Using the Wake Forest Experience As A Catalyst For Thinking Through How Ubiquitous Laptop Computers Might Change Teaching and Research at Pitt - PowerPoint PPT Presentation

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Using the Wake Forest Experience As A Catalyst For Thinking Through How Ubiquitous Laptop Computers Might Change Teaching and Research at Pitt

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Title: The U Pitt Advantage How can we increase the comparative advantage as a consequence of (a) laptops and (b) more standardization? Author – PowerPoint PPT presentation

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Title: Using the Wake Forest Experience As A Catalyst For Thinking Through How Ubiquitous Laptop Computers Might Change Teaching and Research at Pitt


1
"Using the Wake Forest Experience As A Catalyst
For Thinking Through How Ubiquitous Laptop
Computers Might Change Teaching and Research at
Pitt"
A discussion led by David G. Brown, Professor of
Economics Vice President and Dean International
Center for Computer Enhanced Learning Wake Forest
University November 2, 2000
2
The Big Picture---brieflystart and end with
theory
  • Philosophy of Learning
  • Communication Community Customization
  • Media In Support of the 3Cs
  • Ubiquitous Now Available Forever Reliable
    Trusted User Friendly Customizable

3
Why Does More Communication More Community Take
Place in an All Laptop vs All Desktop
CampusSlide 1
  • Students arent always at a desk (nomads).
  • Students graduate. In anticipation of being
    computerless, they hold back on use.
  • Students study abroad learn off-campus.
  • Real equity of access exists when every student
    has a computer equi-distance from his/her bed.

4
Why Does More Communication More Community Take
Place in an All Laptop vs All Desktop
CampusSlide 2
  • Broken computers can be traded out more easily,
    thus assuring more reliable systems
  • Collaborative groups can meet more easily
  • Laptops take less space
  • Students consult laptops more reliably.

5
THE WAKE FOREST PLANIBM A20m, 500 Mhz, 11GB,
15ActMatrix, CD-ROM, 90 modem
  • IBM Laptops for all
  • Printers for all
  • New Every 2 Years
  • Own _at_ Graduation
  • 45.000 Connections
  • Standard Software
  • 99 E-Mail

ICCEL -- Wake Forest University, 2000
6
Ways of Thinking About Presidential Campaigns and
Debates A First Year Seminar Introducing Students
to the Liberal Arts
15 Freshmen Meet twice per week All with open
laptops
ICCEL -- Wake Forest University, 2000
7
Browns First Year Seminar
  • Before Class
  • Students Find URLs Identify Criteria
  • Interactive exercises
  • 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
  • Materials Forever

ICCEL -- Wake Forest University, 2000
8
Things I Do That I Wouldnt Do If Students Didnt
Have Laptops
  • Frequent announcements
  • All Internet Text
  • In Class Computer Talks with Student Feedback
  • One Minute Quizzes
  • Due Dates on Weekends
  • In Class Projects
  • Parent Interviews
  • Continuous Teaching from Off Campus
  • Screencams to cover Network Failures
  • Tradeouts from broken computers
  • Tight Deadlines on Follow Up

9
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

10
Distinctive Opportunities Available Only in
Laptop Settings
  • Quick exchange when machine is broken
  • Fewer computer labs are needed
  • Departmental clubs thrive
  • Student Portfolios Emerge
  • Students teach faculty
  • Access to college ( collaboration knowledge)
    continues after graduation

11
Actions Toward Capitalizing on Laptops and
Thresholding
  • Ask more of students! (new day)
  • Encourage students to use computers in their
    non-course life (as well).
  • Design activities that start before class and
    extend beyond class.
  • Expect students to bring computers to prof
    office, to friends dorm room, adjunct prof.
  • Add Fieldwork

12
Continued...
  • Explore team taught courses, especially between
    departments and schools
  • Facilitate continuing contact with students after
    course and after college
  • Require all students to submit in class answers
    (so none coasts)
  • Structure rewards for collaborative projects
  • Recognize that old limits of lab availability are
    gone.

13
Continued
  • Expect slower students to repeat in class demos,
    etc.
  • Use students to train faculty.
  • Revitalize departmental clubs
  • Consider offsite studio labs (in the garden)
  • Get more students studying abroad
  • Recognize the laptop as a portable presentation
    tool (both faculty students)
  • Use anytime, anywhere access by
    students--including in class (updated info)

14
Anticipate Downside
  • Close computers when not in use
  • Bring backup floppies for forgetful students
  • Design projects in anticipation of limited space
    on laptops (e.g. movies)
  • Discourage isolation
  • Assure network connectivity for faculty from
    home, students from off campus

15
WHY COMPUTERS?the faculty answer
  • Interactive Learning
  • Learn by Doing
  • Collaborative Learning
  • Integration of Theory and Practice
  • Visualization
  • Communication
  • Different Strokes for Different Folks

ICCEL -- Wake Forest University, 2000
16
Computers Enhance My Teaching and/or Learning
Via--
Presentations Better--20
More Opportunities to Practice Analyze--35
More Access to Source Materials via Internet--43
More Communication with Faculty Colleagues,
Classmates, and Between Faculty and Students--87
ICCEL -- Wake Forest University, 2000
17
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, 2000
18
The Culture Changes
  • 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 town

19
The Big Picture---brieflystart and end with
theory
  • Philosophy of Learning
  • Communication Community Customization
  • Media In Support of the 3Cs
  • Ubiquitous Now Available Forever Reliable
    Trusted User Friendly Customizable

20
David G. BrownWake Forest UniversityWinston-Sale
m, N.C. 27109336-758-4878email
brown_at_wfu.eduhttp//www.wfu.edu/brownfax
336-758-4875
ICCEL -- Wake Forest University, 2000
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