Affordable Ubiquitous Computing

By David G. Brown, Wake Forest University

@ New Brunswick Community College

September 25, 2000 8:00 AM

http://thenode.org/ltreport/list.cfm?Subj=26&Loc=LTR

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

WAYS TO REDUCE START UP COSTS

• Annual Lease

• Phase in by classes

• Phase in by programs

• Phase in by type of program

• Phase in by category (faculty, students, staff)

• Hand me down

• Loaner Pool

•Standardize•Stress The Big Six

The Big Six#1. E-mail

#2. Web Pages (for each course)

#3. Internet URLs

#4. Lotus Screen Cams

#5. PowerPoint with Audio

#6. Microsoft Word with Comment

Results at Wake Forest

Personal Use of Computers by Wake Forest Faculty

Source: 1998 HERI Survey

• 98% E-mail

• 91% Memos & Letters

• 75% Scholarly Research

• 41% Presentations

• 36% Data Analysis

• 22% On Line Discussion Groups

Computers Enhance My Teaching and/or 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%

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, 2000ICCEL -- Wake Forest University, 2000

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

I know my students learn more when I teach with technology!

• Technology increases collaboration. More collaboration means more learning

• Technology enables different strokes for different folks. More customization means more learning

• Technology enables more interaction. More interaction means more learning

• The opportunity cost of learning how to use technology is becoming negligible.

LESSONS LEARNED

• Early investment in extensive multimedia may be more fun than useful

• Chat sessions are rarely productive

• Threaded discussions work only when the topic is narrowly defined, controversial, and the response is time limited and graded

• Powerpoint is often abused and overused

Lessons Learned

• First Focus Upon Communication• Undertake achievable goals• Contact becomes Continuous.• Students expect messages between classes• Team assignments increase• Papers & Talks often include visuals• Departmental clubs thrive• Student Portfolios Emerge• Students teach faculty

ICCEL -- Wake Forest University, 2000ICCEL -- Wake Forest University, 2000

Lessons Learned

• Computer challenged students learn basic skills quickly, without special classes

• Disciplines use computers differently

• The Internet is the place to put electronic class materials (WebCT)

• Start with Learning Objectives, Not Technology

• If Email is always up, everyone will be happy

ICCEL -- Wake Forest University, 2000ICCEL -- Wake Forest University, 2000

Lessons Learned

• Greatest benefits are what happens between classes, not during classes.

• Greatest gains from computing come from some of the simplest applications

• Standardization speeds faculty adoption and eases the pressure upon support staff.

• Standardization saves class time.

• Student groups are larger and more active.

ICCEL -- Wake Forest University, 2000ICCEL -- Wake Forest University, 2000

Main Impact of Computers Upon Learning in College

• Student Self Confidence is Shaken When They Aren’t Computer Savvy

• Availability of New Methods of Teaching & Learning has greatly increased how much and how we think about effective teaching.

• Different strokes for different folks-- individualization w/o necessarily personalization

• Community is strengthened in every way! [Always in Touch]

ICCEL -- Wake Forest University, 2000ICCEL -- Wake Forest University, 2000

David G. BrownWake Forest University

Winston-Salem, N.C. 27109336-758-4878

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

fax: 336-758-4875