Advanced and Emerging Technologies in Instructional Contexts, CTE 2001
< http://www.udel.edu/cte/hightechgrants2001.htm
>
Wireless Technology for Collaborative Learning
< http://www.udel.edu/pbl/wireless/ >
George Watson Physics and Astronomy Arts and Science
Araya Debessay Accounting Business and Economics
Carol Denson
Beth Haslett
Consumer Studies
Communication
Human Services, Education and Public Policy
Arts and Science
Increasingly, the University of Delaware faculty is adopting collaborative learning approaches for the students in their courses and classrooms. In particular, a significant number of faculty members have embraced problem-based learning (PBL) as a powerful student-centered approach to learning. In a PBL course, students work cooperatively in small groups and exercise their critical thinking skills by analyzing and solving real world problems. Important learning objectives for students include the development of versatile and effective communication skills and gaining skill in gathering and evaluating information needed for solving problems.
Opportunities to develop these skills abound in a PBL course.
Limited access to information technology in PBL classrooms is a barrier to realizing the full power of the approach. For problems that require access to significant data and information outside of conventional textbooks or handouts, students do the primary data gathering and evaluation outside of class in the library, central computing sites, or their residences. Thus the problem-solving cycle spans at least two class meetings, often more, as the students process the information they have gathered, refine their thinking, and consequently pursue additional information. Wireless technology can help lower this barrier to information technology in the
PBL classroom and enhance the quality and efficiency of classroom teaching time.
We propose to equip two PBL classroom areas with wireless technology: 208 Gore Hall and
109/110 Memorial Hall. The equipment required for each area will include 1) a high-security wireless access point, and 2) a mobile wireless lab, including 16 notebook computers, wireless
PC cards, and a security cart (information attached). We estimate that each area can be fully equipped for between $15,000 and $20,000. Preliminary discussions with staff members of User
Services indicate that acquisition and installation of the wireless system can be funded outside of the faculty activities in this proposal, possibly by a corporate grant or a heavy educational discount.
Why wireless? Indeed there are several Ethernet connections in each room, so wired hubs could be installed. However by design, PBL classrooms have movable and reconfigurable tables; the tangle of wires resulting from connecting 16 notebook computers would prove untenable.
Clearly, wireless technology is a superior approach for connectivity in a reconfigurable environment.
Why a new set of identical notebook computers? It would be possible to ask students to bring their own notebook computers. Unfortunately we anticipate that the technical support would be

Wireless Technology for Collaborative Learning 2 strained in configuring student notebooks to properly work with the wireless access – multiplying the number of notebooks per course by the number of courses scheduled for these rooms leads quickly to an unmanageable number. Providing 16 notebooks per area, stored in a security cart, which can be restored routinely at the end of the day to a common configuration should be a sustainable proposition. Also, running Windows 2000 with its advanced security features will facilitate maintenance of the notebooks in an identical, reliable configuration.
Memorial 109/110 can comfortably hold eight student groups, thus there could be two notebooks per group. For a large number of groups in Gore 208, only one computer would be available.
For small classes scheduled in these rooms, it would of course be possible for instructors to set up a virtual computing lab where each student had a connected computer to use.
The potential impact of this project goes well beyond our initial effort to integrate wireless technology and collaborative learning. A list is attached that indicates courses currently scheduled in these rooms and student enrollments. We are sure that the availability of wireless classrooms will inspire additional faculty to generate novel ideas on how to use such technology to enhance the effectiveness and efficiency of their teaching.
Project Description
A primary use of wireless technology will be to provide instant access to research information in a supervised classroom setting. This should enhance both student learning as well as facilitate good group dynamics. In some courses, students often depart class for computer labs—the results are variable and not as fruitful as they should be (depending on the group, of course). It also begins to establish a pattern of leaving class early when working in groups, not something that we like to encourage
Here are a few vignettes on how wireless notebooks would be incorporated into our classrooms.
Carol:
I am currently teaching an experimental class, Leadership in Disability Policy, and my students are working with special education students between the ages of 18 and 21 to develop transitional plans. The wireless laptops would be fantastic in this class. First, students could work together using the computer to learn new skills and evaluate potential job skills. Secondly, the flexibility placement when using a wireless laptop has the advantage to accommodate many limitations due to the disability. I will be teaching this course again in Spring 2002 and also will be teaching another experimental course in the Fall 2001 around disability.
Araya:
Other aspects of use include note taking, drafting of written assignments and reports, and the development of presentations. The ability to provide immediate feedback and direction to students while they are in the work mode would, I expect, improve the overall quality of student output.
I am using Group-based Active Interactive Collaborative Learning Approach. I carry a laptop computer to every class session. I rarely use the blackboard.

Wireless Technology for Collaborative Learning 3
A wireless classroom with computers for every group will help in elevating the classroom group work to a higher level. I can imagine the possibility of using the computers in the classroom, through WebCT, to transmit needed information to each group for class discussions. With a computer for each group, it will be much easier to assign classroom group assignment with variations to each group.
Beth:
My plans would be to use wireless technology in two courses. In COMM 456,
Organizational Communication, I would split class into groups and have them work on problems. In some instances, the problems would require the groups to work together.
Any problem would require students to utilize Internet resources. In COMM 356, Small
Group Communication, students would be working in groups and utilizing Internet resources to help solve group problems.
George:
SCEN103 is currently half PBL with an additional hour per week scheduled in a computer teaching lab. I would like to move some of the activities to a more collaborative environment in the PBL classroom, from individual focus to a group focus.
This course does not have a separately scheduled lab session, so I incorporate many hands-on activities during class time and having a mobile wireless computer lab will allow me to expand the kinds of explorations we do. I also plan to use the virtual computer lab to introduce computer simulations of circuit behavior into the classroom time for the students to use in supporting exploration of PBL problems. During Spring
2001 with the support of an STA grant from User Services, Becky Kinney (PRESENT) and I have created a Circuit Simulator based on Macromedia’s Flash software that I will be using in the wireless classroom. We are developing several additional concepts that will be adapted to this setting.
The introduction of wireless connectivity and notebook computers into PBL classrooms will entail preparing new approaches and additional course material that will be needed for such a different teaching environment. During Summer 2001 we will prepare the curriculum and additional course materials for use with our courses in the wireless classrooms. During the academic year we will implement the proposed changes to our courses using the wireless technology and assess the effectiveness of our project in achieving our objectives. We will document and present the outcomes of our project during Summer 2002.
We believe that with this project we can contribute to achieving the goal of improved student learning supported by technology. This goal, and UD’s noteworthy efforts to achieve it, was highlighted in the recent reaccredidation review of the Middle States Commission on Higher
Education. In fact our administration previewed the power of wireless technology by making it available in Hullihen Hall during the visit of the evaluation team. Our objectives for this project are consistent with the leading role that our administration has played in encouraging its faculty to be on the forefront in the application of cutting edge technology for student learning.
Dissemination and Faculty Development
At the completion of this pilot project we intend to enlist several channels to communicate the results of this project to our faculty and staff. We hope to contribute a presentation at the

Wireless Technology for Collaborative Learning 4
Teaching, Learning, and Technology Summer Institute. Additionally, we plan to offer a special training or demonstration session in collaboration with the staff of PRESENT. We will specifically target faculty who are teaching in the upgraded classrooms. (If the technology works well out of the box, we can even consider making its availability broadly known during the first semester.) Finally, we have set up a homepage for our project at
< http://www.udel.edu/pbl/wireless/ > where we would post course materials, tutorials, and outcomes of this project.
Evaluation and Assessment of Student Learning
Assessing the impact of changes in one course on student learning is always a difficult issue.
Assessing the change of student learning resulting from a new technology is no easier than assessing results from changing textbooks, for example. Nevertheless we will endeavor to assess the impact of the introduction of wireless technology on student learning. We can apply elements of the survey instruments that are likely being designed to assess the impact of WebCT on student learning on our campus. Alternatively, we can administer IDEA or Flashlight surveys to assess the impact of this project on our students.
A long-term evaluation of the success of this project could involve surveying the instructors teaching in these classrooms to ascertain their degree of adoption of the technology and how it impacted their teaching.
Qualification of Personnel
We have extensive experience in collaborative learning and the use of technology in the classroom. We have participated in CTE and ITUE workshops in the past. George is a leader in
ITUE; Beth, Carol, and Araya were recently recognized as Advanced Fellows of ITUE by their participation in its inaugural advanced session this past January. We have an excellent working relationship with the staff of PRESENT and will work closely with the staff of User Services in setting up the wireless classrooms.
Budget Outline
We request $20,000 to support our activities in adopting and promoting the use of wireless technology for collaborative learning in the classroom. Each participant will be funded at the level of $5000. The funding will be used by each member as a partial summer stipend, travel to conferences near the end of the project to present papers resulting from this project, and for acquisition of additional computer hardware or software to facilitate the development of curricular material for use in the wireless classrooms.
Funding of the access points and the mobile wireless lab will be sought from the technical support units on campus.
Letters of Support

Attached
Wireless Technology for Collaborative Learning 5

Wireless Technology for Collaborative Learning 6
Appendix: Recent Use of Classrooms Proposed for Wireless Technology
Memorial 109
Fall 2000
CSCC241 Ethical Issues in Health
Care (Durbin)
UAPP834 Public Economics
(Latham)
ENGL341 American Literature
(Cotsell)
MEEG653 Manufacturing
Processes (Fagerstrom)
PHYS201 Introductory Physics
(Williams)
ENGL110 Critical Reading &
Writing (Dewees)
ENGL356 Studies in Modern
Literature (Rewa)
PLSC367 Chocolate
(Kitto)
ENGL415 Writing in the
Professions (Worley)
ENGL217 Intro to Film (Feng)
ARSC390 Honors Colloquium
(Miller-Duggan)
BISC422 Tutorial Methods of
Instruction (Allen)
ENGL483 Teaching English II
(Del Fattore)
LING498 Teaching English: 2 nd
Language (Arena)
CNST300 Leadership in
Organizations (Aristigueta)
ENGL321 Medieval Literature
(Lightsey)
# Memorial 109
Spring 2001
19 PBL POSC380 Intro to Law
(Soles)
17
12
PHIL/CSCC246 Phil Perspectives of
Medicine (Durbin)
PSYC467 Cross-Cultural Psychology
7
(Rhee)
IFST221 Child Development (Klinzig)
#
40 ITUE
22
24
PBL
13 ITUE
10 PBL CNST100 Leadership, Integrity &
Change (Helfman)
22
28
CIEG467/667 Groundwater Flow &
Contamination (Imhoff)
ENGL307 News Writing and Editing
(Jackson)
42
12
23
20 PBL BUAD879 Negotiation and Conflict
Resolution (Aquino)
27
5
ENGL410 Technical Writing (Andrews) 26
ITUE
36
20
4
9
18
33
25
PBL
Memorial 110
Fall 2000
BISC100 Freshman Seminar
(Dion)
BISC498 Bioethics
(Singleton)
BISC207 Intro Biology I
(Dion)
HRIM467 Historic Roadside
Architecture (Sestak)
ACCT207 Accounting I
(Debessay)
ENGL205 British Literature
(Dean)
ENGL201 Short Story
(Pifer)
BISC498 Infectious Diseases
(Noble-Harvey)
NDTD321 Quantity Food
# Memorial 110
Spring 2001
15 ITUE PLSC367 Chocolate
16
(Kitto)
POSC372 East Central European Politics
(Bilinsky)
15 PBL BISC208 Intro Biology II
(Dion)
15 ACCT207 Accounting I (sec. 13)
(Debessay)
42 ITUE ACCT207 Accounting I (sec. 14)
(Debessay)
34
26
ACCT316 Intermediate Accounting II
(Debessay)
ENGL312 Written Communications in
Business (McDowell)
20 PBL ENGL110 Critical Reading & Writing
(Hiortdahl)
20 PBL ECON367 Economics of Health Care
#
20
7
16
PBL
42 ITUE
41 ITUE
35 ITUE
27
22
22
ITUE
PBL
PBL

Wireless Technology for Collaborative Learning 7
Productions (Lieux)
ECON300 Intermediate
Microeconomics (Jacobson)
PSYC467 Cultural and Cross
Cultural Psych (Rhee)
POSC404 Judicial Review
(Magee)
IFST463 Atypical Infant &
Toddler (Gamel-McCormick)
POSC843 Global Governance
(Oliver)
Gore 208
Fall 2000
POSC380 Intro to Law
(Jacobson)
36 PBL IFST601 Development through the
Lifespan (Gamel-McCormick)
23 LING367 Audiology
(Robinson)
41 ITUE
26
14 PBL SCEN103 Silicon, Circuits, and the
Digital Revolution (Watson, 00S)
11
20
36 PBL
(Soles)
CNST114 Clothing in
Contemporary Society (Lamb)
POSC303 Public Administration
(Davis)
BISC207 Intro Biology I
(Dion)
PHYS145 Quasars, Black Holes, and Universe (Shipman)
BISC498 Infectious Diseases
(Noble-Harvey)
EDUC258 Cultural Diversity,
Schooling,… (Allison)
POSC426/627 Latin American
Political System (Carrion)
FREC408 Research Methods
(Ilvento)
ACCT207 Accounting I
(Debessay)
ACCT316 Intermediate
Accounting II (Debessay)
CNST110 A Visual World
(Hethorn)
EDUC451 Ed. Assessment for
Classroom… (Giancola)
HESC484 Women in Sports
(Weaver)
# Gore 208
Spring 2001
39 ITUE CHEM342 Intro to Biochemistry
(White)
71 ITUE BISC303 Genetic & Evolutionary
Biology (Sheppard)
25 ITUE EDUC258 Cultural Diversity,
Schooling,… (Migliacci)
69 ITUE BISC301 Molecular Biology of the Cell
(Schmieg)
74 ITUE EDUC247 Prof. Issues: Hist.
Perspectives (Taggart)
20 PBL BISC103 General Biology
58
(Allen)
POSC100 Intro to Political Science
(Magee)
43 PBL NTDT322 Management of Food &
Nutrition Services (Lieux)
53 PBL CISC458 Applied Computer Networks
(Scoggin)
41 ITUE CISC459/659 Planning for Web
Performance (Scoggin)
35 ITUE HRIM212 Club Management
(Poorani)
74 ITUE CNST400 Leadership and Power
55
(Stein)
13
#
26 ITUE
28
53
42
49
69
PBL
PBL
PBL
43 ITUE
49
24
24
PBL
47 ITUE
We anticipate that there will be a demand for wireless classrooms when they become available.
It is clear that Gore 208 is heavily used for collaborative learning already. However, it appears that a significant portion of the use of Memorial 109/110 is for English courses, which can hopefully scheduled for other rooms if they do rely on the new technology.
A secondary benefit for this project is that faculty development workshops, often held in these classrooms, can have access to virtual computing labs whenever needed.