By David G. Brown WFU VP and ICCEL Dean May 18, 1999

1. Redesigning Courses and Curricula in the Information AgeKeynote Address at the 1999 Distributed Learning Workshop,Concordia University, River Forest, IllinoisJuly 12, 1999 By David G. Brown WFU VP and ICCEL Dean May 18, 1999

2. I think we’re here because... Our profession has new gardening tools. We want to learn which ones will be useful in stimulating growth in our own gardens. ICCEL -- Wake Forest University, 1999

3. 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 July, 1999 From Anker Publishing David G. Brown, Editor ICCEL -- Wake Forest University, 1999

4. 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 Tools are available? What do you want to do? Redesign Your Course! ICCEL -- Wake Forest University, 1999

5. What Works For You? • 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? Diagram? Email Now your answer to brown@wfu.edu ICCEL -- Wake Forest University, 1999

6. FIRST YEAR SEMINARThe Economists’ Way of Thinking A Course Required of All Freshmen Wake Forest University ICCEL -- Wake Forest University, 1999

7. 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 ICCEL -- Wake Forest University, 1999

8. 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, 1999

9. 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

11. 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, 1999

12. ICCEL -- Wake Forest University, 1999

13. 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, 1999

14. Typology of Tools & Techniques • Web Pages for Course Materials • Email: Group and Individual • Asynchronous Discussion Groups • Hyperlinks to Related Materials • Simulations • Team Projects • Self Paced Exercises • Citations to the Web (URLs) • Multimedia Presentations • Lecture Notes on Line • Computer Skill Exercises • Course Shell • Electronic Gradebook • Dynamic Syllabus From Interactive Learning, Anker Publishing, 1999 (forthcoming) ICCEL -- Wake Forest University, 1999

15. The Big Three Tools for Collaborative Learning #1. E-mail #2. Web Pages (for each course) #3. Internet URLs

17. 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, 1999

18. 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, 1999

19. 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, 1999

20. David G. BrownWake Forest UniversityWinston-Salem, N.C. 27109336-758-4878email: brown@wfu.eduhttp//:www.wfu.edu/~brownfax: 336-758-4875