David G. Brown VP & Professor & Dean of ICCEL

1. Best Practices re the Use of Technology in Teaching and Learning:The Wake Forest UniversityExperience as Catalyst David G. Brown VP & Professor & Dean of ICCEL April 27, 2000 Stillwater, Oklahoma

2. Policies that Make a Difference • Students First • Standardize • Ubiquitous Access • Explicit Faculty Endorsement • Eager Faculty • Marketable Difference • The 80-20 Maxim • Low Hanging Fruit • Communication • Interactive Learning

3. 3600 undergrads Two AACSB Schools 92% residential No Distance Education $850M endowment Winston-Salem NC 500 each: Med, Law, Residential MBA, PhD MBA = residential + exec + evening + satellite Top 20 Wired University (Yahoo 2000) Top 30 Research University (USNewsWR 1999) 1300 SAT Average & 630+ GMAT (&4 years exp.) Wake Forest University

4. 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 50% Faculty Trained 85% CEI Users 98% E-Mail +15% Tuition ~$1500/Yr/Student 4 Year Phase In Pilot Year Now 4 Classes 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 Order at--- http://iccel.wfu.edu ICCEL -- Wake Forest University, 2000

5. Distributed Support • Centralized Support for Standards • IS (Help Desk, Network) • Distributed Support for Teaching • Academic Computer Specialists • STARS • Support for Students • RTAs Wake Forest University

6. 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, 2000

7. 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

8. 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

9. Http://iccel.wfu.edu ICCEL -- Wake Forest University, 2000

10. What’s Being Done? “The Economists’ Way of Thinking” A Course Required of All Freshmen For 15 Students ICCEL -- Wake Forest University, 2000

11. 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

12. 93 Courses 36 Universities 143 Professors 26 Disciplines http://www.ankerpub.com/

13. 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 January, 2000 From Anker Publishing David G. Brown, Editor ICCEL -- Wake Forest University, 2000

14. Interactive text, sound, image! The Prospering of Distance Learning as a Primary Educational Model

15. We must not Dumb Down the curriculum because our students-- • Have no textbooks • Have no library • Have no Internet Access • Learn in different ways • Are better with computers Instead, let’s RAISE THE BAR!

16. How Can Colleges MakeUbiquitous ComputingAffordable for All Students? ICCEL -- Wake Forest University, 2000

17. 8 BASIC MODELS OFUBIQUITOUS COMPUTING(Ordered by total cost, starting with the most expensive) • All + Powerful + Laptops + Annual Refresh UMC • Refresh Less Frequently WFUWVWC • Substitute Desktop Computers USAFA • Provide One Computer Per Two Beds Chatham • Specify Threshold Level SSUUNC • Substitute Network Computers • Provide Public Station Computers BC • Teach with Explicit Assumption of Access ICCEL -- Wake Forest University, 2000

18. 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 ICCEL -- Wake Forest University, 2000

19. The Big Three #1. E-mail #2. Web Pages (for each course) #3. Internet URLs ICCEL -- Wake Forest University, 2000

20. Policies that Make a Difference • Low Hanging Fruit • Communication • Interactive Learning • Students First • Standardize • Ubiquitous Access • Explicit Faculty Endorsement • Eager Faculty • Marketable Difference • The 80-20 Maxim

21. LESSONS LEARNED • PC’s are only 10% of the Challenge (support/networks/policies/train/expose) • Most sunk costs can be ignored • Expectations need management • Develop a comprehensive plan first, and quickly match it with a multiyear financial plan ICCEL -- Wake Forest University, 1999

22. LESSONS LEARNED • Consulting Help is the Most Important Gift • Professional Project Mgt is Crucial • Demand will increase Much Faster than Anticipated • Pilot Year is Essential • Hardware & Software Decisions are separable

23. LESSONS LEARNED • Standardization pays rewards well beyond those anticipated; non-standard configurations require 3-4 times support • Students/Faculty want specific computer training that is centered around a task-at-hand; general classes don’t work well • Be prepared to outsource challenges • Don’t wire to every seat ICCEL -- Wake Forest University, 1999

24. LESSONS LEARNED • Reliability is critical, esp. the Help Desk • Provide academic units staff of their own & plenty of equipment without hassle • Improve communications; rumors fly fast • Spread the gains from & ownership of innovation throughout all units • Use the internet for course materials • Use a commercial Course Mgt System ICCEL -- Wake Forest University, 1999

25. LESSONS LEARNED • Choose a Partner for the Long Haul • Budget Adequate Start Up & Operating Funds • Place in Context of an Overall Financial Plan • Balance Centralized Services & Local Control • Place Some Funds Under Faculty Control

26. Lessons Learned • 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, 1999

27. 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

28. 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

29. David G. BrownWake Forest UniversityWinston-Salem, N.C. 27109336-758-4878email: brown@wfu.eduhttp//:www.wfu.edu/~brownfax: 336-758-4875 ICCEL -- Wake Forest University, 2000