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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
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Who are the Authors?
• 93 vignettes
• 43 campuses
• 143 authors
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Vignettes from Yahoo’s 100 Most Wired Campuses
• 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
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Beliefs Pedagogy and Philosophy
• Interactive Learning
• Learn by Doing
• Collaborative Learning
• Integration of Theory and Practice
• Visualization
• Communication
• Different Strokes for Different Folks
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Beliefs (less universal)Philosophy and Pedagogy
• Comparative Analysis• Role Playing• Engaging Subject Matter• Challenging Material• Repetition• Prompt Feedback• Student Initiative and Responsibility• Time on Task • Trust
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Techniques and ToolsNew Options From Technology
• Web Pages for Every Course• E-Mail• Citations to the Web (URLs)• Team Projects• Collaborative Teaching• Simulations• Asynchronous Discussions• Virtual Courses
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Tools and Technques(continued)
• Self-Paced Lectures• Self-Paced Exercises• Self-Paced Quizzes• Electronic Textbooks• Powerpoint Presentations• Multimedia Clips• Electronic Course Management• Publishing on the Web
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Typology of Tools & Techniques
• 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, 1999ICCEL -- Wake Forest University, 1999
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For Increased Communication
• 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, 1999ICCEL -- Wake Forest University, 1999
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For Interactive Learning
• Simulations
• Team Projects
• Student Web Pages
• Student Publishing on the Web
• Collaborative Teaching
ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999
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For Customization
• Self-Paced Exercises
• Virtual Courses (internet only)
• Self-Paced Lectures
• Self-Paced Quizzes
ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999
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For New Materials & Modes
• Citations to the Web (URLs)• PowerPoint & Multimedia Presentations• Lecture Notes on Line• Computer Skill Exercises• Cross-Cultural Analyses• Electronic Textbook• Cybershows• Custom CD-Rom• Archive of Images
ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999
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For Electronic Course Management
• Course Shell
• Group Email
• Electronic Gradebook
• Dynamic Syllabus
• On line grading
ICCEL -- Wake Forest University, 1999ICCEL -- Wake Forest University, 1999
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Assessment StrategiesHow Do We Know Its Better?
• Perceptions– Student– Faculty
• Behaviors
• Outcomes
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Perceptions
By Students via• Formal Evaluations• Feedback and Hearsay
By Faculty via• Formal Evaluations• Observed Behavior/Performance
Behaviors• Metadata re Computer Use• Adoption By Others• Other Behaviors
Outcomes & Student Performance
• Matched Pairs Over Time• Matched Pairs Simultaneous• External “Tests”
MEASURES OF IMPACT
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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
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David G. BrownWake Forest University
Winston-Salem, N.C. 27109336-758-4878
email: [email protected]//:www.wfu.edu/~brown
fax: 336-758-4875