Using Technology to Benefit Students--The Illinois State Way--

2nd Annual Conference on Teaching with TechnologyIllinois State UniversityMarch 26, 2003

David G. Brown, Professor/VP/Dean/Former ProvostWake Forest Universityhttp://www.wfu.edu/~brown brown@wfu.edu

Outline of Remarks

1. Today’s passions re teaching and learning!

2. What we’re doing at Wake Forest!

3. What about the future?

4. YOUR comments, reactions, questions

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!

Reflections upon my State Farm Fellowship Venture

Looking back, I believe that a lot of time and effort was wasted as a consequence of my “not understanding what changes I was makingand why I was making them.”

Cyndee Brown, March 26, 2003

…so many options…so little time

Reasons 150 Professors Added Computer Enhancements

1. Communication-Interaction

2. Collaboration-Teams

3. Controversy-Debate

4. Customization-Diversity

5. Consultants-Adjuncts

www.ablongman.com/professional/catalog/academic/product/1,4096,0205355803,00.html

www.ankerpub.com/books/brown.html

A Ubiquitous Computing Environment

…all teaching proceeds on the assumption that all students and faculty have as much access to the Internet as they have to the library

The curriculum is not dumbed down!

Pop Quiz

Let’s have a show of hands!

Do you believe– at Illinois State Today– thatit’s realistic to teach “on the assumption that all students and faculty have as much accessto the Internet as they have to the library”?

Examples from Illinois State

• Cyndee Brown• Meredith Downes• Jeff Courtright, Diane Clemens,

Paul Brauchle, Jodi Hallsten• Will Reger, Alan Lessoff, Monica

Noraian, Silvana Siddalil• Ryan Brown• Ann Weber, Gary Weilbacher

• 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 SEMINARThe Economists’ Way of Thinking

Students = 15All FreshmenRequired Course

Brown’s First Year Seminar• Before Class

– Students Find URLs & Identify Criteria

– Interactive exercises– Muddiest Point– Lecture Notes– E-mail 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

ICCEL -- Wake Forest University, 2003ICCEL -- Wake Forest University, 2003

Consequences of the Ubiquitous Assumption for Wake Forest

• +SAT Scores & Class Ranks Level• +Retention & Grad Rates Up• +Satisfaction & Learning Up• +Faculty Recruitment Success Up

http://www.wfu.edu/administration/ir/docs/accmea.pdf

ICCEL -- Wake Forest University, 2003ICCEL -- Wake Forest University, 2003

Communication-Interaction

Computers Enhance Teaching & Learning Via--

PresentationsBetter--20%

More Opportunities toPractice & Analyze--35%

More Access to SourceMaterials via Internet--43%

More Communication with Faculty Colleagues, Classmates,and Between Faculty and Students--87%

ICCEL ICCEL ICCEL ------ Wake Forest University, 2003Wake Forest University, 2003Wake Forest University, 2003

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

ICCEL -- Wake Forest University, 2003ICCEL -- Wake Forest University, 2003

Florida StateFYS ReunionBand Dinner

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 6-2Information Fluency………….…...2002 wins 5-1Integration of Knowledge………..2002 wins 3-0Specific Knowledge & Skills…….2002 wins 6-1Interpersonal Communication…..2002 wins 8-0Co-Curricular Participation……...2002 wins 5-0

Source: Ross Griffith, Wake Forest Univ. Institutional Research Office.http://www.wfu.edu/administration/ir/docs/CSEQComparison2002.pdf

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 1998. 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 1998. 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 1998. 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 6-2Information Fluency………….…...2002 wins 5-1Integration of Knowledge………..2002 wins 3-0Specific Knowledge & Skills…….2002 wins 6-1Interpersonal Communication…..2002 wins 8-0Co-Curricular Participation……...2002 wins 5-0

Source: Wake Forest University Institutional Research Office.http://www.wfu.edu/administration/ir/docs/CSEQComparison2002.pdf

Research Results

• University of Central Florida--- Hybrid courses win! (the 80-20 rule)• 18,844 students at 71 American Universities--- More “good practices” for wired students! http://epaa.asu.edu/epaa/v9n49.html• 150 professors at 50 Research Universities--- Interaction, Collaboration, Debate, Custom,

Adjuncts!• Virginia Polytechnic University--- Calculus failure rate cut by 44%!

What about the future?

1. Early results from the research

2. The Highest Benefit/Cost Uses

3. Education Trends Extended

Low Hanging Fruit[within the constraints of time & money]

1. URLs

2. Email

3. Course Management System

Better 85% Some Use Vs 5% Heavy Use

How is the computer changing teaching &

learning?

• Collaboration Magnified! More exchange between professors and students.

• Learning Magnified! More interactive teaming and collaborative assignments.

• Relevance Magnified! More contact with off campus practitioners and constituencies.

• Community Magnified! More active members of more co-curricular organizations.

The 21st 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

Also, on your index card, please write to me your own observation about the future of teaching and learning.Also, share a comment or question. Recordyour email address, if you’d like a response.

Let’s Talk!

David G. BrownWake Forest University

Winston-Salem, NC 27109, 336-758-4878

email: brown@wfu.eduhttp//:www.wfu.edu/~brown

fax: 336-758-5012

Wake Forest University, 2003Wake Forest University, 2003