Select Thoughts After
Reading the CIRC Plan
By David G. Brown
WFU Vice President and ICCEL Dean
July 11, 2000
I love the CIRC Plan because--•
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Emphasizes academics
Stresses standardization
Includes staffing and training
Provides laptops
Contemplates phase in
Anticipates printer problem
Reads well
A Possible Way to Proceed-• Describe Wake Forest Experience
• Respond to your 4 questions re (a)
soundness of plan (b) overall cost (c) cost
reductions in basic plan, and (d) alternative
plans
• Other Thoughts when reading your plan
• Questions and More Questions
• Thoughts re faculty development
• Thoughts re information fluency
THE WAKE FOREST PLAN
F97: IBM 380D, 32 RAM, 130Mhz, 1.35GB, CD-ROM, 33.6 modem
F98: IBM 380XD, 64 RAM, 233 Mhz, 4.1GB, CD-ROM, 56 modem
F99: IBM 390, 128 RAM, 333 Mhz, 6GB, CD-ROM, 56 modem
F00: IBM A20m, 500 Mhz, 11GB, 15”ActMatrix, CD-ROM, 90 modem
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Thinkpads for all
New Every 2 Years
Own @ Graduation
Printers for all
Wire Everything
Standard Software
Full Admin Systems
IGN for Faculty
Keep Old Computers
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40+30 New People
ACS in Each Dept.
85% CEI Users
99% E-Mail
+15% Tuition
~$1500/Yr/Student
4 Year Phase In
Order at--Pilot Year
http://iccel.wfu.edu
Plan for 2000
ICC
ICC
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-Wake
Forest
Univer
sity,
2000
ICCEL
EL --- Wake
Wake Forest
Forest Univer
University,
sity, 2000
2000
Beliefs of 91/93 Vignette Authors
Pedagogy and Philosophy
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From Interactive Learning
January, 2000
From Anker Publishing
David G. Brown, Editor
Interactive Learning
Learn by Doing
Collaborative Learning
Integration of Theory and Practice
Communication
Visualization
Different Strokes for Different Folks
ICCEL -- Wake Forest University, 2000
Computers Enhance My
Teaching and/or 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%
Computers allow people---• to belong to more communities
• to be more actively engaged in each
community
• with more people
• over more miles
• for more months and years
• TO BE MORE COLLABORATIVE
ICCEL -- Wake Forest University, 2000
The Culture Changes
• Mentality shifts-- like from public phone to personal phone.
• Teaching Assumptions shift-- like from readings are on
reserve to everyone owns a copy of his/her own.
• Timelines shift-- like from “our class meets MWF” to “we
see each other all the time and MWF we meet together”
• Students’ sense of access shifts-- like from “I can get
that book in the library” to “I have that book in my library.”
• Relationships shift-- like from a family living in many
different states to all family members living in the same town
Distinctive Opportunities
Available Only in Laptop Settings
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Faculty are always available
Students expect messages between classes
Student PowerPoint talks are common
Team assignments increase
On site data collection & essay writing
Papers often include visuals, even motion
Study at best location, not limited to dorm
Continuous contact
Distinctive Opportunities
Available Only in Laptop Settings
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Quick exchange when machine is broken
Fewer computer labs are needed
Departmental clubs thrive
Student Portfolios Emerge
Students teach faculty
Access to college continues after graduation
8 BASIC MODELS OF
UBIQUITOUS COMPUTING
(Ordered by total cost, starting with the most expensive)
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All + Powerful + Laptops + Annual Refresh UMC
Refresh Less Frequently WFU WVWC
Substitute Desktop Computers USAFA
Provide One Computer Per Two Beds Chatham
Specify Threshold Level SSU UNC
Substitute Network Computers
Provide Public Station Computers BC
Teach with Explicit Assumption of Access
ICCEL -- Wake Forest University, 2000
WAYS TO REDUCE
START UP COSTS
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Annual Lease
Phase in by classes
Phase in by programs
Phase in by type of program
Phase in by category (faculty, students, staff)
Hand me down
Loaner Pool
ICCEL -- Wake Forest University, 2000
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
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
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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
WORKSHEET
What are the barriers to more use of
technology by faculty?
For your own campus, allocate 100 points
among the three major barrier categories!
• _____% Faculty Need Time
• _____% Faculty Need Access to Expertise
• _____% Faculty Need to Motivation
Environmental Imperatives
• Universal Student Access to
Computers
• Reliable Networks
• Multiple Opportunities for Training
and Consultation
• Faculty Ethos that values
Experimentation and Tolerates Falters
Concepts Underlying Strategy
• Eager Faculty
• Faculty Ownership
• Centrality of
Educational Theory
• Communication &
Conversation
• Hybrid Instruction
• Friendly Sharing
• Flexibility
• Diversity among
Disciplines
• Non-threatening
Innovation
• Patience
Agencies for Encouraging Use
• Academic Computer
Specialists
• Computer Enhanced
Learning Initiative
• Committee on
Information Tech.
• The Academic Tech
Initiative
• Deans & Department
Chairs
• Information System &
the Help Desk
• Student Technology
Advisors
• Residence Hall Tech
Advisors
• Library Trainers
• Business & Industry
Advisory Group
Ways to Exchange Information
• Swap & Share
• Benchmarking Trip
• Workshop by OffCampus VIPs
• Computer Tip Talk
• Best Practices
Conference
• National Computer
Meetings
• Training On Call
• Summer Workshop
• CAI Newsgroup
• File of Best Local
Practice
Others Ways to Stimulate
Computer Use
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Standard Software and Equipment (Threshold)
Standard Filing System
Well-defined Academic Policy
Portability: Classroom, Home, Vacation, Abroad
Use Outside the Classroom
Our students will graduate with
“information fluency” when they can
•Find
•Evaluate
•Organize &
•Use Data
WHY INFORMATION
FLUENCY?
…the institutional answer
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Communication & Community!
Level Playing Field
After College Use
Faculty/Students Demand Them
Customized/Personalized
Digitized Scholarship
Marketable Difference
Wake Forest University
Metaphors for Achieving
Information Fluency
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Drive a car
• Program a VCR
Pass drivers’ exam
• Understand tennis
Use a library
• Play tennis
Write an essay
• Speak French
Give a speech
Name State Capitals
Check the two that
for you come closest!
Components of Information
Fluency
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Find materials on the web & in print
Evaluate materials on the web & in print
Create a Spreadsheet
Create a Web Page in html
Place information on the web & in print
Organize information against hypotheses
Know where to get help when stumped
Recognize the perishability of information
Check all that apply & add others.