad Rates Up
+Satisfaction & Learning Up
+Faculty Recruitment Success Up
http://www.wfu.edu/administration/ir/docs/
accmea.pdf
ICCEL -- Wake Forest University, 2003
Impact of the Plan for the Class of 2000,
No. of Items with Significant Differences in
Wake Forest Student Responses,
CSEQ Questionnaire
2002 Survey versus 1998 Survey
Computer Usage………………..…2002 wins 6-2
Information Fluency………….…...2002 wins 5-1
Integration of Knowledge………..2002 wins 3-0
Specific Knowledge & Skills…….2002 wins 6-1
Interpersonal Communication…..2002 wins 8-0
Co-Curricular Participation……...2002 wins 5-0
Source: Ross Griffith, Wake Forest Univ. Institutional Research Office.
http://www.wfu.edu/administration/ir/docs/CSEQComparison2002.pdf
CSEQ Computer Usage Items
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Searched Internet for course materials
Used word processor for paper
Used email to communicate with class
Made visual displays with computer
Developed web page, multimedia
Computer & Info Technology Scale
Discussion about computers & Technology
Joined in electronic class discussions
Black= 2002 significantly greater than 1998.
Italics Red= 1998 significantly greater than 2002
Information Fluency Items
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•
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Retrieved off-campus library materials
Judged quality of information obtained
Learning on your own…finding info you need
Gaining range of info re career
Gaining knowledge re rest of the world
Used a dictionary or thesaurus
Black= 2002 significantly greater than 1998.
Italics Red= 1998 significantly greater than 2002
Integration of Knowledge Items
• Worked on project where you had to
integrate ideas
• Putting ideas together, seeing relationships
• Developed role play, case study, simulation
for class
Black= 2002 significantly greater than 1998.
Italics Red= 1998 significantly greater than 2002
Specific Knowledge & Skills
• Acquired job-related knowledge/skills
• Seeing the importance of history
• Write clearly and effectively
• Developing own values & ethical standards
• Acquired specialization for further education
• Broadening acquaintance with & enjoyment
of literature
• Memorized formulas, definitions, technical
terms
Black= 2002 significantly greater than 1998.
Italics Red= 1998 significantly greater than 2002
Interpersonal Communication
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•
•
•
•
•
•
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Met with faculty to discuss group activities
Talked with instructor re info related to course
Discussed project ideas with a faculty member
Held conversation about the economy
Conversation about international relations
Conversation about current events in the news
Conversation about the arts
Presenting effectively when speaking with others
Black= 2002 significantly greater than 1998.
Italics Red= 1998 significantly greater than 2002
Co-curricular Items
• Went to a lecture or panel discussion
• Attended meeting of campus club or student
government
• Worked on a campus committee
• Managed a club or organization
• Quality of Effort: Clubs & Organization Scale
Black= 2002 significantly greater than 1998.
Italics Red= 1998 significantly greater than 2002
Impact of the Plan for the Class of 2000,
No. of Items with Significant Differences in
Wake Forest Student Responses,
CSEQ Questionnaire
2002 Survey versus 1998 Survey
Computer Usage………………..…2002 wins 6-2
Information Fluency………….…...2002 wins 5-1
Integration of Knowledge………..2002 wins 3-0
Specific Knowledge & Skills…….2002 wins 6-1
Interpersonal Communication…..2002 wins 8-0
Co-Curricular Participation……...2002 wins 5-0
Source: Wake Forest University Institutional Research Office.
http://www.wfu.edu/administration/ir/docs/CSEQComparison2002.pdf
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!
http://epaa.asu.edu/epaa/v9n49.html
• 150 professors at 50 Research Universities--Interaction, Collaboration, Debate, Custom,
Adjuncts!
• Virginia Polytechnic University--Calculus failure rate cut by 44%!
What about the future?
1. The Highest Benefit/Cost Uses
2. Education Trends Extended
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
How is the computer
changing teaching &
learning?
• Community Magnified! More exchange between
professors and students.
• Engaged Learning Magnified! More interactive
teaming and collaborative assignments.
• Community Magnified! More contact with off
campus intellects and constituencies.
• Community Magnified! More active members of
more co-curricular organizations.
The 21st Century Context
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Personal. Customized. Interactive.
Gold Standard = Hybrid (80-20 & 20-80)
On Line Only for New Buyers & Over-Served
Student-Centered Curriculum
“Houses” instead of Disciplines
Loose-leaf Collections of Course
Components, instead of Textbooks
• Collaborative Teaching
• Teams of Professionals to Support Learning
• Engaged Learning
Comments and Questions
Let’s Talk!
David G. Brown
Wake Forest University
Winston-Salem, NC 27109,
336-758-4878
email: brown@wfu.edu
http//:www.wfu.edu/~brown
fax: 336-758-5012
Wake Forest University, 2003