Many Opportunities for Instructional Technologists--A Provost’s Perspective by David G. Brown,...

Many Opportunities for Instructional Technologists--A Provost’s Perspective

by David G. Brown, Dean & VP

Intl Center for Computer Enhanced Learning,

Professor of Economics and Former Provost

Wake Forest University

Conference KeynoteEXPLORING OUR DYNAMIC ROLES

Ann Arbor, Michigan. February 27, 2003

Opening Comments

• You’re among the campus’ most popular!• Faculty have just received a truckload of new

teaching tools & must be coached on which tools to use for what purposes.

• CONGRATULATIONS for being here-- for making time to advance your understanding of your own role and to share learning with others!

Outline of My Remarks

• What’s your job and how do you plan to enrich it at this conference?

• What’s on the minds of your faculty clients?• How does ubiquitous computing change

learning in liberal arts colleges?• 25 ideas to bounce off colleagues this

weekend!

An Instructional Technologist is• A bridge between faculty & IS cultures• A translator from IS to faculty, & vice versa• An expert in pedagogy• A trainer of faculty• A help desk for students• An administrator of the CMS• An advocate for technology & teaching• A motivator of faculty use of technology• A subject matter specialist w IS knowledge• A key member of a learning delivery team• A designer of distance learning courses• Other: __________________________________

Add your own “other;” then, check the 3 that most closely match your visionof what your role should be at your current institution!

Two Cultures EDUCAUSE Review, July/August 2001, pp. 48-57.

TECHNOLOGYCULTURE• Centralized • Focused• College centered• Driven by technology

agenda• Accustomed to

“service” model

FACULTYCULTURE• Balkanized• Diffuse• Discipline centered• Driven by the

disciplinary agenda• Accustomed to

research team model

You are here to figure out how to do your job better! This means---

1. Identifying what your job should be!(You’ve just done it!)

2. Figuring out what you need to learn at this conference that will allow you to do it better (What focus? Any job expansion?)

3. Focusing upon a few questions that you hope to ask at all sessions and in your corridor conversations.(Write them down now!)

4. Practicing broader thinking like that expected of the dean or your supervisor

Most faculty want to upgrade the following teaching strategies---

---interaction---collaboration---controversy---customization---supplemental instructors

• 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

What’s on the minds of your faculty?BROWN’S FIRST YEAR SEMINARThe Economists’ Way of Thinking:

Students = 15All FreshmenRequired Course

Before Class

During Class.

After Class

Brown’s First Year Seminar• Before Class

– Students Find URLs & Identify Criteria

– Interactive exercises– Muddiest Point– 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– Portfolio– Materials Forever

ICCEL -- Wake Forest University, 2003ICCEL -- Wake Forest University, 2003

Reasons 150 Professors Added Computer Enhancements

1. Communication-Interaction

2. Collaboration-Teams

3. Controversy-Debate

4. Customization-Diversity

5. Consultants-Adjuncts

www.ablongman.com/professional/catalog/academic/product/1,4096,0205355803,00.html

www.ankerpub.com/books/brown.html

When all students havedaily access to the Internet,opportunities for quality learning expand greatly!

• IBM Laptops for all• Printers for all• New Every 2 Years• Own @ Graduation• 31,000 Connections• Standard Software• 99% E-Mail• Start 1995, 4 Year Phase In• +15% Tuition for 37 Items• +40 Faculty and 30 Staff

THE WAKE FOREST PLANIBM A30, Pentium III, 1.13GHz Processor, 30GB Hardrive, 384 MB RAM

15”ActMatrix Screen, CD-RW/DVD, Floppy, 56k modem, 16MB Video Ram, 10/100 Ethernet, USB&Serial&Parellel&Infrared Ports

Standard Load Includes—MS Office, Dreamweaver, SPSS, Maple,Acrobat, Photoshop, Shockwave, Flash,Net Meeting, Real Producer & Player,Media Player, Windows XP Moviemaker,Apple QuickTime, Netscape & Explorer,Netscape Calendar & Communicator, Windows XP Professional

Communication-Interaction

Computers Enhance Teaching & 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 ICCEL ICCEL ------ Wake Forest University, 2003Wake Forest University, 2003Wake Forest University, 2003

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, 2003ICCEL -- Wake Forest University, 2003

Florida StateFYS ReunionBand Dinner

Impact of the Plan for the Class of 2000,No. of Items with Significant Differences in

Wake Forest Student Responses,CSEQ Questionnaire

2002 Survey versus 1998 Survey

Computer Usage………………..…2002 wins 6-2Information Fluency………….…...2002 wins 5-1Integration of Knowledge………..2002 wins 3-0Specific Knowledge & Skills…….2002 wins 6-1Interpersonal Communication…..2002 wins 8-0Co-Curricular Participation……...2002 wins 5-0

Source: Ross Griffith, Wake Forest Univ. Institutional Research Office.http://www.wfu.edu/administration/ir/docs/CSEQComparison2002.pdf

CSEQ Computer Usage Items

• Searched Internet for course materials• Used word processor for paper• Used email to communicate with class• Made visual displays with computer• Developed web page, multimedia• Computer & Info Technology Scale• Discussion about computers & Technology• Joined in electronic class discussions

Black= 2002 significantly greater than 1998. Italics Red= 1998 significantly greater than 2002

Information Fluency Items

• Retrieved off-campus library materials• Judged quality of information obtained• Learning on your own…finding info you need• Gaining range of info re career• Gaining knowledge re rest of the world• Used a dictionary or thesaurus


Integration of Knowledge Items

• Worked on project where you had to

integrate ideas

• Putting ideas together, seeing relationships

• Developed role play, case study, simulation

for class


Specific Knowledge & Skills

• Acquired job-related knowledge/skills • Seeing the importance of history• Write clearly and effectively• Developing own values & ethical standards• Acquired specialization for further education• Broadening acquaintance with & enjoymentof literature• Memorized formulas, definitions, technicalterms


Interpersonal Communication

• Met with faculty to discuss group activities• Talked with instructor re info related to course• Discussed project ideas with a faculty member• Held conversation about the economy• Conversation about international relations• Conversation about current events in the news• Conversation about the arts• Presenting effectively when speaking with others


Co-curricular Items

• Went to a lecture or panel discussion• Attended meeting of campus club or student

government• Worked on a campus committee• Managed a club or organization• Quality of Effort: Clubs & Organization Scale


Impact of the Plan for the Class of 2000,No. of Items with Significant Differences in

Wake Forest Student Responses,CSEQ Questionnaire

2002 Survey versus 1998 Survey

Computer Usage………………..…2002 wins 6-2Information Fluency………….…...2002 wins 5-1Integration of Knowledge………..2002 wins 3-0Specific Knowledge & Skills…….2002 wins 6-1Interpersonal Communication…..2002 wins 8-0Co-Curricular Participation……...2002 wins 5-0

Source: Wake Forest University Institutional Research Office.http://www.wfu.edu/administration/ir/docs/CSEQComparison2002.pdf

Research Results

• University of Central Florida--- Hybrid courses win! (the 80-20 rule)• 18,844 students at 71 American Universities--- More “good practices” for wired students! http://epaa.asu.edu/epaa/v9n49.html• 150 professors at 50 Research Universities--- Interaction, Collaboration, Debate, Custom,

Adjuncts!• Virginia Polytechnic University--- Calculus failure rate cut by 44%!

http://epaa.asu.edu/epaa/v9n49.html

As a leader of the movement to enhance teaching through the use

of technology, here are a few ideas you might bounce off your colleagues this weekend---

Actions for You to Consider(as team member bringing cultures together)

• Help bring to campus as a seminar speaker or consultant someone trusted by a client group

• Favor clusters of clients• Sponsor Teaching w Technology Poster Session• Found a STARS program (& hire majors)• Organize a benchmarking trip• Co-author presentations with faculty• Develop an e-portfolio template• Advocate information fluency with librarians

Circle the item you are most enthusiastic about implementing!Cross off at least one item that’s not worth your time!


• Stress community magnification• Assure system reliability• Advocate explicit acknowledgement that all

teaching should proceed on the assumption that all students have daily Internet access

• Advocate for “preferred standards” • Encourage collaborative teaching • Promote computer use in co-curricular activities



• KISS (email, URL, CMS)• Let eagles soar on their own• Minimize investment in expensive multi-media

presentations• Avoid educationalists’ jargon• Create & monitor a CMS Listserv• Appoint a liaison from each “user group”• Associate a technologist with each “user group”



• Separate perishable & enduring• Talk up between class vs in class use of

computers• Design with system limits in mind• Build chunks, not whole courses• Concentrate on hybrid (blended) courses• Provide “on demand” F2F training


Denison’s Strategic EmphasesPresident Knobel to donors rec’d Feb.26, 2003

• Independent student scholarship

• Close student-faculty relations

• Preparation to make a difference in the world beyond college

• Opportunities for students to grow in friendship and respect through shared activities

David G. BrownWake Forest University

Winston-Salem, NC 27109, 336-758-4878

email: [email protected]//:www.wfu.edu/~brown

fax: 336-758-5012

Wake Forest University, 2003Wake Forest University, 2003

Your assignment is to note what you’ve checked during this presentation & to advance those opportunities during this weekend! Email me! Enjoy the conference!

Many Opportunities for Instructional Technologists--A Provost’s Perspective by David G. Brown,...

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