Using Laptops Effectively in Higher Education

The presentation will focus on a wide range of “best-practice” activities used to incorporate laptops into higher education. A majority of the activities are based on a well-researched, cognitive theory: collaborative learning, constructivism, facilitation and coaching, promoting higher level reasoning, developing metacognitive skills, incorporating a variety of learning styles, connecting concepts to real world knowledge, and actively applying knowledge. Specific activities include online debates, analysis of case studies, WebQuests, online research, online, in-class surveys, java-applets, streamed videos, peer feedback, online discussion on key topics, portfolios, and effective web page design. A detailed “before and after” assessment of students’ attitudes, computer skill level, and practical use of laptops revealed significant and positive improvement in all three areas. Overview While laptop use is increasing in higher education, guidelines and research about how to use them in effective and meaningful ways is noticeably absent. Many faculty stop at using PowerPoint presentations, web pages, and email. The considerable investment in time and resources to support laptop use, though, warrant a more thorough exploration and evaluation of strategies required to enhance learning. The University of Ontario Institute of Technology (UOIT) is Canada’s only laptop university. This presentation highlights the strategies used by professors at UOIT to promote effective learning using laptop computers. A majority of the activities used were based on well-grounded, learning theory including cooperative learning (e.g., Dewey, 1966; Johnson & Johnson, 1994, 1998; Kagan, 1997; Sharon, 1999; Slavin, 1995), constructivism (e.g., Bereiter & Scardamalia, 1989 Bruner,1983, 1986; Vygotsky, 1978), facilitation and coaching (e.g., Brown & Palinscar, 1989; Chi & Bassock, 1989; Collins, Brown, & Newman, 1989), incorporating a variety of learning styles (e.g., Gardner, 1983) problem based learning (e.g., Albanese & Mitchell, 1993; Bransford, 1990; Bredderman, 1983; Collins, Brown, & Newman, 1989), higher-level thinking skills (e.g., Resnick, 1989), connecting concepts to real world knowledge (e.g., Lampert, 1986; Larkin, 1989; Reder & Klatzky, 1994; Stenberg, 1989), and actively applying knowledge (Carroll, 1990; Caroll & Mack, 1984). Student Activities in the Class Debates Using the Online Discussion Board (collaboration, higher level thinking, writing skills) Students are divided into learning teams at the beginning of the course. A debate topic is presented and students have to research and post their arguments (as a team) on the discussion board. Multiple debates can be set up with groups assigned to accomplish specific tasks (e.g., opening arguments, rebuttals, summaries, judges to determine winners). Debates generate considerable energy in the class and are ideal introductory or culminating activities to a more formal presentation. Case Studies (real word connections, writing skills, collaboration, learning style) In learning teams, students are presented with a case study and have to work together to develop and post a solution. The key to making this activity work is to assign a group leader who makes sure everyone is heard and to make sure the case study is meaningful. Teams can then evaluate each others answers and post suggestions online. Alternatively, one or two solutions can be projected on the screen to stimulate full class discussion and evaluation. This activity generates good discussion and excellent solutions and works well, as a culminating activity that brings a number of concepts together. WebQuest in Class (real word knowledge, research skills, application of skills, collaboration) Students can follow a well-organized WebQuest (e.g., investigation using the web as a resource) that must include a specific set of tasks and a good set of starting resources. This activity can be done in pairs or alone. This activity appears highly effective for focussing students on a specific set of concepts or skills. Researching (evaluation and research skills, real word knowledge) Students must first select a topic of interest, possibly within a given set of topics offered by the teacher, and then they must research the topic using the web OR ideally, an electronic library of formal journal articles and books. Part of the assignment must encourage students to evaluate the validity of the information found. This is an excellent way to open up students to the academic literature base of their particular discipline. Students are often startled, if not overwhelmed at the range of information available. This is a good activity leading into a project or experiment. Online Questionnaires/Inventories (real world knowledge) Depending on the discipline, there may be interactive online questionnaires, tests, or exercises that students can complete leading them into a specific topic. For example, we used a Multiple Intelligence Online Questionnaire as an introduction to Learning Styles and education. Students are interested in learning about and evaluating themselves and this exercise will help them focus on the material presented after. Java Applets (constructivism, learning style) The use of this activity depends on the specific discipline, but there are numerous java applets that can be used for practice, exploration, and demonstration. Using online exercises with immediate feedback can help solidify a number of key concepts, particularly in mathematics and science. Streamed Videos (real world knowledge, evaluation, learning style) Streamed videos can be used inside or outside of class, but students should bring headphones. There are many videos that help bring a real-world context to a variety of disciplines. We have concentrated on the Annenberg collections where there are hundreds of exceptionally well done videos in Education, Science, and Mathematics. Students have found many of these videos particularly enlightening. The advantage of streaming is that students can readily review specific parts of the video depending on their needs and tastes. They can also explore concepts at home. Posting Key Questions at End of Class (higher level reasoning) Using either Silicon Chalk or any discussion board, student learning teams can meet five minutes before the end of class to discuss and post any questions they might have. The instructor then gets a good sense of what concepts were understood and what concepts need more explanation. Posting as a group reduces fear of being signalled out for a “naïve” question and it reduces the number of postings (which can be considerable). Previewing Assignments and Giving Immediate Feedback (collaboration, learning styles) When assignments and projects are being explained, students can post questions and misunderstandings, either as a group or individually. Some students do not feel comfortable raising their hand in a large lecture and asking a question and often the response is lost to a number of students who cannot hear. Ideally, the combination of open questioning in class with online questions works best. While the assignment-assessment activity can be done after class, it has more impact if it is done in class as students tend to put assignments out of there minds until several days before it is due. Establishing a clear concept of the assignment from the beginning is critical for success and allows the teacher to make immediate modifications. Web Knowledge (real world knowledge, applications of concepts, collaboration) There is a wealth of real-world information that can be instantly accessed on the web. It can be challenging to find such information for a specific lecture, but evaluation of real world data and information (e.g., a newspaper report, a recent journal article, a television clip, a web site, a set of statistics, an annual report) can be quite motivating. It is advised that instructors have a specific set of questions for students to answer about a specific information source. Working individually at first, then in pairs, then opening it up to the class (think-pair-share) is an effective technique for stimulating thought and discussion. Student Activities Outside of the Class Online Discussion for Building Knowledge (higher level thinking, written skills, learning style) Online discussions can be very effective or disastrous, depending on the kind of questions you ask, the size of your class, and the rules you establish for posting messages. If you ask focussed questions, limit the number of people who can participate in a specific discussion, insist on clear, short subject lines, and concise 3-5 sentence postings, you can have very meaningful and lively discussions that include students who might not feel comfortable talking face-to-face. In general, online discussions can allow students to reflect a little more than they might in a group discussion. Finally, students should always be encouraged to build knowledge based on previous postings and not to simply repeat what another student said. Posting and Evaluation of Solutions in Discussion Board (evaluation, higher-level skills, metacognition) Typed answers (where appropriate) or scanned in diagrams, solutions, and concepts maps can be an effective way to share ideas and information. Students can then examine and/or evaluate each others work and build their knowledge. It is important for students to understand that there are different solutions to problems, a realization made much easier through peer evaluation. Communication with Peers and Professors Both in class and outside of class, students are able to communicate with each other (through synchronous – chat experiences and through asynchronous – posting and/or email experiences). Communication allows students to immediately post questions and problems so that their peers or the professor can respond. In addition, work groups can have private discussion topics set up so that the