Redesigning Courses and Curricula

in the Information AgeBy

David G. Brown

WFU VP and ICCEL Dean

May 18, 1999

Premises

• ASU is a special community where students and faculty work, play and learn together

• Boone is a special town that can’t get much larger without changing character.

• All academic programs of the university will be strengthened by adding the possibilities of computer enhanced teaching.

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

Why are you here?• [To impress the Chancellor?]

• [To get a laptop]

• For Distance Learning

• The Market!

• Professional Respectability

• Conscience!

• Curiosity!

• Results! (more fun, more learning)

• All of the Above

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

I think we’re here because...

Our profession hasnew gardening tools.We want to learnwhich ones will be usefulin stimulating growthin our own gardens.

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

FIRST YEAR SEMINARThe Economists’ Way of Thinking

A Course Required of All Freshmen

Wake Forest UniversityICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

COURSE OBJECTIVES

• To understand a liberal arts education as an opportunity to study with professors who think by their own set of concepts

• To learn how to apply economic concepts

• To learn how to work collaboratively

• To learn computer skills

• To improve writing and speaking skills

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Learning is enhanced by--

• Collaboration among Learners • Frequent student/faculty dialogue• Prompt Feedback• Application of Theory• Student Self Initiatives• Trustful relations• Personal & Individual Teaching

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

Brown’s 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, 1999ICCEL -- Wake Forest University, 1999

Steps toward Redesign

• Recognize that you are redesigning a course, not learning technology for its own sake.

• Identify beliefs and objectives. • Learn about the tools and techniques available. • Match activities and settings.• Implement!

What doyou want

to do?

What Toolsare

available?

RedesignYour

Course!ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

What Works for You?[6 Ways to “tease out” your answer]

• Types of assignments and/or lectures that seem to be most effective? Want to give your student more of what?

• Your philosophy of teaching?

• Idea behind your course?

• Metaphors for your role?

• 3 Most Important Principles of Good Teaching?

• Diagram?

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

Principles of Good Teachingplus an 8th

• Encourage contact between students and faculty• Develop cooperation among students• Encourage active learning• Give prompt feedback• Emphasize time on task• Communicate high expectations• Respect diverse talents and ways of thinking• Utilize a full range of learning materials

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

Metaphors for Professors’ Role

• Coach and team

• Master and apprentices

• Sage on the Stage

• Guide by the Side

• Fountain of Information

• Salesperson

• ___________________

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

P

Time

StudentKnowledge

S

AS

PA

SP

A

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Test

Diagrams of a Course

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Beliefs of 91/93 Vignette AuthorsPedagogy and Philosophy

• Interactive Learning

• Learn by Doing

• Collaborative Learning

• Integration of Theory and Practice

• Communication

• Visualization

• Different Strokes for Different Folks

From Interactive Learning Forthcoming June, 1999From Anker PublishingDavid G. Brown, Editor

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

Typology of Tools & Techniques

• For Increased Communication (8)

• For Interactive Learning (5)

• For Customization (4)

• For New Materials and Presentation Modes (9)

• For Electronic Course Management (5)

From Interactive Learning, Anker Publishing, 1999 (forthcoming)ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

For Increased Communication

• Web Pages for Course Materials• Email: Group and Individual• Asynchronous Discussion Groups• Hyperlinks to Related Materials• More Time for Class Discussion• Synchronous Chatrooms• Office Hours on Line• Consultants & Experts in Discussion

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

For Interactive Learning

• Simulations

• Team Projects

• Student Web Pages

• Student Publishing on the Web

• Collaborative Teaching

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

For Customization

• Self-Paced Exercises

• Virtual Courses (internet only)

• Self-Paced Lectures

• Self-Paced Quizzes

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For New Materials & Modes

• Citations to the Web (URLs)• PowerPoint & Multimedia Presentations• Lecture Notes on Line• Computer Skill Exercises• Cross-Cultural Analyses• Electronic Textbook• Cybershows• Custom CD-Rom• Archive of Images

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

For Electronic Course Management

• Course Shell

• Group Email

• Electronic Gradebook

• Dynamic Syllabus

• On line grading

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

Comparative Advantage: F2F vs. Virtual

Activity F2F Only Virtual Only

Lecture Monologue Disadv AdvanTwo Person Discussion Disadv Advan12 Person Discussion Advan DisadvSimulation Advan DisadvCourse Mechanics Disadv AdvanProblem Solving Advan DisadvIntegration of Concepts Advan DisadvExercises w Branching Disadv AdvanVisualizations Disadv AdvanRepetitions Disadv AdvanMonitor student reading Disadv AdvanTesting Advan Disadv

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%

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

The Big Three •E-mail •Course Web Page •Internet URLs

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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, 1999ICCEL -- Wake Forest University, 1999

When Teaching Proceeds on the Assumption That All Students Have

Reasonable Daily Access to the Internet• 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• Access to college continues after graduation

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

Lessons Learned

• Computer knowledge is a boon to student recruitment, retention, self-confidence.

• Computer knowledge is highly valued by students & prospective employers

• Computer availability throughout the student body attracts new faculty

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

• Disciplines use computers differently

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

Lessons Learned• Greatest benefits are what happens between classes,

not during classes.

• Greatest gains from computing come from “the big three.”

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

• Standardization saves class time.

• Student groups are larger and more active.

• Faculty migrate to the student standard very quickly

ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999

Good Luck in the High Country!

David G. BrownWake Forest University

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

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

fax: 336-758-4875