UMD Faculty Input on Using Computers to Assist in Teaching and Learning

Disclaimer: These are outdated materials provided for historical interest. They are provided AS IS. Use them at your own risk.

We give no assurance or warranty regarding the accuracy or applicability of any of the contents of this archival material.

See also: ITSS Laptop Workshop Small Group Ideas (from Jan. 27 ITSS Workshop)

Ways in which faculty are using computers to assist in teaching and learning:

Instead of writing on the board, instructor or a student takes notes on the computer and projects this onto the screen so the whole class can see this. Purposes:
- Enables the students to read what has been written more easily than instructor's handwriting.
- This can then be saved as a record of class (summary of class discussion or group work) then e-mailed to the whole class or posted on the course web page.
- Students can work in small groups and use laptop computers to take notes on their group's discussions (replacing the use of poster paper or handwritten overhead transparencies). When they share their group's findings with the whole class, they copy their work to disk and bring it up to the front of the class to project using the instructor's computer.

Creating own presentations for class.
Creating own presentations for class and uploading these to course web page.
Using presentations that come on CD with textbook.
Having students create PowerPoint presentations to give presentations in class and for presenting assignments
Creating presentations but printing them out and creating overhead transparencies of the slides (where faculty member does not have access to a computer in the classroom or does not feel comfortable with giving PowerPoint presentation).

(Either using TopClass course management system or faculty member creating own site using PageMill or other web-authoring software).

Having a collection of pages for each course (a course site) that includes some or all of the following: syllabus, class schedule, assignments, links to readings, on-line class discussion, posting of student work, on-line testing.

Outside of class:
- Required readings (having students read specific web pages as assignments). Especially useful: on-line journals (e.g. ISTE).
- Student research (for sites on specific topics)
In-class use:
- Instructor integrating web sites into teaching of lesson (projecting sites on to the screen)
- Having students use specific sites during class, either working in groups, using their laptops, or in computer lab, with one or two students per computer.
- Having students integrate web sites into class presentations (so that as students present to the class, they project the web site onto the screen and use this as part of their presentations)

Using TopClass, Web Crossing, or Tom Bacig's board.

Students to continue class discussions outside of class
Outside "speakers" can join in class discussions online.
Using folders within the discussion forum, students can "meet" online to do group projects.
Distance education classes can meet online.

students creating on-line portfolios of their work
class developed "clearinghouse" on particular tasks or topics
as a means of students sharing their work with peers (for group assignments) or with the instructor.

For instructor to provide updates and reminders to students.
To e-mail students copies of work developed in class (e.g. instead of writing on the board, instructor or a student takes notes summarizing class discussion or group work, and then this is e-mailed to the whole class).

Room arrangement/size makes it difficult to bring in a computer cart or for all students to be able to see the screen.
Lighting:
- too light so screen can't be seen (no blinds/curtains).
- can only turn all lights on or all off. All on is too bright, and all off is too dark (students can't see instructor, each other, and/or their notes).
No ethernet connections for students, so they cannot access the Internet during class for purposes of group or individual work.

InFocus projector controls locked in cabinet and instructor doesn't have key; too time consuming to have to get key before every class.
No permanent InFocus projector in class, so instructor has to check one out each time.
No time to pick up check-out computer carts before class (especially for instructors with little time between classes).
InFocus projectors on carts are not always ready to use (cables are not attached or may be missing).
Because of variety of InFocus projectors, instructors may not be familiar with using all of them and thus have difficulty configuring their laptop to work with the projector.
Resolution of Mac Computers with most of the InFocus projectors is not very clear.
Takes to long to set up the equipment if instructor have to bring own laptop and connect it. This is an issue for instructors who have back-to-back classes in different rooms or who have to wait for another class to leave the room before they can go in and set up for their class.

Connection to Internet may be slow or unreliable. Instructors need to be able to make connections to access course site, outside sites, and UMD server.
Quality of web sites: Students are still not discerning consumers and are not differentiating between reputable and poor sites.
Students' over reliance on the Internet for research (many not using the library at all).
Students are plagiarizing work from the Internet.

Not all students have access to the Internet off campus (and even on campus) and are thus being disadvantaged by classes they place heavy emphasis on use of the Internet.
For some commuters from outside of the region in rural areas dialing UMD or their Internet Service Provider is a long-distance call and thus becomes very costly.
Not all students are comfortable using computers (in and out of class).

Creating computer based materials for class is very time consuming, especially for beginning users.
Learning the necessary skills and keeping up-to-date is very time consuming.
Even once an instructor has a course web site online, maintaining it is time consuming (especially checking to see that external links are working and monitoring online class discussions).
over reliance or inappropriate use of computers as a teaching tool can compromise teaching (and learning) effectiveness.