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The need for change

Ulysses: Creating a Ubiquitous Computing Learning Environment Robert W. Mantha, Ph.D. Vice doyen / Associate Dean Faculté des sciences de l'administration Université Laval, Québec, Québec Canada, G1K 7P4 robert.mantha@fsa.ulaval.ca. The need for change.

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The need for change

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  1. Ulysses: Creating a Ubiquitous Computing Learning EnvironmentRobert W. Mantha, Ph.D.Vice doyen / Associate DeanFaculté des sciences de l'administration Université Laval, Québec, QuébecCanada, G1K 7P4robert.mantha@fsa.ulaval.ca

  2. The need for change • Mounting pressure from the community to ensure that graduates of our business administration programs are well prepared for the challenges of an increasingly wired world • Two goals for our students: • Understand information technology (ICTs) and its uses within a business organisation. • Learn to learn with the help of information technology.

  3. How to meet these goals? • Adding computer courses to our programs will not reach the objectives • We need to integrate the use of computer technology within the curriculum • The use of ICTs must become second nature to the student • We need to create a learning environment where the use of ICTs becomes ubiquitous and pervasive.

  4. A solution: Ulysses • Ulysses was an ambitious undertaking to integrate the portable laptop computer into the physical environment of the business school as well as into the curriculum. • Three perspectives: • Managerial (resources) • Technical • Pedagogical

  5. Managerial perspective • TheFaculté des sciences de l'administration, Université Laval: • Public institution, founded in 1924, one of 17 schools/facultés on campus (32,000 students) • Offers Ph.D, Masters/MBA; Undergraduate/BBA and continuing education programs in management education (AACSB International- accredited) • Approximately 4,500 students, 90 full time faculty • In 1997 recognized the need to renew the building and facilities (circa 1950) as well as the undergraduate BBA program to meet the educational challenges before us.

  6. Ulysses Characteristics • Recommended laptop computer for all (students and faculty) • Possession of a laptop is mandatory for all entering full-time BBA students, and 3 streams of the MBA (600 students per year since 1999 • IBM is the manufacturer of the recommended laptop • Local credit union is the financial institution offering student loans in addition to the Ministry of Education of Quebec.

  7. Ulysses Characteristic • Students pick up their computer during their "Ulysses Day" • Welcome day to School • Take possession of their computer • Information on the use and caring of their computer, the intranet, etc. • Workshops on tool use are available prior to start of session and during the session • Joint purchase in Canada from IBM of 10,000 units/per year– approx C$3000 / US$1900, including taxes, software, accessories and 3yr warranty– below discount prices.

  8. Ulysses day: information kiosks in cafeteria

  9. Computer boxes by seats assigned to students

  10. Taking possession of their computer

  11. Ulysses Characteristics • The student cooperative on campus sells the computers to the students • Laptop pre-loaded with all software and parameters needed to be operational out of the box within our environment • School's own staff offers the technical support and warranty service within the school • Laptop loan program available while laptop is being repaired • Faculty are supplied with a laptop, paid 60% from the school's budget, 40% from the faculty's own discretionary budget.

  12. Outcomes • Overall renewal of all courseware and teaching materials • Enthusiastic support from the business community– 4M$ contribution to building • High exposure in the press and media (press, radio, television); two prizes won (FIQ and CIPA) • 30% increase in BBA enrolment in Fall 1999, maintained in 2000 and 2001 • Increase of C$ 700K / US$440 of the school's operating expenses (support staff: technical and pedagogical).

  13. Ulysses: media interest

  14. Technological perspective • 1800 students with laptops (by year 3) • 100 laptops for faculty and teaching staff • 100 Mbps ATM switched network • 2,500 network ports within the school (classrooms, study and common areas) • 17 wired classrooms ('U' shaped and standard) • Teacher console with desktop and A/V • Intranet for all courseware materials • Tools on-line: discussion forums, class interaction and course management.

  15. A classroom setting (amphitheater- 195 seats)

  16. Technical Support • Two support desks for students: • Technical support (computer repairs, system configuration, network connections, software problems) + web site • Pedagogical support (how to use the computer in a learning environment, software use questions, multimedia support) + web site • Support for faculty: • Just in time support in class or in their office • Training sessions • Helping with the integration of tools into the classroom and curriculum

  17. Pedagogical perspective • What the student sees (initially): the computer • What we see: communications, connections, community • Learning is fundamentally a process of communication • This technology is fundamentally a means to enhance communication • The focus thus has to be on transforming how we communicate in a learning environment.

  18. Pedagogical impacts • Extended use of the computer outside of the classroom (study areas, cafeteria) • Heavy use of communication tools: discussion forums, e-mail, chat (ICQ) by students • Complete renewal of class materials • Creation of a Web site per course which may include, course outline, course materials, bibliography with links, discussion forums, exercises, quizzes, and multimedia materials.

  19. Pedagogical impacts • There are fewer office hours with professors– contact is on an on-going basis via discussion forums and e-mail; can be time-consuming… • Students participate on an on-going basis during the week, in course topic discussion forums • Students support each other • Students are much more comfortable with the use of ICTs • Implicit resetting of student expectations with regards to the role of the instructor and use of classroom time– a challenge.

  20. Pedagogical questions… • If we believe that the education of first-time/undergraduate university students is best accomplished in a campus setting • If we believe that a ubiquitous computing environment with a rich communications infrastructure and well constructed pedagogical materials add value to the education of our students • What then is the role of the instructor/professor and what are the impacts on classroom activities: from sage on the stage to guide on the side ?

  21. Pedagogical challenges • What can we learn from distance education using ICTs, when we create an ICT rich environment for our on-campus students? • Is it easier to implement problem based learning, learning by doing, active learning in a campus setting when we introduce ICTs? How?

  22. Success factors in implementing Ulysses • Have a clear vision of the objective • Repeat the message, over and over • Build a solid support team • Get student and core faculty support • Get community support (business) • Get university management support • Find the proper partners • manufacturer • financing • distribution and technical support.

  23. Factors for success • You need at least two key people: • project manager, for the logistics • instructional technology coordinator for faculty support • Plan at least 1 year in advance (weekly meetings) • Involve program directors and staff, department chairs, communications staff • Head the project with a trusted person from the school's management team.

  24. Critical Success Factor: Faculty Support • Need a teaching support team: coordinator + student assistants • Need on-demand, just-in-time coaching and training • Need to keep close tabs on progress: faculty are learning and discovering all the time– they will have problems… • Have well publicized workshops (even if few will come initially) • The instructor/professor is your support team customer: keep him/her happy.

  25. Conclusion • Ulysses was/is a major undertaking; but well worth the effort • Requires intensive coordination and support from university, students, staff and the business community • It has the potential to transform how we teach, learn, and communicate within a campus-based teaching/ learning environment • The goal is to improve the quality of our programs and the preparedness of our students for careers in the knowledge economy.

  26. To learn more... www.fsa.ulaval.ca/ulysse

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