Transcript Education/Collaboration: Break out summary HCC Retreat 4/7/00 Perception of Inclusion in a Community • How to integrate students – by interests – randomly – dormitory (Oxford model) • On-line.

Education/Collaboration:
Break out summary
HCC Retreat
4/7/00
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/dr.math/) at the
Math Forum (http://forum.swarthmore.edu)
• People just observing can feel included
(listserves, e-mail)
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
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
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)
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!
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
What to Teach?
• Don’t 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