Education/Collaboration: Break out summary

1
Education/CollaborationBreak out summary

• HCC Retreat
• 4/7/00

2
Perception of Inclusion in a Community

• How to integrate students
• by interests
• randomly
• dormitory (Oxford model)
• On-line interactions
• e.g. "Ask Dr. Math" (http//forum.swarthmore.edu/d
  r.math/) at the Math Forum (http//forum.swarthmor
  e.edu)
• People just observing can feel included
  (listserves, e-mail)

3
Richer Capture of Learning Spaces at Many Levels

• Campuses-- intra and inter campus collaboration
  networks
• Classrooms-- breaking up lectures for rapid 5-10
  min. computer mediated class interactions
• Office Hours-- let students outside the door have
  access to answered questions
• Tutorials/discussion-- TA has access to most
  discussed questions
• Lounges-- opportunistic learning with smart
  boards and machine matching of remote groups
• Cafes-- access to course materials, improved
  visibility of instructors leads to perceived
  accessibility by students

4
Increase Feedback real time controls

• Student response dials
• far left red "slow down I'm confused!"
• far right green "I understand please speed
  up!"
• (anywhere in between accordingly)
• Similarly, car pedals break, ok, speed up
• Individual or aggregate time function reported to
  faculty
• Question validation/ranking, polls, quizzes
• e.g. Stanford's Televised Video Instruction shows
  that mediated use of video tapes can improve
  student learning over live classroom instruction

5
Timely Feedback not all interaction has to be
real time

• Hyperlinks to educational materials and digital
  libraries can be made as instructor discovers
  them
• Instructor reviews classroom data at end of
  semester to improve course materials
• Data is recorded for fast indexing of course
  materials by students (e.g. highlighting
  difficult areas for later viewing of taped
  lecture videos)

6
Information Overload?

• Need for improved filtering/search
• Can students self moderate their questions?
• When should professors listen to the class and
  who should they listen to?
• Give students multiple means of expression--
  green/red switch on their desk, icons on chat
  boards, vote for questions
• Epiphany Management Tools (local and global)
• Inequity Management Tools!

7
Peer Learning

• Moderating (but challenges for maintaining
  threaded discussions in large groups)
• How to recognize good questions/answers by
  students
• Teaching is just as instrumental to learning as
  listening
• Student Organizations/Social Activities

8
What to Teach?

• Dont overly emphasize technology
• More can be less
• Particular technologies change
• Failures-- Petrosky
• Project collaboration
• What role should non-academic experiences play in
  developing life skills?
• design team competitions
• student organizations