Kathryn Nantz, Professor of Economics Jay Rozgonyi, Director of Academic Computing Fairfield University Fairfield CT Thursday, May 30, 13

Transcription

1 Kathryn Nantz, Professor of Economics Jay Rozgonyi, Director of Academic Computing Fairfield University Fairfield CT

2 Agenda: *Our project and our expectations *What actually happened *Questions that emerged from our work? Discussion and sharing of ideas and your experiences 2

3 * Faculty member has taught introductory economics courses for years * In the past, a computer classroom was used (Windows) to introduce and build spreadsheet skills * Up until around 2008/2009, students were predominantly Windows users * Economics instructor was a Windows user, and proficient in the Windows' versions of Excel 3

4 * Economic downturn caused university to cut staff, including the only two dedicated lab & classroom technicians * Growth of smartphones in the hands of students began to change their thinking about technology * they adopted a greater feeling of ownership toward their devices (the technology was theirs, not generic as was the case in lockeddown computer labs) * More and more students began switching to Macs and were becoming familiar with the Mac version of Excel which is somewhat different, particularly in the higher-end tools and features (by fall 2012, the incoming freshman class was well over 2/3 Mac users) * Even though the university had no laptop requirement, the percentage of students bringing laptops to campus began to exceed 95% by

5 * Academic Computing (AC) begins to look for feasible ways to a) accommodate loss of staff, b) respond to students' altered preferences and expectations, and c) take advantage of new technologies * Legacy model of laptop carts in classrooms begins to be phased out in favor of adding additional power outlets and strong wireless connectivity to classrooms so a Bring Your Own Laptop model can be fostered * Cloud-based technologies and virtual desktop begin to be tested for possible ways to replace delivery of the kind of unified software environment that used to be provided by desktops installed in a classroom * Director of AC begins working with the Educational Technologies Committee to gain support for new model of teaching with computers emphasizing BYOL, flexibility of platform, and attentiveness to the changing preferences and expectations of the students 5

6 * Expensive to continue providing laptops and computer-equipped classrooms * Students bring and prefer their own equipment, but then have different versions of common programs, or no access to software they need * Instructors using applications in class to lead instruction have difficulty teaching content and techniques 6

7 * Prof Nantz and Jay Rozgonyi conceive this as a comparison conducted across two sections of the class: one that will have students using Excel on whatever laptop they own and one that will use Microsoft's web-based version of Excel on skydive.com * Section 1 students: may have to figure out how to translate professor s * Windows Excel functions in real time to Mac Section 2 students: will get assistance from AC staff at start of semester with Skydive Excel, since it is new to everyone * Skydive Excel will not only put everyone on the same version of Excel, but will also allow a wider range of devices to be used (i.e., tablets) * Skydive stores all files in the cloud, so students can go back and forth between any devices - theirs or other people's - and still have all their documents accessible * Skydive provides collaborative tools (like Google docs) that might enhance group products 7

8 * Students preferred to use their own software (what they know) even if it was different from what the instructor was using Frustrated by having to use something they don't know Would prefer to figure out differences between versions among themselves * Groups used Google tools instead of Skydive to collaborate on class project POINT: We seem to underestimate the role that the tool plays in the level of intellectual engagement of the students 8

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10 *What technology do colleges and universities need to provide in classrooms for students and instructors to use? Do we need to provide laptops, ipads, or other tools? Can we expect students to have smart phones or other tools? What if they don t? Innovative Pedagogy & Course Redesign May 31,

11 *What is the impact of the particular tool on the student product? Does use of Google Docs, Facebook sites, or Skydive encourage better collaboration and therefore better group learning outcomes? Does use of a familiar tool improve student learning outcomes? Does use of a familiar tool diminish student learning outcomes by allowing them to select a tool that is not appropriate to the expected product? 11

12 *What is the right mix of delivering the course content and technology? How much class time should an instructor have to spend teaching the technology itself? How can instructors help students transfer technology skills to a new disciplinary context? Can we make a clear distinction between skills and content? How can we use technology to move skill building outside the classroom? 12

13 *What might it mean to divide students into groups based on the technology they are using? Mac users, Windows users, ipad users, etc.? 13

14 Kathy Nantz Jay Rozgonyi Download the Presentation! 14