ERIC ED464528: Enhancing Undergraduate Learning with Information Technology: A Workshop Summary (Washington, DC, June 20-21, 2000).

109 Pages·2002·1.7 MB·English

by  ERIC

DOCUMENT RESUME
HE 034 802
ED 464 528
Hilton, Margaret, Ed.
AUTHOR
Enhancing Undergraduate Learning with Information
TITLE
Technology: A Workshop Summary (Washington, DC, June 20-21,
2000).
National Academy of Sciences
National Research Council,
INSTITUTION
Washington, DC.
National Science Foundation, Arlington, VA.
SPONS AGENCY
ISBN-0-309-08278-1
ISBN
2002-00-00
PUB DATE
NOTE
108p.
ESI-0002231
CONTRACT
National Academy Press, 2102 Constitution Ave., NW, Lockbox
AVAILABLE FROM
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Proceedings (021)
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EDRS PRICE
*Educational Change; Educational Technology; Engineering;
DESCRIPTORS
Higher Education; *Information Technology; Mathematics;
Sciences; Technology Education; *Undergraduate Students;
Workshops
ABSTRACT
This document summarizes the content and conclusions of a
workshop focusing on the transformation of traditional science, mathematics,
engineering, and technology (SME&T) lectures and laboratories into more
active learning environments. Presenters described innovative undergraduate
courses in a range of SME&T disciplines. Using information technology (IT),
these courses have been transformed in ways that appear to enhance learning
for a diverse spectrum of undergraduate students, but workshop participants
noted that the full educational potential of IT has not yet been realized.
Several factors, including the difficulty of assessing student learning in
technology-rich environments, the state of current technology, and cultural
and institutional factors could pose barriers to rapid deployment of
technology in SME&T classrooms. Many workshop participants thought that it is
both possible and essential to begin planning for what the future might hold.
The first section of the report, Innovations in Pedagogy and Technology,
presents case studies of innovative courses and discusses evaluation and
assessment challenges and cultural and institutional constraints to IT use.
The second section, Planning for Uncertainty, summarizes steps that should be
taken to make the best use of IT for future course development and the
improvement of SME&T education. Four appendixes contain the background paper
sent to participants before the workshop, the agenda, a list of participants,
and biosketches of planning group members. (Contains 5 tables, 1 figure, and
58 references.)
(SLD)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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COPY AVAILABLE
Enhancing Undergraduate Learning with
lamglitg
Margaret Hilton, Editor
Center for Education
Division of Behavioral and Social Sciences and Education
National Research Council
NATIONAL ACADEMY PRESS
Washington, DC
NATIONAL ACADEMY PRESS 2101 Constitution Avenue, NW Washington, DC 20418
NOTICE: The project that is the subject of this report was approved by the Governing Board of the National
Research Council, whose members are drawn from the councils of the National Academy of Sciences, the
National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for
the report were chosen for their special competences and with regard for appropriate balance.
This study was supported by Grant # ESI-0002231 between the National Academy of Sciences and the National
Science Foundation. Any opinions, findings, conclusions, or recommendations expressed in this publication are
those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided sup-
port for the project.
International Standard Book Number 0-309-08278-1
Additional copies of this report are available from National Academy Press, 2101 Constitution Avenue, NW,
Lockbox 285, Washington, DC 20055; [phone] or [phone] (in the Washington metropolitan
area); Internet, http://www.nap.edu
Suggested citation: National Research Council. 2002. Enhancing undergraduate education with information technology:
A workshop summary. M. Hilton, editor. Center for Education, Division of Behavioral and Social Sciences and
Education. Washington, DC: National Academy Press.
Printed in the United States of America
Copyright 2002 by the National Academy of Sciences. All rights reserved.
National Academy of Sciences
National Academy of Engineering
Institute of Medicine
National Research Council
The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars
engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to
their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the
Academy has a mandate that requires it to advise the federal government on scientific and technical matters.
Dr. Bruce M. Alberts is president of the National Academy of Sciences.
The National Academy of Engineering was established in 1964, under the charter of the National Academy of
Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the
selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal
government. The National Academy of Engineering also sponsors engineering programs aimed at meeting na-
tional needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. Wm.
A. Wulf is president of the National Academy of Engineering.
The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of
eminent members of appropriate professions in the examination of policy matters pertaining to the health of the
public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional
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research, and education. Dr. Kenneth I. Shine is president of the Institute of Medicine.
The National Research Council was organized by the National Academy of Sciences in 1916 to associate the
broad community of science and technology with the Academy's purposes of furthering knowledge and advising the
federal government. Functioning in accordance with general policies determined by the Academy, the Council has
become the principal operating agency of both the National Academy of Sciences and the National Academy of
Engineering in providing services to the government, the public, and the scientific and engineering communities.
The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Bruce M. Alberts and
Dr. Wm. A. Wulf are chairman and vice chairman, respectively, of the National Research Council.
PLANNING GROUP FOR THE WORKSHOP ON THE ROLES OF
INFORMATION TECHNOLOGY IN IMPROVING TEACHING AND
LEARNING IN UNDERGRADUATE SCIENCE, MATHEMATICS,
ENGINEERING, AND TECHNOLOGY EDUCATION
Marshall S. Smith, Chair, Education Program Officer, William and Flora Hewlett
Foundation
Martha Darling, Educational Consultant, Ann Arbor, Michigan
Deborah Hughes Hallett, Professor of Mathematics, University of Arizona
Jack Wilson, Professor of Management, University of Massachusetts, Amherst, and
CEO of UMassOnLine*
NATIONAL RESEARCH COUNCIL STAFF
Jay Labov, Associate Director, Center for Education
Kevin Aylesworth, Senior Program Officer, Center for Education
Margaret Hilton, Program Officer, Center for Education
Terry K. Holmer, Senior Project Assistant, Center for Education
*At the time of the workshop, Wilson was Professor of Physics, Information Technology, Engineering, and
Management Rensselaer Polytechnic Institute.
V
Reviewers
Alan Lesgold, University of Pittsburgh
This report has been reviewed in draft
Evelyn T. Patterson, U.S. Air Force
form by individuals chosen for their diverse
Academy
perspectives and technical expertise, in
Barbara Sawrey, University of
accordance with procedures approved by the
California, San Diego
National Research Council's Report Review
Although the reviewers listed above
Committee. The purpose of this indepen-
have provided many constructive comments
dent review is to provide candid and critical
and suggestions, they were not asked to
comments that will assist the institution in
endorse the conclusions or recommenda-
making the published report as sound as
tions nor did they see the final draft of the
possible and to ensure that the report meets
report before its release. The review of this
institutional standards for objectivity, evi-
report was overseen by Nicholas J. Turro,
dence, and responsiveness to the study
Columbia University. Appointed by the
charge. The review comments and draft
National Research Council, he was respon-
manuscript remain confidential to protect
sible for making certain that an indepen-
the integrity of the deliberative process. We
dent examination of this report was carried
wish to thank the following individuals for
out in accordance with institutional proce-
their participation in the review of this
dures and that all review comments were
report:
carefully considered. Responsibility for the
final content of this report rests entirely
Lara K. Couturier, Brown University
with the authoring committee and the insti-
Martha Darling, Consultant, Ann
tution.
Arbor, MI
vii
7
Preface
of SME&T disciplines. Using IT, these
Information Technology (IT) enables
courses have been transformed in ways that
exciting new approaches to undergraduate
appear to enhance learning for a diverse
science, mathematics, engineering, and
technology (SME&T) education. Cogni-
spectrum of undergraduate students. How-
ever, workshop participants noted that the
tive research has begun to illuminate how
full educational potential of IT has not yet
students learn (National Research Council
been realized. Several factors, including the
[NRC], 1999a) providing a basis for design
of more effective learning environments and
difficulty of assessing student learning in
teaching practices (NRC, 1999b). At the
technology-rich environments, the state of
current technology, and cultural and institu-
same time, personal computers with
tional factors could pose barriers to rapid
Internet access, as well as other IT tools, are
deployment of technology in SME&T class-
becoming ubiquitous on many college and
university campuses (Web-Based Education
rooms.
The breathtaking pace of change in IT
Commission, 2000). Encouraged by these
developments, small but growing numbers of makes it virtually impossible to accurately
predict its future impact on teaching and
faculty are transforming traditional SME&T
learning in undergraduate SME&T educa-
lectures and laboratories into more active
learning environments that hold the prom- tion. Nevertheless, many workshop partici-
ise of enhancing undergraduate learning.
pants felt that it was not only possible, but
also essential, to begin planning for what
Scientists, policy makers, and research-
the future might hold. Some presenters
ers discussed these developments at a work-
shop, held at the National Academy of Sci- identified steps that could be taken to speed
development of the educational potential of
ences in June 2000. Presenters described
innovative Undergraduate courses in a range
ix
8
IT and support a promising future for
transform undergraduate SME&T educa-
SME&T education.
tion;
This workshop evolved from a planning
What is known about the potential
process begun in early 2000, when the Na-
future impact of information technology on
tional Academies created a new Center for
teaching and learning at the undergraduate
Education (CFE). The new Center includes
level;
the Academies' Center for Science, Math-
How to evaluate the impact of IT on
ematics, and Engineering Education
teaching and learning; and
(CSMEE), Board on Testing and Assess-
What the future
might hold.
ment, and Board on International Compara-
tive Studies in Education. To define direc-
The planning group identified topics and
tions and priorities for future studies, CFE
speakers for the workshop, and developed
established a Strategic Planning Advisory
the agenda, but did not participate in writ-
Group. This advisory group gave high prior-
ing this summary. Both the agenda and this
ity to the Center's undertaking studies of
summary build on earlier research into the
the impact of IT in education. As the first
role of IT in pedagogy and learning, pro-
step toward such studies, the CFE convened
duced by CSMEE's Committee on Informa-
a planning group to develop a workshop on
tion Technology. That committee analyzed
the role of IT in undergraduate SME&T
and synthesized research about the ability of
education.
IT to enable new educational approaches,
The goal of the workshop was to inform
and identified many examples of such ap-
the Strategic Planning Advisory Group,
proaches. This synthesis of earlier research
workshop participants, and the public about
was sent to all workshop participants as
some issues surrounding the use of IT in
background reading, providing a broader
education. To reach this goal, the planning
context for the presentations at the work-
group invited workshop presenters to pay
shop, which focused on a few selected case
particular attention to the following issues:
studies. It is included in this workshop sum-
mary as Appendix A.
What educational technologies cur-
rently exist, and how they are being used to
9
Contents
PREFACE
INNOVATIONS IN PEDAGOGY AND TECHNOLOGY
1
1
The Role of Technology, 1
Case Studies of Innovative Courses, 5
Evaluation and Assessment Challenges, 11
Cultural and Institutional Constraints, 15
PLANNING FOR UNCERTAINTY
19
2
A Framework of Givens and Unknowns, 19
Steps Toward Diffusion of Innovations in Pedagogy and Technology, 21
Continuing the Dialogue, 27
29
REFERENCES
APPENDIXES
A WORKSHOP BACKGROUND PAPER
35
92
B WORKSHOP AGENDA
C WORKSHOP PRESENTERS AND PARTICIPANTS
95
D PLANNING GROUP BIOSKETCHES
97
in
xi