Facilitator, David G. Brown http://www.wfu.edu/~brown brown@wfu.edu Ideas From the Participants in “Visioning 10 Years Ahead” July 18, 2001 Facilitator, David G. Brown http://www.wfu.edu/~brown brown@wfu.edu

What factors should be highlighted? What actions should be taken? If I want my decisions of today to be the rights ones for my institution in 2001--- What factors should be highlighted? What actions should be taken?

·        On the blue card, write down 3-5 phrases in answer to the question: What do we know from the use of computers in business that helps us predict how the college/university of 2011 will differ from today’s? ·        On the yellow card, write down 3-5 phrases in answer to the question: What do we know about the changing student mentality that helps us predict how the college/university of 2011 will differ from today’s? ·       

Hold on to the blue card. Pass your completed yellow card to another participant, one from another institution. When you get a yellow card, circle on it the idea that you think will be most useful to you in your decision making—if there is one!

·Get in small groups of 3 or 4 people. Pass around your blue cards. Within 5 minutes, decide which one or two ideas will be most useful to you when you return back home to your decision-making role. Your leader is the person with the most outrageous attire! He or she will be asked to report in 30 seconds to the groups as a whole.

Lessons from .com ICCEL -- Wake Forest University, 2001 These experiences from our most highly wired campuses begin to provide hints for the university of the future. So also does our early experience in the more fully developed “.com” sector. Companies such as amazon.com are reaching success by acquring and using metadata to customize and individualize their salespitch. “.com” companies are marketing big time in order to get their portal to be our entry site. The websites that are most successful, by and large, carry the brand of a company that has earned its credibility and reputation in the real world (the Barnes and Nobles). ICCEL -- Wake Forest University, 2001

Lessons from .com ICCEL -- Wake Forest University, 2001 These experiences from our most highly wired campuses begin to provide hints for the university of the future. So also does our early experience in the more fully developed “.com” sector. Companies such as amazon.com are reaching success by acquring and using metadata to customize and individualize their salespitch. “.com” companies are marketing big time in order to get their portal to be our entry site. The websites that are most successful, by and large, carry the brand of a company that has earned its credibility and reputation in the real world (the Barnes and Nobles). ICCEL -- Wake Forest University, 2001

New “Student” Mentality Still more clues about the future university are provided by an analysis of the new student and the new faculty role. Students who reach university having played video games since age 3 are comfortable with a trial-and-error search for what’s best. They score well in Nintendo not by complex reasoning but instead by trying hundreds of alternatives until they happen to hit upon the right one. They use Internet Search Engines in much the same way, trying this combination or words and then moving on to a different search strategy. They expect immediate response, full and open information, and are comfortable paying partial attention to several tasks taking place simultaneously. Because their world is so well indexed, they almost always seek second opinions and look for several alternative sources of information. Comfortable use of buddy lists, listservs, group emails supports a student expectation that thousands of experts and friends are within reach. Unlike their elders they are more comfortable with the keyboard than the pencil, and more accustomed to the motion picture than the printed text. ICCEL -- Wake Forest University, 2001

New “Student” Mentality Still more clues about the future university are provided by an analysis of the new student and the new faculty role. Students who reach university having played video games since age 3 are comfortable with a trial-and-error search for what’s best. They score well in Nintendo not by complex reasoning but instead by trying hundreds of alternatives until they happen to hit upon the right one. They use Internet Search Engines in much the same way, trying this combination or words and then moving on to a different search strategy. They expect immediate response, full and open information, and are comfortable paying partial attention to several tasks taking place simultaneously. Because their world is so well indexed, they almost always seek second opinions and look for several alternative sources of information. Comfortable use of buddy lists, listservs, group emails supports a student expectation that thousands of experts and friends are within reach. Unlike their elders they are more comfortable with the keyboard than the pencil, and more accustomed to the motion picture than the printed text. ICCEL -- Wake Forest University, 2001

New Faculty Roles ICCEL -- Wake Forest University, 2001 Already we are also seeing changes in the role of faculty. Instead of being THE sole provider of content, they are guiding students to quality content that is most appropriate for their learning style and stage of learning. They are creating ways to students to apply their learning, to deepen their understanding. They are forming and reforming learning groups, helping students help each other learn. Their role is becoming more like the master in the master-apprentice relationship, more like the senior investigator who heads a research grant team. As subspecialities prolitherate and as computers become an intellectual tool in all disciplines, the solitary teacher-scholar is to become an artifact of simplier times. New challenges face us in the realm of academic freedom. Neither liberals or conservatives, donors or deans could monitor the exchange between professor and student; not until electronic trails were created. ICCEL -- Wake Forest University, 2001

New Faculty Roles ICCEL -- Wake Forest University, 2001 Already we are also seeing changes in the role of faculty. Instead of being THE sole provider of content, they are guiding students to quality content that is most appropriate for their learning style and stage of learning. They are creating ways to students to apply their learning, to deepen their understanding. They are forming and reforming learning groups, helping students help each other learn. Their role is becoming more like the master in the master-apprentice relationship, more like the senior investigator who heads a research grant team. As subspecialities prolitherate and as computers become an intellectual tool in all disciplines, the solitary teacher-scholar is to become an artifact of simplier times. New challenges face us in the realm of academic freedom. Neither liberals or conservatives, donors or deans could monitor the exchange between professor and student; not until electronic trails were created. ICCEL -- Wake Forest University, 2001

New Course Formats ICCEL -- Wake Forest University, 2001

New Course Formats ICCEL -- Wake Forest University, 2001

The New Campus ICCEL -- Wake Forest University, 2001

The New Campus ICCEL -- Wake Forest University, 2001

David G. Brown Wake Forest University Winston-Salem, N. C David G. Brown Wake Forest University Winston-Salem, N.C. 27109 336-758-4878 email: brown@wfu.edu http//:www.wfu.edu/~brown fax: 336-758-4875 ICCEL -- Wake Forest University, 2000