Proven Strategies for
Teaching and Learning
International Conference on
Computers in Education
Auckland (NZ), December 3, 2002
David G. Brown, University VP and Dean of the
Intl. Center for Computer Enhanced Learning
Wake Forest University (USA)
http://www.wfu.edu/~brown
brown@wfu.edu
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The Fresh Intellectual Fashions
Shape Decisions in Academe
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X
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M
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S
• Textbooks
• Books of Reading
• Role of Gender, Nationality, Ethnicity, and
Age in Dissertation Research
• Now Computers
“…trends in teaching and learning will be
shaped by the teaching strategies that
are best supported by the computer
and the associated Internet.”
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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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3700 undergrads
92% residential
1300 average SAT
500 each: Med, Law, MBA, PhD
$900M endowment
26th in US News & World Report
Rhodes Scholars
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
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IBM Laptops for all
Standard Load Includes—
MS Office, Dreamweaver, SPSS, Maple,
Printers for all
Acrobat, Photoshop, Shockwave, Flash,
New Every 2 Years
Net Meeting, Real Producer & Player,
Media Player, Windows XP Moviemaker,
Own @ Graduation
Apple QuickTime, Netscape & Explorer,
31,000 Connections
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
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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
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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%
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Communication-Interaction
•1247 emails
•One Minute Quiz
•Muddiest Point
•Student Profiles
•Booce Tournament
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Collaboration-Teams
•2 Students Submit 1 Answer
•Edit Rough Draft Papers
•PowerPoint in Class
•Public Web Page
•Name 3 Most Helpful Students
Ways YOU Increase
Communication/Interaction/Collaboration
[with & without “the new technology”]
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Ways YOU Increase
Communication/Interaction/Collaboration
[with & without “the new technology”]
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Ways YOU Increase
Communication/Interaction/Collaboration
[with & without “the new technology”]
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Ways YOU Increase
Communication/Interaction/Collaboration
[with & without “the new technology”]
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Controversy-Debate
•More Class Time
•Cross-Culture Projects
•Best Web Sites
•Competitive Team Projects
•Double Jeopardy Quiz
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Customization-Diversity
•Cybershows (lectures, demos)
•Personal Notes (email again)
•Hierarchy of Help
•Preview and Review
•Just In Time Teaching
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Consultants-Adjuncts
•Alumni Editors
•Globe Theatre
•Guests in Class
•Disciplinary Colleagues
•Computer Tip Talks
Ways YOU Customize and/or
Use Consultants & Stimulate Controversy-Debate
[with & without “the new technology”]
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Ways YOU Customize and/or
Use Consultants & Stimulate Controversy-Debate
[with & without “the new technology”]
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Ways YOU Customize and/or
Use Consultants & Stimulate Controversy-Debate
[with & without “the new technology”]
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Ways YOU Customize and/or
Use Consultants & Stimulate Controversy-Debate
[with & without “the new technology”]
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The 5 C’s---New Opportunities
Through Technology
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Communication-Interaction
Collaboration-Teams
Controversy-Debate
Customization-Diversity
Consultants-Adjuncts
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The Millennium Context
• Personal. Customized. Interactive.
• Learner-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
Your Reactions to Millenium List
• Most Important to Anticipate
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Customized & Interactive
Learner-Centered
Teams of Professionals
Houses instead of Disciplines
Hybrid Courses & Curricula
Chunks instead of Textbooks
• Least Important to Anticipate
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Customized & Interactive
Learner-Centered
Teams of Professionals
Houses instead of Disciplines
Hybrid Courses & Curricula
Chunks instead of Textbooks
Thoughts About Conducting Faculty
Workshops at Your Universities
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Understanding Wake Forest Strategies
Getting Faculty to Attend
Focusing on Meaningful Content
Conducting the Workshops
Other Tips
YOUR successes
Types of Workshops
(for blended teaching)
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Basic Training provided by Library Professionals, in
two-hour segments and groups of 5-15, usually around
Course Management System routines
Discipline-Specific Training provided by Computer
Specialists within Each Discipline, in groups of 1-5.
Highly sophisticated programs taught by Campus-wide
computer experts, in three-hour segments to “the
same” highly motivated group of about 15 faculty
members
Other one-on-one training is done by
departmentally based specialists, by specially
training students, and by the staff of our multimedia center (in the library)
Getting Faculty to Attend
• Use respected faculty as instructors
• Garner the sponsorship of the TeachingLearning Center (not the technology center)
• Hold sessions in the library (or a location
equally respectable even to reluctant
adopters)
• Limit the aspirations of each session, so that
faculty leave with a sense of achievement
• Be prepared to take the workshop to a
particular department, if asked
Focusing Upon Meaningful Content
• Start from Teaching Strategies, not
educational theory & not specific software
• Emphasize first the strategies that are best
supported by technology--- i.e. interactive,
collaborative, customized learning that is
presented in a controversial format with
assistance from adjuncts & consultants
• Teach and support the low hanging fruit
• Stress just-in-time sessions centered
around the use of a Course Management
System (e.g., Blackboard or WebCT)
K
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Running the Workshops
• Always coffee, soda, and cookies
• Lunch for all day sessions
• Roving support staff who enable the
“podium instructor” to keep moving, even
when a particular individual needs special
help
• Printed material that accompanies
presentation
• Computers that are “identical” to the ones
faculty will actually be using
• Note to each faculty member’s department
chair & dean regarding his/her participation
Other Tips
• Form learning pairs, so that each
person has a “buddy” in the group
• Identify an expert who will be ready to assist
workshop participants after workshop day
• Ask each department chair to name a faculty
member within the department to serve as
liaison to the technology training effort
• Recognize that different disciplines use the
computer in very different ways, and
therefore require different training and helpdesk support
Your Ideas/Tips Re Workshop Strategies
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Your Ideas/Tips Re Workshop Strategies
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Your Ideas/Tips Re Workshop Strategies
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Your Ideas/Tips Re Workshop Strategies
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Student
Teacher
•My.wakeforest
•Custom learning team
•Custom delivery
•Custom learning resources
Learner-Centered
Learning
in the New Millennium
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David G. Brown
Wake Forest University
Winston-Salem, N.C. 27109
336-758-4878
email: brown@wfu.edu
http//:www.wfu.edu/~brown
fax: 336-758-5012
ICCEL -- Wake Forest University, 2002