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)

1. 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

1. Communication-Interaction

2. Collaboration-Teams

3. Controversy-Debate

4. Customization-Diversity

5. 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

ICCEL -- Wake Forest University, 2001ICCEL -- Wake Forest University, 2001

THE WAKE FOREST PLANIBM A22e, Pentium III, 700 Mhz, 20GB, 14”ActMatrix, 196MB, Re-writable CD

56k modem, 8MB Video Ram, 10/100 Ethernet, Floppy, USB&Serial&Parellel&Infrared Ports

5

Communication-Interaction

Computers Enhance Teaching & Learning Via--

PresentationsBetter--20%

More Opportunities toPractice & Analyze--35%

More Access to SourceMaterials via Internet--43%

More Communication with Faculty Colleagues, Classmates,and Between Faculty and Students--87%

ICCEL ICCEL ICCEL ------ Wake Forest University, 2001Wake Forest University, 2001Wake Forest University, 2001

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, 2001ICCEL -- Wake Forest University, 2001

7

Consequences for Wake Forest

• +SAT Scores & Class Ranks

• +Retention & Grad Rates

• +Satisfaction & Learning

• +Faculty Recruitment

ICCEL -- Wake Forest University, 2001ICCEL -- Wake Forest University, 2001

8 BASIC MODELS OFUBIQUITOUS COMPUTING

(Ordered by total cost, starting with the most expensive)

• All + Powerful + Laptops + Annual Refresh UMC• Refresh Less Frequently WFU WVWC• Substitute Desktop Computers USAFA• Provide One Computer Per Two Beds Chatham• Specify Threshold Level SSU UNC• 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

• 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

WHY PORTABLE?Administrative Reasons

Positioning for the Future

• 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?

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]

1. URLs

2. Email

3. Course Management System

Better 85% Some Use Vs 5% Heavy Use

18

David G. BrownWake Forest University

Winston-Salem, NC 27109, USA336-758-4878

email: brown@wfu.eduhttp//:www.wfu.edu/~brown

fax: 336-758-4875

ICCEL -- Wake Forest University, 2001ICCEL -- Wake Forest University, 2001