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Anticipating!

This discussion delves into the transformative effects of computers on education, prompting reevaluation and redesign in teaching methods due to increased competition and focus on quality. The adoption of computer enhancements has revolutionized the profession, fostering communication, collaboration, controversy, customization, and consulting. Wake Forest University's initiative with IBM laptops for all students illustrates the educational shift towards ubiquitous computing, impacting mentality, teaching assumptions, timelines, students' access, and relationships. The consequences for Wake Forest include improved SAT scores, retention rates, student satisfaction, learning outcomes, and faculty recruitment. The exploration of eight basic models of ubiquitous computing emphasizes various cost-effective strategies to integrate technology seamlessly into education. Differentiated opportunities in laptop settings enhance faculty-student engagement, presentation skills, research, and flexibility in learning environments. The shift towards portable computing for academic and administrative reasons benefits recruitment, retention, space optimization, and continuous access to educational resources beyond campus boundaries. Positioning for the future in the millennium context requires customized, interactive, student-centered approaches with a focus on interdisciplinary collaboration, hybrid courses, and adaptive course materials. Key issues to navigate include communication, virtual learning, consortia partnerships, alumni engagement, technology procurement strategies, and establishing a sustainable staffing plan.

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Anticipating!

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  1. Anticipating! A Discussion of Next Steps Among Algonquin College Leaders Facilitated by David G. Brown VP and Dean (ICCEL), Wake Forest University Friday, September 14, 2001

  2. How has the computer changed teaching and learning? (my answer) • It’s caused every teacher to • rethink & redesign. • 2. By increasing student options, it has increased • competition which has in turn compelled universities to pay more attention to the quality of teaching Our profession has been changed forever!

  3. Reasons 150 Professors Added Computer Enhancements • Communication-Interaction • Collaboration-Teams • Controversy-Debate • Customization-Diversity • Consultants-Adjuncts

  4. 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 A22e, Pentium III, 700 Mhz, 20GB, 14”ActMatrix, 196MB, Re-writable CD56k modem, 8MB Video Ram, 10/100 Ethernet, Floppy, USB&Serial&Parellel&Infrared Ports ICCEL -- Wake Forest University, 2001

  5. Communication-Interaction

  6. With Ubiquity---The Culture Changes • Mentality shifts-- like from public phone to personal phone. • Teaching Assumptions shift-- like from books in the public library to everyone owns a copy of his/her own. • Timelines shift-- like from “our class meets MWF” to “we see each other all the time and MWF we meet together” • Students’ sense of access shifts-- like from “maybe I can get that book in the library” to “I have that book in my library.” • Relationships shift-- like from a family living in many different states to all family members living in the same town ICCEL -- Wake Forest University, 2001

  7. Consequences for Wake Forest • +SAT Scores & Class Ranks • +Retention & Grad Rates • +Satisfaction & Learning • +Faculty Recruitment ICCEL -- Wake Forest University, 2001

  8. 8 BASIC MODELS OFUBIQUITOUS COMPUTING(Ordered by total cost, starting with the most expensive) • All + Powerful + Laptops + Annual Refresh UMC • Refresh Less Frequently WFUWVWC • Substitute Desktop Computers USAFA • Provide One Computer Per Two Beds Chatham • Specify Threshold Level SSUUNC • Substitute Network Computers • Provide Public Station Computers BC • Teach with Explicit Assumption of Access

  9. WHY UBIQUITOUS? • Mentality shifts-- like from public phone to personal phone. • Teaching Assumptions shift-- like from readings are on reserve to everyone owns a copy of his/her own. • Timelines shift-- like from “our class meets MWF” to “we see each other all the time and MWF we meet together” • Students’ sense of access shifts-- like from “I can get that book in the library” to “I have that book in my library.” • Relationships shift-- like from a family living in many different states to all family members living in the same tow

  10. Distinctive Opportunities Available Only in Laptop Settings • Faculty are always available • Students expect messages between classes • Student PowerPoint talks are common • Team assignments increase • On site data collection & essay writing • Papers often include visuals, even motion • Study at best location, not limited to dorm • Continuous contact

  11. WHY PORTABLE?Academic Reasons • Continuous Contact • More Collaboration • Greater Faculty Availability • Greater Sense of Ownership • More Flexibility: On site data collection & essay writing. In class use. • Study at best location, not limited to dorm

  12. WHY PORTABLE?Administrative Reasons • Stronger Recruitment/Retention • Quick exchange when machine is broken • Fewer Computer Labs: More Space for Other Activities • Built in refresh mechanism • Access to college continues when on vacation, abroad, and after graduation

  13. What are your institution’s strengths & weaknesses How do you determine your place in an electronic world? What will be your primary student markets--program areas? Degree credit? Geographic span? Age? What are the appropriate delivery technologies next year? 5 years? Etc? What is a realistic staffing plan? Outsourcing? Support personnel? Executive leadership? What institutional partnerships make sense? Positioning for the Future

  14. The Millennium Context • Personal. Customized. Interactive. • Student-Centered Curriculum • Teams of Professionals to Support Learning • “Houses” instead of Disciplines • Hybrid Courses (80-20 and 20-80) • Loose-leaf Collections of Course Components, instead of Textbooks

  15. BIG ISSUES • Communication vs Presentation vs Analysis vs Access to Internet • Virtual Courses vs Hybrids • Academic vs Administrative • Consortia vs Going It Alone • Today’s Students vs Alums Also • Mandatory vs Optional

  16. BIG ISSUES • Laptop vs Desktop vs Network • Standard vs Threshold • Single Vendor vs Multiple Vendors • Buy vs Lease vs Student Buy • LearningSpace vs CourseInfo vs WebCT vs Other Mgt Systems • Cold Turkey vs Pilot

  17. Low Hanging Fruit[within the constraints of time & money] • URLs • Email • Course Management System Better 85% Some Use Vs 5% Heavy Use

  18. David G. BrownWake Forest UniversityWinston-Salem, NC 27109, USA336-758-4878email: brown@wfu.eduhttp//:www.wfu.edu/~brownfax: 336-758-4875 ICCEL -- Wake Forest University, 2001

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