The view from Educause

Managed to stay ahead of Wilma a few weeks ago and stood in the first of many long lines, I imagine, as people ended their Orlando vacations ahead of time. The only thing that really mattered, though, to the several thousand information technology folks who stormed Orlando for the annual conference was that the wireless worked everywhere. If you'd like a vicarious experience of the event go to this "Page o' podcasts." You'll also gain a new appreciation for professional radio journalists.

Also, voice annotated scenes from the exhibition floor. Apple Video pod with Tegrity | Handwritten notes synced to a streamed video lecture | Desire to Learn replaces WebCT at OSU | Angel LMS formerly known as OnCourse | Turnitin - Coming in the Spring

Tiff Adkins of the library, Scott Vitz, Mandi Witkovsky, Pam Zepp of ITS and I all attended the mega-event to learn about existing and future technologies that will support teaching and learning in higher education. Tiff and I were focusing on learning environments, both formal and informal. He's interested in how the library can leverage technology to create transparent environments to support learning the way people want to. I'm looking at the same thing but across the institution as a whole, and specifically in connection with the Within the Walls and Beyond theme of this year's LEAD grant projects.

I'm going to comment on several presentations:
-Evolution of Learning Environments at University of Tennessee
-University of Central Florida: Access, Quality, and Efficiency through Online Learning
-Presentations on Learning Space Design
-University of Washington's 2nd five year survey of instructional technology use

University of Tennessee dove into wireless in a big way in 2000-01, activating access in 450 buildings. I guess IPFW has been into wireless for a little over two years now, which for higher ed probably falls on the steep left side of the adoption curve. As in many institutions, the technology came first and the application second, not highly reeommended as strategy, but I think all of us ed tech people will just have to give up and accept the rule of human nature. At Tennessee, the Innovative Technology Center decided on a five year plan called WII (Wireless Instructional Initiatives). Their plan (yes, a plan!) called for faculty development, technical support, and an assessment plan. The overall aim was to foster collaborative learning.

They began with the Humanities school. The school drew up a proposal for 24 laptops that would comprise a classroom on a cart. Teachers in the school would be able to sign up to use the cart for their courses. At the end of the year the school would own the computers. In the grant proposal the school had to come up with an acceptable plan for supporting, maintaining, and eventually replacing the equipment.

The same basic project was then made available to the Engineering School, then the College of Communication and Information, then Agricultural Science and Natural Resources (2 years running). Over time use of the laptops evolved from the classroom on a cart to signing out the laptops to students for the school year. In five years, project managers Burke, Colter, Little and Riehl said that they lost only 2 machines--neither to theft.

The assessment plan included a pre-institute (faculty training event) to determine skill levels, determine current integration of technology in teaching, and experience with collaborative learning; student pre and post course survey of skills, satisfaction, and team experience; Post project interviews with faculty; and student achievement data (tests and projects).

Collaborative learning did evolve and "nomadic" communities formed. Interdeparmtneal collaboration and curricular innovation. Support for field-based experiences (most pronounced with the Ag school.) Future plans include bringing in students from other universities using videoconferencing. Learning environment is everywhere the student is.