Redesigning Courses and Curricula

in the Information AgeKeynote Address at the 1999 Distributed

Learning Workshop,Concordia University, River Forest, Illinois

July 12, 1999

By David G. Brown

WFU VP and ICCEL Dean

May 18, 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

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, 1999From Anker PublishingDavid G. Brown, Editor

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

• 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?

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

What Works For You?

Email Now your answer to brown@wfu.edu

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

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

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

Where is the Comparative Advantage?Exercise: In each row, check either column 1 or 2.

Column 1 Column 2Activity Much Better Almost As

In Class EffectiveOver WWW

LectureTwo Person Discussion12 Person Discussion

SimulationCourse MechanicsVisualizations

RepetitionsTestsProblem Solving

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

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

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

Typology of Tools & Techniques

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

• 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

The Big Three Tools for Collaborative Learning

#1. E-mail #2. Web Pages (for each course)#3. Internet URLs

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

David G. BrownWake Forest University

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

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

fax: 336-758-4875