Enhancing an Existing Course:
A Participatory Workshop
February 10, 2001
International Center for
Computer Enhanced Learning,
Wake Forest University
Quick Start:
5 strategies
pursued by
many early
Your Personal
Educational
Convictions &
Theories
adopters
6 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
• 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. Preview and Review
#3. Controversy and Debate
#4. Different Strokes, Different Folks
#5. Outsider Involvement
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
Preview &
Review
Involve
Controversy
Outsiders Debate
Different
Strokes
The Low Hanging Six
Email & Listservs
URL addresses (in syllabus)
Annotations within word processed documents
Powerpoint “lecture outlines”
Mini-movies that show successive computer screens
Course Management System (CourseInfo)
GIZ
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, 2001
COURSE OBJECTIVES
• 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
ICCEL -- Wake Forest University, 2001
Learning is enhanced by•
•
•
•
•
•
•
Collaboration among Learners
Frequent student/faculty dialogue
Prompt Feedback
Application of Theory
Student Self Initiatives
Trustful relations
Personal & Individual Teaching
ICCEL -- Wake Forest University, 2001
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
Chat During Lecture
• 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, 2001
GIZ
Integration & Action
1. “Tease Out” Your Educational
Beliefs in Several Ways”
2. Then, match up beliefs with
strategies and tools .
3. Then, decide what you want to do!
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
Student
Knowledge
A
P
S
A
P
S
A
P
S
ICCEL -- Wake Forest University, 2000
Time
Diagrams of a Course
Test
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
Matching Beliefs/Strategy/Tools
1. Looking over your beliefs, which
strategies/tools will best facilitate
them?
2. Specifically, what 5 or 6 elements
should you be working into your
new course design?
Things That At Least One of Us is Going
to Consider Introducing Into Their Course
Things That At Least One of Us is Going
to Consider Introducing Into Their Course
Things That At Least One of Us is Going
to Consider Introducing Into Their Course
Congratulations………
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