Customized Interactive Learning That’s More Effective Than Face to Face Classes Topics on Distance Learning Conference Purdue University-Calumet. June.

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Presentation transcript:

Customized Interactive Learning That’s More Effective Than Face to Face Classes Topics on Distance Learning Conference Purdue University-Calumet. June 6, 2001 by David G. Brown, VP and Dean (ICCEL) Wake Forest University

WHY IS DISTANCE LEARNING SO HOT? Please write down one word!

Why?----because It’s not only convenient and less costly It can be interactive It’s can be social It’s can be fun

New Status for Distance Learning The Internet changes everything F2F teachers are giving up some class time & replacing it with Internet time! F2F teachers are learning how effective some distance practices can be

Comparative Advantage Lousy Distance Learning Courses are F2F wanna-bes! Effective Distance Learning courses are designed to take advantage of the unique advantages of the Internet!

Observe how the Internet is being used in F2F courses! If it’s , intensify the use of in your distance learning course. If it’s personalized note, build more personalized notes in to the distance course design. If it’s not general class discussion, downplay general class discussion in your Distance Learning Teaching A Winning Strategy

What are YOU doing that simply isn’t possible without the Internet? How are you exploiting the distinctive attributes of Internet teaching? Write it down on the 3x5 card and pass your idea to the right. Sign it with name and title if you are comfortable doing so. We will read some of your answers before I leave the podium.

Ways of Thinking About Presidential Campaigns and Debates A First Year Seminar Introducing Students to the Liberal Arts 15 Freshmen Meet twice per week All with open laptops Examples from MY Teaching

IBM Laptops for all Printers for all New Every 2 Years Graduation 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 A22e, Pentium III, 700 Mhz, 20GB, 14”ActMatrix, 196MB, Re-writable CD 56k modem, 8MB Video Ram, 10/100 Ethernet, Floppy, USB&Serial&Parellel&Infrared Ports

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%

Examples from My Course Maintain a File-Cabinet-in-the-Sky Upload Self-Profiles and Student Pictures Have Student Team Identify Best WebSites Require Many Short Papers. Involve other students and Alums as Rough Draft CriticsRequire Many Short Papers Return “graded” essays to all students. Give authors access to all previous essays on the same subject

More Examples from My Course Require Teams to Create Public Websites Double Post Announcements ( + CMS) Use the One Minute Quiz Have Students Teach Others About Computer Create 3-minute mini-lecture using PowerPoint slides with audioCreate 3-minute mini-lecture using PowerPoint slides with audio

Examples for YOUR teaching Xxxxxx (to be completed during seminar) yyyyyy

The Newly Crowned Strategies More possible because of computers and the Internet Preview and Review Continuous Communication Debate and Controversy Involvement of Outsiders Different Strokes for Different Folks

Brown’s Dozen Suggestions Avoid monologues Minimize chat Structure discussion Defer multi-media Resist F2F wannabe Personalize w Convene groups Share profiles/ s Build in hierarchy Involve others Maximize service Capture Comparative Advantage of Internet

David G. Brown Wake Forest University Winston-Salem, N.C http//: fax: