Emphases and Avoidances Recommended by an Experienced Laptop Campus

1. Emphases and Avoidances Recommended by an Experienced Laptop Campus By David G. Brown, Wake Forest University with the Engineering Faculty at the University of Moncton on September 25, 2000 3:00 PM

2. How the Laptop Program Has Changed Wake Forest

3. Thinkpads for all New Every 2 Years Own @ Graduation Printers for all Wire Everything Standard Software Full Admin Systems IGN for Faculty Keep Old Computers 40+30 New People 75% Faculty Trained 85% CEI Users 99% E-Mail +15% Tuition ~$1500/Yr/Student 4 Year Phase In Pilot Year Plan for 2000 THE WAKE FOREST PLANF96:IBM 365XD, 16RAM, 100Mhz, 810MB, CD-ROM, 14.4 modemF97: IBM 380D, 32 RAM, 130Mhz, 1.35GB, CD-ROM, 33.6 modemF98: IBM 380XD, 64 RAM, 233 Mhz, 4.1GB, CD-ROM, 56 modemF99: IBM 390, 128 RAM, 333 Mhz, 6GB, CD-ROM, 56 modem F00: IBM A20m, 500 Mhz, 11GB, 15”ActMatrix, CD-ROM, 90 modem Order at--- http://iccel.wfu.edu ICCEL -- Wake Forest University, 2000

4. 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 Brown’s First Year Seminar ICCEL -- Wake Forest University, 1999

5. 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%

6. 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

7. 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 Wake Forest University

8. Chemistry-- Dartmouth, Millsaps, Reed, Wake Forest, Worchester Tech Physics-- Vassar, Arizona, Washington and Lee, Michigan State, , Whitman Business and Economics--- Vanderbilt, Kansas State, Wake Forest, Middlebury Fine Arts-- Tufts, Reed, Connecticut, Williams, East Carolina Writing and Literature--Johns Hopkins, Northwestern, Missouri-Rolla, Language--- MIT, Smith, California-Davis, Texas-Austin, Northwestern Biology and Medicine---Oberlin, Virginia, Johns Hopkins, Texas-Austin, Hendrix International and Politics---Tufts, Oregon Computer Science and Math---Harvard, NYU, American, Washington State 93 Essays 36 Universities 26 Disciplines

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

10. The Big Five #1. Repetition #2. Continuous Communication #3. Controversy and Debate #4. Different Strokes, Different Folks #5. Outsider Involvement

11. The Low Hanging Six • Email & Listservs • URL addresses (in syllabus) • Annotations within word processed documents • Powerpoint “lecture outlines” • Mini-movies that show successive computer screens • Practice quizzing prior-to-class (via WebCT)

12. 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

13. 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, 2000

14. 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, 2000

15. 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, 2000