Transcript Students are More Active Participants in More Learner Groups

Interactive Learning:
More Students Are More Active
Participants in More Learner Groups
By David G. Brown
Wake Forest University
@ Syllabus 99
Santa Clara, California
July 27, 1999
Who are the Authors?
• 93 vignettes
• 43 campuses
• 143 authors
Vignettes from Yahoo’s 100 Most
Wired Campuses
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Intermediate German. Dartmouth
International Political Economy. Middlebury
Systems Analysis. NYU
Global Telecommunications. Temple
Writing. U of Missouri @ Rolla
Senior Biology Seminar. Hendrix
Physics for 500. Michigan State
Costume Museum Archives. Virginia
Anthropology. SUNY-Potsdam
Beliefs
Pedagogy and Philosophy
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Interactive Learning
Learn by Doing
Collaborative Learning
Integration of Theory and Practice
Visualization
Communication
Different Strokes for Different Folks
Beliefs (less universal)
Philosophy and Pedagogy
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Comparative Analysis
Role Playing
Engaging Subject Matter
Challenging Material
Repetition
Prompt Feedback
Student Initiative and Responsibility
Time on Task
Trust
Techniques and Tools
New Options From Technology
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Web Pages for Every Course
E-Mail
Citations to the Web (URLs)
Team Projects
Collaborative Teaching
Simulations
Asynchronous Discussions
Virtual Courses
Tools and Technques
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Self-Paced Lectures
Self-Paced Exercises
Self-Paced Quizzes
Electronic Textbooks
Powerpoint Presentations
Multimedia Clips
Electronic Course Management
Publishing on the Web
Typology of Tools & Techniques
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For Increased Communication (8)
For Interactive Learning (5)
For Customization (4)
For New Materials and
Presentation Modes (9)
• For Electronic Course Management (5)
From Interactive Learning, Anker Publishing, 1999 (forthcoming)
ICCEL -- Wake Forest University, 1999
For Increased Communication
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Web Pages for Course Materials
Email: Group and Individual
Asynchronous Discussion Groups
Hyperlinks to Related Materials
More Time for Class Discussion
Synchronous Chatrooms
Office Hours on Line
Consultants & Experts in Discussion
ICCEL -- Wake Forest University, 1999
For Interactive Learning
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Simulations
Team Projects
Student Web Pages
Student Publishing on the Web
Collaborative Teaching
ICCEL -- Wake Forest University, 1999
For Customization
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Self-Paced Exercises
Virtual Courses (internet only)
Self-Paced Lectures
Self-Paced Quizzes
ICCEL -- Wake Forest University, 1999
For New Materials & Modes
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Citations to the Web (URLs)
PowerPoint & Multimedia Presentations
Lecture Notes on Line
Computer Skill Exercises
Cross-Cultural Analyses
Electronic Textbook
Cybershows
Custom CD-Rom
ICCEL -- Wake Forest University, 1999
Archive of Images
For Electronic Course
Management
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Course Shell
Group Email
Electronic Gradebook
Dynamic Syllabus
On line grading
ICCEL -- Wake Forest University, 1999
Assessment Strategies
How Do We Know Its Better?
• Perceptions
– Student
– Faculty
• Behaviors
• Outcomes
MEASURES OF IMPACT
By Students via
• Formal Evaluations
• Feedback and Hearsay
Perceptions
By Faculty via
• Formal Evaluations
• Observed Behavior/Performance
Behaviors
• Metadata re Computer Use
• Adoption By Others
• Other Behaviors
Outcomes & • Matched Pairs Over Time
Student
• Matched Pairs Simultaneous
Performance • External “Tests”
Major Conclusions
• Most Professors Use Computers to Increase
Opportunities for Interactive Learning
• The Tools Needed for Interactive Learning
Can Be Mastered with Little Time or Effort
• Both Faculty and Students Feel They Are
Learning More and Liking It Better
David G. Brown
Wake Forest University
Winston-Salem, N.C. 27109
336-758-4878
email: [email protected]
http//:www.wfu.edu/~brown
fax: 336-758-4875