assessment of the impact of ubiquitous computing on learning n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Assessment of the Impact of Ubiquitous Computing on Learning PowerPoint Presentation
Download Presentation
Assessment of the Impact of Ubiquitous Computing on Learning

Loading in 2 Seconds...

play fullscreen
1 / 33

Assessment of the Impact of Ubiquitous Computing on Learning - PowerPoint PPT Presentation


  • 136 Views
  • Uploaded on

Assessment of the Impact of Ubiquitous Computing on Learning. Ubiquitous Computing Conference Seton Hall University South Orange, NJ January 4-6, 2001. Ross A. Griffith Wake Forest University. Wake Forest University Fall 2000. Overview of Presentation. Major Elements of the Strategic Plan

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

Assessment of the Impact of Ubiquitous Computing on Learning


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
    1. Assessment of the Impact of Ubiquitous Computing on Learning Ubiquitous Computing Conference Seton Hall University South Orange, NJ January 4-6, 2001 Ross A. Griffith Wake Forest University

    2. Wake Forest UniversityFall 2000

    3. Overview of Presentation • Major Elements of the Strategic Plan • Assessment Structure • The Computing Initiative • Changes by Students and Faculty • Academic Outcomes • Summary

    4. Major Elements of the Strategic Plan • IBM laptop computers provided to all entering freshmen and faculty effective with the fall semester 1996 • A new first-year seminar, ensuring each freshman an in-depth intellectual encounter effective with the fall semester 1996

    5. Major Elements of the Strategic Plan (continued) • 40 new tenure-track faculty members representing a 15 percent increase • Scholarships for 175 students to study abroad • Fellowships for 150 students to perform joint research with faculty members

    6. Assessment Structure Evaluation Committee consisting of faculty and administration formed to assess effectiveness of the strategic plan. Evaluation Committee sanctioned: • College Student Experiences Questionnaire (CSEQ) • Cooperative Institutional Research Program (CIRP) Freshman Survey • Freshman Essay

    7. Evaluation Committee sanctioned:(continued) • Higher Education Data Sharing (HEDS) Consortium Alumni/ae Survey • HEDS Senior Survey • Higher Education Research Institute (HERI) Faculty Survey • In-house Faculty Computer Survey • In-house Faculty Survey

    8. Evaluation Committee sanctioned:(continued) • In-house Student Computer Survey • Wake Forest Fact Book • Wake Forest Key Measures of Quality Evaluation Committee • Reviews Fact Book and Key Measures • Analyzes survey data • Communicates results • Conducts follow-up

    9. The Computing Initiative • IBM laptop computers provided to all entering freshmen and faculty • Standing Faculty Committee on Information Technology formed • Entire campus wired • Created new position of Academic Computing Specialist (ACS)

    10. The Computing Initiative(continued) • Information Systems Support Center (ISSC) revamped • Student and faculty training provided by library • Computer-Enhanced Learning Initiative (CELI) formed by faculty • Student Technology AdvisoRS (STARS) created

    11. Changes by Students and FacultyCollege Student Experiences Questionnaire (CSEQ) • The survey directed by George Kuh of the University of Indiana was administered to a random sample of one-half of the freshmen, sophomores and juniors in March of 1996, 1997 and 1998 and all freshmen, sophomores and juniors on the web in spring 2000. • The main purpose of the survey is to determine the activities of students with respect to how they spend their time.

    12. Items for 2000 CSEQ with Significantly Higher Mean Scores than 1998 CSEQ Time spent: Used computer to prepare reports or papers Used e-mail to communicate with instructor/other students Used computer tutorial to learn material for a course Searched the WWW or Internet for course material Used computer to retrieve material from outside library Used computer to produce visual displays Used computer to analyze data Developed a Web page/multimedia presentation

    13. Items for 2000 CSEQ with Significantly Higher Mean Scores than 1998 CSEQ (continued) Institutional Emphasis: Information literacy skills (using computers) Made gains: Use Computers and other information technology 28 other “intellectually developing” items

    14. Items for 2000 CSEQ with Significantly Lower Mean Scores than 1998 CSEQ Time spent: Participate in class discussion via electronic medium Use dictionary or thesaurus Use campus learning lab to improve study skills Use campus recreational facilities Had discussions w/students of different values Opinion: Overall opinion of college Attend same institutional again

    15. CSEQ - Quality of Effort: Computer and Information Technology Scale

    16. HEDS Senior Survey • The HEDS Senior Survey was administered to the Classes of 1993 through 1998 and the Class of 2000 in the spring of their senior year. • The HEDS Senior Survey is an excellent survey for indicating the degree of educational enhancement and satisfaction in a number of areas. • The Class of 2000 is the first class to graduate under the Plan for the Class of 2000 while the Senior Survey results are compared to the Class of 1998 as well as a College Group and a University Group of peer institutions.

    17. HEDS Senior SurveyUse of Quantitative Tools - Enhancement

    18. HEDS Senior SurveyUse of Technology – Enhancement

    19. HEDS Senior Survey - 2000 Wake Forest Items Significantly Above 1998 Wake Forest, 2000 College and 2000 University Enhancement: Use Quantitative Tools Read or Speak Foreign Language Below Satisfaction: Relive college experience at same institution Social life on campus Ethnic/Racial diversity Climate for minority students on campus

    20. In-house Faculty Survey • The Faculty Survey was developed by the evaluation committee to assess the effectiveness of all portions of the Wake Forest strategic plan. • The survey was administered to the undergraduate faculty in December 1995 and February 1998.

    21. Computers in teaching Computers in communication Computers in individual instruction Computers for presentations Computers with information gathering Computers for modeling/simulation Computer skill Computer training & assistance In-house Faculty Survey ResultsMean Scores Significantly Higher: 1998 vs. 1995

    22. Students proficient with computers Technology changed effectiveness of teaching Effect of computers on communication Effect of computers on resource material Effect of computers on presentations Use of technology in teaching In-house Faculty Survey Results Mean Scores Significantly Higher1998 vs. 1995 (continued)

    23. Intellectual climate among students Religious development of students Prepare students for graduate/advanced education Prepare students for employment after college End of course student evaluations Enroll more graduate students In-house Faculty Survey ResultsMean Scores Significantly Higher: 1998 vs. 1995(continued)

    24. In-house Faculty Survey ResultsMean Scores Significantly Lower: 1998 vs. 1995 • Number of papers or compositions published since previous fall • Number of professional meetings attended since previous fall

    25. 1998 HERI Faculty Survey • Administered by UCLA in Fall 1998 to faculty nationally • Several questions contained items regarding computer use and opinions • Wake Forest full-time undergraduate faculty results compared with peer group of nine private institutions

    26. Use of Computers(1998 HERI Faculty Survey)

    27. Sources of Stress(1998 HERI Faculty Survey)

    28. Opinion in General(1998 HERI Faculty Survey)

    29. Academic Outcomes First-time Freshmen RetentionFollowing Year Year Entered

    30. Average GPAEnd of Freshman Year

    31. Student & faculty computer usage has increased significantly since implementation of ubiquitous computing at Wake Forest Student & faculty computer usage is higher than peer group institutions Students are more engaged intellectually but are less satisfied with their overall college experience Freshmen GPA and retention rate have increased slightly overall Summary

    32. Assessment of the Impact of Ubiquitous Computing on Learning Ubiquitous Computing Conference Seton Hall University South Orange, NJ January 4-6, 2001 Ross A. Griffith Wake Forest University