Using technology to benefit students
This presentation is the property of its rightful owner.
Sponsored Links
1 / 31

Using Technology to Benefit Students PowerPoint PPT Presentation


  • 48 Views
  • Uploaded on
  • Presentation posted in: General

Using Technology to Benefit Students. Meredith College Raleigh, N.C. February 24, 2003. David G. Brown, Professor/VP/Dean/Former Provost Wake Forest University http://www.wfu.edu/~brown [email protected] How has the computer changed teaching and learning?. It’s caused every teacher to

Download Presentation

Using Technology to Benefit Students

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Using technology to benefit students

Using Technology to Benefit Students

Meredith College

Raleigh, N.C.

February 24, 2003

David G. Brown, Professor/VP/Dean/Former Provost

Wake Forest University

http://www.wfu.edu/~brown

[email protected]


How has the computer changed teaching and learning

How has the computer changed teaching and learning?

  • 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

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


Using technology to benefit students

FIRST YEAR SEMINARThe Economists’ Way of Thinking:

  • 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

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

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

Brown’s First Year Seminar

ICCEL -- Wake Forest University, 2003


Reasons 150 professors added computer enhancements

Reasons 150 Professors Added Computer Enhancements

  • Communication-Interaction

  • Collaboration-Teams

  • Controversy-Debate

  • Customization-Diversity

  • Consultants-Adjuncts

www.ankerpub.com/books/brown.html

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


Using technology to benefit students

Communication-Interaction

  • 1247 emails

  • Announcements

  • Muddiest

  • One Minute Quiz

  • Reaction to Talk

  • Student Profiles

Blackboard


Collaboration teams

Collaboration-Teams

  • Professors Share Resource Materials

  • Students Study Together

  • Departments Create Shared Databases

  • Examples---

  • 2 Students Submit 1 Answer

  • Edit Rough Draft Papers

  • PowerPoint in Class

  • Listserv Between Classes

  • Public Web Page


Controversy debate

Controversy-Debate

  • Cross-Culture Projects

  • More Class Time

  • Best Web Sites

  • Threaded Discussion

  • Chat in Class

  • Double Jeopardy Quiz


Customization diversity

Customization-Diversity

  • Cybershows (lectures, preview)

  • Personal Notes (email again)

  • Hierarchy of Help

  • Hyperlinks

  • Just In Time Teaching


Consultants adjuncts

Consultants-Adjuncts

  • Alumni Editors

  • Globe Theatre

  • Session with Expert

  • Disciplinary Colleagues

  • Previous Students


Using technology to benefit students

  • Please contribute YOUR ideas.

  • Go to our course site at http:// …

  • 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


Using technology to benefit students

IBM Laptops for all

Printers for all

New Every 2 Years

Own @ Graduation

31,000 Connections

Standard Software

99% E-Mail

Start 1995, 4 Year Phase In

+15% Tuition for 37 Items

+40 Faculty and 30 Staff

THE WAKE FOREST PLANIBM A30, Pentium III, 1.13GHz Processor, 30GB Hardrive, 384 MB RAM15”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

Communication-Interaction


Computers allow people

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

ICCEL -- Wake Forest University, 2003


Consequences for wake forest

Consequences 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, 2003


Using technology to benefit students

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………….…...2002 wins 5-1

Integration of Knowledge………..2002 wins 3-0

Specific Knowledge & Skills…….2002 wins 6-1

Interpersonal Communication…..2002 wins 8-0

Co-Curricular Participation……...2002 wins 5-0

Source: Ross Griffith, Wake Forest Univ. Institutional Research Office.

http://www.wfu.edu/administration/ir/docs/CSEQComparison2002.pdf


Cseq computer usage items

CSEQ Computer Usage Items

  • Searched Internet for course materials

  • Used word processor for paper

  • Used email 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 1998.

Italics Red= 1998 significantly greater than 2002


Information fluency items

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 1998.

Italics Red= 1998 significantly greater than 2002


Integration of knowledge items

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

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

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


Co curricular items

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 1998.

Italics Red= 1998 significantly greater than 2002


Using technology to benefit students

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………….…...2002 wins 5-1

Integration of Knowledge………..2002 wins 3-0

Specific Knowledge & Skills…….2002 wins 6-1

Interpersonal Communication…..2002 wins 8-0

Co-Curricular Participation……...2002 wins 5-0

Source: Wake Forest University Institutional Research Office.

http://www.wfu.edu/administration/ir/docs/CSEQComparison2002.pdf


Research results

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

What about the future?

  • The Highest Benefit/Cost Uses

  • Education Trends Extended


Low hanging fruit within the constraints of time money

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

  • URLs

  • Email

  • Course Management System

Better 85% Some Use Vs 5% Heavy Use


How is the computer changing teaching learning

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

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

Comments and Questions

Let’s Talk!


Using technology to benefit students

David G. BrownWake Forest UniversityWinston-Salem, NC 27109, 336-758-4878email: [email protected]//:www.wfu.edu/~brownfax: 336-758-5012

Wake Forest University, 2003


  • Login