Using Technology to Benefit Students Meredith College Raleigh, N.C. February 24, 2003 David G. Brown, Professor/VP/Dean/Former Provost Wake Forest University.

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Presentation transcript:

Using Technology to Benefit Students Meredith College Raleigh, N.C. February 24, 2003 David G. Brown, Professor/VP/Dean/Former Provost Wake Forest University

How has the computer changed teaching and learning? 1.It’s caused every teacher to rethink & redesign. 2. By increasing student options, it has increased competition and compelled universities to pay more attention to the quality of teaching Our profession has been changed forever!

Outline of Remarks 1. What have I done with my own course? 2. What general principles shaped my course? 3. How are YOU manifesting these same principles? 4. Is all this work with it? 5. What about the future? 6. YOUR comments, reactions, questions

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 speaking FIRST YEAR SEMINAR The Economists’ Way of Thinking: Students = 15 All Freshmen Required Course Before Class During Class. After Class

Brown’s First Year Seminar Before Class –Students Find URLs & Identify Criteria –Interactive exercises –Muddiest Point –Lecture Notes – 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 –Portfolio –Materials Forever

Reasons 150 Professors Added Computer Enhancements 1.Communication-Interaction 2.Collaboration-Teams 3.Controversy-Debate 4.Customization-Diversity 5.Consultants-Adjuncts

Communication-Interaction s Announcements Muddiest One Minute Quiz Reaction to Talk Student Profiles Blackboard

Collaboration-Teams Examples--- 2 Students Submit 1 Answer Edit Rough Draft Papers PowerPoint in Class Listserv Between Classes Public Web Page Professors Share Resource Materials Students Study Together Departments Create Shared Databases

Controversy-Debate Cross-Culture Projects More Class Time Best Web Sites Threaded Discussion Chat in Class Double Jeopardy Quiz

Customization-Diversity Cybershows (lectures, preview)lecturespreview Personal Notes ( again) Hierarchy of Help Hyperlinks Just In Time TeachingJust In Time Teaching

Consultants-Adjuncts Alumni Editors Globe Theatre Session with Expert Disciplinary Colleagues Previous Students

1.Please contribute YOUR ideas. 2.Go to our course site at … 3.Type in your ideas. They can involve technology but other ideas are equally welcome. Wait to submit until I give the signal, then submit. ---Start with ways you increase communication & interaction with and among your students! ---Next write about some of the ways you promote & enable collaboration among students! ---Now write about some of the ways you use controversy & debate in your teaching! ---Finally, comment on ways you customize your teaching to individual students

IBM Laptops for all Printers for all New Every 2 Years Graduation 31,000 Connections Standard Software 99% Start 1995, 4 Year Phase In +15% Tuition for 37 Items +40 Faculty and 30 Staff THE WAKE FOREST PLAN IBM A30, Pentium III, 1.13GHz Processor, 30GB Hardrive, 384 MB RAM 15”ActMatrix Screen, CD-RW/DVD, Floppy, 56k modem, 16MB Video Ram, 10/100 Ethernet, USB&Serial&Parellel&Infrared Ports Standard Load Includes— MS Office, Dreamweaver, SPSS, Maple, Acrobat, Photoshop, Shockwave, Flash, Net Meeting, Real Producer & Player, Media Player, Windows XP Moviemaker, Apple QuickTime, Netscape & Explorer, Netscape Calendar & Communicator, Windows XP Professional

Communication-Interaction

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 Florida State FYS Reunion Band Dinner

Consequences for Wake Forest +SAT Scores & Class Ranks Level +Retention & Grad Rates Up +Satisfaction & Learning Up +Faculty Recruitment Success Up accmea.pdf

Impact of the Plan for the Class of 2000, No. of Items with Significant Differences in Wake Forest Student Responses, CSEQ Questionnaire 2002 Survey versus 1998 Survey Computer Usage………………..…2002 wins 6-2 Information Fluency………….… wins 5-1 Integration of Knowledge……… wins 3-0 Specific Knowledge & Skills…….2002 wins 6-1 Interpersonal Communication… wins 8-0 Co-Curricular Participation…… wins 5-0 Source: Ross Griffith, Wake Forest Univ. Institutional Research Office.

CSEQ Computer Usage Items Searched Internet for course materials Used word processor for paper Used to communicate with class Made visual displays with computer Developed web page, multimedia Computer & Info Technology Scale Discussion about computers & Technology Joined in electronic class discussions Black= 2002 significantly greater than Italics Red= 1998 significantly greater than 2002

Information Fluency Items Retrieved off-campus library materials Judged quality of information obtained Learning on your own…finding info you need Gaining range of info re career Gaining knowledge re rest of the world Used a dictionary or thesaurus Black= 2002 significantly greater than Italics Red= 1998 significantly greater than 2002

Integration of Knowledge Items Worked on project where you had to integrate ideas Putting ideas together, seeing relationships Developed role play, case study, simulation for class Black= 2002 significantly greater than Italics Red= 1998 significantly greater than 2002

Specific Knowledge & Skills Acquired job-related knowledge/skills Seeing the importance of history Write clearly and effectively Developing own values & ethical standards Acquired specialization for further education Broadening acquaintance with & enjoyment of literature Memorized formulas, definitions, technical terms Black= 2002 significantly greater than Italics Red= 1998 significantly greater than 2002

Interpersonal Communication Met with faculty to discuss group activities Talked with instructor re info related to course Discussed project ideas with a faculty member Held conversation about the economy Conversation about international relations Conversation about current events in the news Conversation about the arts Presenting effectively when speaking with others Black= 2002 significantly greater than Italics Red= 1998 significantly greater than 2002

Co-curricular Items Went to a lecture or panel discussion Attended meeting of campus club or student government Worked on a campus committee Managed a club or organization Quality of Effort: Clubs & Organization Scale Black= 2002 significantly greater than Italics Red= 1998 significantly greater than 2002

Impact of the Plan for the Class of 2000, No. of Items with Significant Differences in Wake Forest Student Responses, CSEQ Questionnaire 2002 Survey versus 1998 Survey Computer Usage………………..…2002 wins 6-2 Information Fluency………….… wins 5-1 Integration of Knowledge……… wins 3-0 Specific Knowledge & Skills…….2002 wins 6-1 Interpersonal Communication… wins 8-0 Co-Curricular Participation…… wins 5-0 Source: Wake Forest University Institutional Research Office.

Research Results University of Central Florida--- Hybrid courses win! (the rule) 18,844 students at 71 American Universities--- More “good practices” for wired students! professors at 50 Research Universities--- Interaction, Collaboration, Debate, Custom, Adjuncts! Virginia Polytechnic University--- Calculus failure rate cut by 44%!

What about the future? 1.The Highest Benefit/Cost Uses 2.Education Trends Extended

Low Hanging Fruit [within the constraints of time & money] 1.URLs 2. 3.Course Management System Better 85% Some Use Vs 5% Heavy Use

How is the computer changing teaching & learning? Community Magnified! More exchange between professors and students. Engaged Learning Magnified! More interactive teaming and collaborative assignments. Community Magnified! More contact with off campus intellects and constituencies. Community Magnified! More active members of more co-curricular organizations.

The 21 st Century Context Personal. Customized. Interactive. Gold Standard = Hybrid (80-20 & 20-80) On Line Only for New Buyers & Over-Served Student-Centered Curriculum “ Houses ” instead of Disciplines Loose-leaf Collections of Course Components, instead of Textbooks Collaborative Teaching Teams of Professionals to Support Learning Engaged Learning

Comments and Questions Let’s Talk!

David G. Brown Wake Forest University Winston-Salem, NC 27109, http//: fax: