Enhancing Undergraduate Learning with Information Technology A Workshop Summary (2002) / Chapter Skim
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1 Innovations in Pedagogy and Technology
1 Innovations in Pedagogy and Technology
Pages 1-18
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However, a growing body of research incli cares that this traditional approach is not effective for all unclergracluates. Cognitive scientists have found that students have different ways of learning anc3 benefit from different educational approaches (National Research Council [NRCl, 1999a)
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Researchers have also found that when SME&T instructors recognize that student learning strategies vary and modify instruction accordingly, more students are able to learn and master these complex disciplines (Felder, 1993, 1996; Tobias, 1992)
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Decle noted that, until recently, many educators viewed IT primarily as a way to increase student access anc3 provide economies of scale for traditional modes of eclucation.1 However, according to Decle, there is a "new rationale" for using IT in higher education, beyonc3 simply increasing access. Now, more college anc3 university faculty recognize that IT has the power to transform education by supporting shared creation, collaboration, anc3 mastery of knowledge (Decle, 2000; see iThis point was reinforced during the workshop by Professor Richard Larson of MIT.
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analyzed comparative studies of small-group anc3 incliviclual eclucation, concluding that collaborative groups promoted "greater academic achievement, more favorable attitudes toward learning, anc3 increased persistence through SME&T courses and programs." Another metaanalysis (Johnson et al., 1998) reached similar conclusions.
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However, these disagreements were quickly put aside when participants recalled their focus on innovations in pedagogy, rather than in technology. Rensselaer Polytechnic Institute professor Jack Wilson, who was a member of the earlier Committee on Information Technology, emphasized the importance of saying "loud and clear" that it is time "to focus on the learner and to build our education systems based on the best research." Whatever their views on current educational technologies for undergraduate learning, participants agreed that such technologies were likely to be very different, and possibly much better in the future.
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Finally, Bayard noted that they selected only those courses and orograms in which IT was "transformative," helping to achieve at least one of seven principles for good practice in undergraduate education outlined by Chickering and Gamson (1987~:3 3A more recent study identified a similar list of factors affecting college success: student~student interaction, student~faculty interaction, and time on task (Astin et al., 1993 )
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These instructors introclucec3 graphing calculators, both to help students visualize the concept of a mathematical function anc3 to eliminate some of the tedious calculations. Today, students in some sections of introductory college algebra use this new approach, working with graphing calculators in small groups, where they discuss anc3 solve problems.
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These projects help students learn across disciplines. Conducting physics experiments helps them unclerstanc3 concepts in this field.
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During the fall 1999 semester, students enrolled in IMPULSE earned an average of nearly 16 credit hours, or 5 credits more than the A average among nrst-year engineering stuclents enrolled in traditional mathematics, physics, anc3 science classes in the fall of 1998.
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Some students in this class have helped nursing home directors by analyzing and reporting on different strategies for teaching elderly residents how to use computers and the Internet. Another team set up a database allowing a regional charity to track donors and volunteers, and another helped a local high school develop a plan for computer usage.
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He allows students to place themselves on teams, based on short biogra' phies that they prepare at the beginning of each class. Students sign contracts agreeing to accept responsibility as team members, anc3 each team is supported both by specially trained teaching assistants anc3 by Shneiclerman.
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San Diego State University University of Houston University of Massachusetts Dartmouth Human-Computer Interaction University of Maryland Increased student enthusiasm Students routinely present at conferences Students hired and promoted Graduating students offered higher salaries Improved passing rates Increased student motivation to study math Increased attendance Increased faculty motivation, enjoyment Increased retention of first-year students Improved grades in first semester Students perceive they are working harder Students report they are learning a lot Increased student motivation More student papers accepted at conferences and byjournals Provide IT services to university and community Increased teacher motivation SOURCE: Bayard, 2000, June; Shneiderman, 2000, June. development" (Ellis, Seiter, anc3 Yulke, 1999, p.
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Based on the assumption that education takes place when an expert teacher instructs students, most evaluations of the effectiveness of technology-rich courses have focused on delivery methods, rather than on content and learning. Ben Shneiclerman, noting that his computer science students like to conduct studies focusing on delivery methods, said, "I sometimes joke that it is like we have a running experiment to see .
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At the workshop, Jean-Pierre Bayard highlighted the tension between this goal and the goal of retaining more students. He contrasted the success of the IMPULSE program in retaining firstyear engineering students with his perception that many engineering schools view high dropout rates among first-year students as a mark of success in eliminating people who would not become successful engineers.
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Extensive professional development is provided to teachers, who play a central role in helping students use the interactive software. Meeting in teams under the guidance of UCLA researchers, teachers create conceptual problems for students.
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SME&T faculty who use IT to create active learning environments typically find themselves spending more time with students. In describing Eric Frost's activities at SDSU, Bayard noted that Frost works with these students "a lot more than just the three hours a week that some of us are familiar with." Elias Deeba, one of those who developed and now teaches the algebra course at UHD, has said, "Using technology, my own workload, of course, has increased tremendously" (Miller et al., 2001~.
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The teams of computer science students enrolled in Shneiderman's classes at the UMD are supported not only by specially trained teaching assistants, but also by dedicated technical support staff. Many higher educa.
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At UHD, mathematics instructors have found that some students, who either dropped or failed the more traditional sections of introductory algebra, complain that "I've had this course before, and this is not the way it's supposed to be done" (Miller et al., 2001~. Although workshop participants noted that all of these cultural and institutional 18 constraints currently slow widespread transformation of undergraduate education, these constraints could possibly be reversed in the future.
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