Ideas From the Participants in “Visioning 10 Years Ahead” June 3, 2001 Facilitator, David G. Brown http://www.wfu.edu/~brown brown@wfu.edu

Lessons from .com Provide Interactivity Use Metadata to Customize & Individualize Outsource Partner. Integrate vertically. Sell high recognition branded services. Establish lifelong connectives (portal) Provide mass customization of personal experience Expect shopping cart course selection-registration Attract students by maximizing customer satisfaction 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 Learn by Trial and Error (Nintendo) Expect Immediate Feedback, ..the world Accept Multi-Tasking & Channel Changing Use Keyboard More Than Pen & Pencil Keep In Touch Everywhere with Everybody Demand High Quality Multi-Media Provide just-enough & just-in-time learning Insist upon courses that match personal learning style Think in bulleted lists & sound bites 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 Become scouts, analysts, strategists, coaches Provide Interactive & Group Learning Experiences Guide & Sequence Individual Learning Strategies Rate and Certify Learning Resources Expect Second Opinions & Open Classrooms Manage Corps of Adjuncts & Course Assistants Teach Collaboratively Give over control of learning to students Build and sell chunks 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 More Interaction, even in the Classroom More Projects, much like early K-12 years More Asynchronous Learning Web Presence for every course Flexible Classrooms and Seat Time Hybrid Pedagogy (The 80-20 Rule) Studio Teaching is spreading from RPI Chunk Learning (Sold & Bought) Trans-Disciplinary Different Strokes for Different Folks ICCEL -- Wake Forest University, 2001

The New Campus Student-Centric Degrees & Data Systems Brokering & Packaging Chunks Lifelong Programming Trustful Learning Groups Bricks and Mortar Stay Consortia & International Alliances, At Last Community & Metropolitan Ubiquity Wireless in Every Classroom Variable Academic Terms ICCEL -- Wake Forest University, 2001