2. Interactive Learning: More Students Are More Active Participants in More Learner Groups By David G. Brown Wake Forest University @ Syllabus 99 Santa Clara, California July 27, 1999

3. Who are the Authors? 93 vignettes 43 campuses 143 authors

4. Vignettes from Yahoo’s 100 Most Wired Campuses Intermediate German. Dartmouth International Political Economy. Middlebury Systems Analysis. NYU Global Telecommunications. Temple Writing. U of Missouri @ Rolla Senior Biology Seminar. Hendrix Physics for 500. Michigan State Costume Museum Archives. Virginia Anthropology. SUNY-Potsdam

5. Beliefs Pedagogy and Philosophy Interactive Learning Learn by Doing Collaborative Learning Integration of Theory and Practice Visualization Communication Different Strokes for Different Folks

6. Beliefs (less universal) Philosophy and Pedagogy Comparative Analysis Role Playing Engaging Subject Matter Challenging Material Repetition Prompt Feedback Student Initiative and Responsibility Time on Task Trust

7. Techniques and Tools New Options From Technology Web Pages for Every Course E-Mail Citations to the Web (URLs) Team Projects Collaborative Teaching Simulations Asynchronous Discussions Virtual Courses

8. Tools and Technques (continued) Self-Paced Lectures Self-Paced Exercises Self-Paced Quizzes Electronic Textbooks Powerpoint Presentations Multimedia Clips Electronic Course Management Publishing on the Web

9. Typology of Tools & Techniques For Increased Communication (8) For Interactive Learning (5) For Customization (4) For New Materials and Presentation Modes (9) For Electronic Course Management (5) From Interactive Learning, Anker Publishing, 1999 (forthcoming)

10. For Increased Communication Web Pages for Course Materials Email: Group and Individual Asynchronous Discussion Groups Hyperlinks to Related Materials More Time for Class Discussion Synchronous Chatrooms Office Hours on Line Consultants & Experts in Discussion

11. For Interactive Learning Simulations Team Projects Student Web Pages Student Publishing on the Web Collaborative Teaching

12. For Customization Self-Paced Exercises Virtual Courses (internet only) Self-Paced Lectures Self-Paced Quizzes

13. For New Materials & Modes Citations to the Web (URLs) PowerPoint & Multimedia Presentations Lecture Notes on Line Computer Skill Exercises Cross-Cultural Analyses Electronic Textbook Cybershows Custom CD-Rom Archive of Images

14. For Electronic Course Management Course Shell Group Email Electronic Gradebook Dynamic Syllabus On line grading

15. Assessment Strategies How Do We Know Its Better? Perceptions –Student –Faculty Behaviors Outcomes

16. Perceptions By Students via Formal Evaluations Feedback and Hearsay By Faculty via Formal Evaluations Observed Behavior/Performance Behaviors Metadata re Computer Use Adoption By Others Other Behaviors Outcomes & Student Performance Matched Pairs Over Time Matched Pairs Simultaneous External “Tests” MEASURES OF IMPACT

17. Major Conclusions Most Professors Use Computers to Increase Opportunities for Interactive Learning The Tools Needed for Interactive Learning Can Be Mastered with Little Time or Effort Both Faculty and Students Feel They Are Learning More and Liking It Better

18. 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