Enhancing an Existing Course: A Participatory Workshop for ACA June 24, 2000 International Center for Computer Enhanced Learning, Wake Forest University

Your Personal Educational Convictions & Theories Quick Start: 5 strategies pursued by many early adopters 5 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 Think about a Specific Course, preferably one that you have taught recently and wish to redesign. 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. 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

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 Repetition Involve Controversy Different Communication Outsiders Debate Strokes

Very Useful Tools Are Very Easily Learned!--- A Few Demos

HONOR ROLL OF CONTINUOUS COMMUNICATION

HONOR ROLL OF REPETITION

HONOR ROLL OF CONTROVERSY AND DEBATE

HONOR ROLL OF OUTSIDER INVOLVEMENT

HONOR ROLL OF DIFFERENT STROKES FOR DIFFERENT FOLKS

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

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

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 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

“The Economists’ Way of Thinking” A Course Required of All Freshmen What’s Being Done? “The Economists’ Way of Thinking” A Course Required of All Freshmen For 15 Students ICCEL -- Wake Forest University, 2000

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 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, 2000