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					      IT 101 and Critical Thinking:
    Using Technology to Integrate
          Liberal Learning into the
                        Classroom

                   Mark Frydenberg
Sr. Lecturer/Software Specialist, CIS

                    Angelique Davi
       Assistant Professor, English
Overview
   Introductions and Welcome
   Bentley, Liberal Learning, and IT 101
   Liberal Learning in a Technology Classroom
   Demo: Integrated Learning
       Survey Creation and Presentations
   Demo: New Media for Communication
       Multimedia, Podcasting
   Your Comments and Questions
Bentley
   4000 undergraduates, 1270 graduates
   Focus on business and information
    technology with strong liberal arts learning
    component
   Liberal Learning Initiatives
       Liberal Studies Major
       Center for Arts and Sciences
       Davis Grant
Davis Foundation and Liberal
Learning Concepts
   Ethics and Social
    Responsibility
   Technology and
    Effective
    Communication
   Critical Thinking and
    Critical Analysis
   Diversity and Global
    Citizenship
   Service to the
    Community
AACU
Statement on Liberal Learning
 A truly liberal education is one that prepares us to live
 responsible, productive, and creative lives in a dramatically
 changing world. It is an education that fosters a well-grounded
 intellectual resilience, a disposition toward lifelong learning, and
 an acceptance of responsibility for the ethical consequences of
 our ideas and actions. Liberal education requires that we
 understand the foundations of knowledge and inquiry about
 nature, culture and society; that we master core skills of
 perception, analysis, and expression; that we cultivate a respect
 for truth; that we recognize the importance of historical and
 cultural context; and that we explore connections among formal
 learning, citizenship, and service to our communities.

 http://aacu.org/About/statements/liberal_learning.cfm
 But I Teach
a Technology
   Course!
Integrating   Fostering
Technology    Liberal Arts
in the        Learning
Liberal       in the
Arts          Technology
Classroom     Classroom
Integrating Technology in the
Liberal Arts Classroom
   Introducing technology enables developing
    communication, analysis, and critical thinking
    skills
   Incorporating technology enables using new
    media for communication beyond the printed
    word
   Little discussion on how the technology works
Fostering Liberal Arts Learning in
the Technology Classroom

   Teaching technology provides a context for
    developing communication, analysis, and
    critical thinking skills
   Teaching technology provides a context for
    using new media for communication beyond
    the printed word
   This understanding about how to use
    technology allows students to have “out of
    classroom” experiences
Beyond PowerPoint:
Technologies in the Classroom
                           Course Management
                            (BlackBoard)
                           Blogs
                           E-Portfolios
 The Internet enables      Web Pages
 new media for             Research Tools
 communication,            Podcasts
 collaboration, and        Surveys
 creative expression       RSS Feeds
                           VOIP
                           Wikis
                           Multimedia
                           Instant Messaging
                           Groove
IT 101 at Bentley
   Intro to Information Technology course
    required of all first year students
   Introduction to Windows XP, laptop, HTML,
    spreadsheets, current events, networking, the
    Internet, etc.
   Develop basic skills with technology
   More and more incoming students have
    previous computing skills (or think they do)
Bentley’s
Technology Intensive IT 101
   Technology Intensive Sections use Pocket
    PC‟s and e-books instead of textbooks,
    started Fall „04
   Students self-select
   Learn by doing, discovering, integrating skills
   Teach integrated tasks, not discrete topics
   Encourage students to live technology-
    enabled lifestyles
Mobile Devices Enhance
Integrated Learning
   Manage Contacts, Calendar, Tasks
   Discover free wireless
   Beam contact information
   Use Skype to learn about VOIP
   Gather and analyze data through Perseus surveys
   Use Bluetooth to exchange files or sync with cell phones
   Download and evaluate software applications
   Listen to music, streaming radio, and podcasts
   Connect remotely over the wireless network to dorm computers
   Access or modify Excel spreadsheets
   Play multi-player games
   Design and view mobile web pages
   Implement and deploy games
Blogs in the Classroom
   Allow Web Publishing
    without HTML
   Introduce a regular writing
    component
   Many free providers
   Individual blogs to write
    about technology
    experiences
   Class blog enables students
    to respond to each other
   Use an aggregator to track
    new posts
Class Blog Promotes Discussion
Outside the Classroom
   Four students assigned to post a thoughtful
    discussion question each week based on next
    week‟s class readings
   Eight to ten students respond to a question posed
    by their classmates
   Each student posts one question and two responses
    during the semester on a staggered basis
   All students responsible for reading the blog prior to
    the week‟s class
Integrate Liberal Learning
Through Role Playing

                   User      Consumer




      Developer                           Administrator




                  Designer   Researcher
Survey Project
Demo and Discussion
   How does this assignment foster liberal
    learning?
   What skills beyond technical skills are
    required?
   What surprises?
   How similar or different is this approach to
    surveys vs. “doing them the old fashioned
    way”?
Student Surveys
Survey Project Feedback
 Being able to walk around and give surveys is the way they were meant to be
 taken and given. No more paper, no more copies, no more collection routes…
 I've seen a few people giving their surveys in the lunch room and around our
 floor and it seems quite aggravating. A girl on my floor gave everyone two
 sheets. The real problem for her was collecting the data. She had to make
 another rounds after an hour. I posted my answers to the door cause I had to
 leave but I just a easily could have forgotten about it leaving her out on a limb.
 Tim and I are working on this assignment together. We quickly put together our
 survey (which is about video games), spent just as long reformatting it in PPC
 form as actually making the questions (about 5 minutes each), then loaded it on
 our mobile devices and took off. It is configured very well and allows each entry
 to be entered quickly and easily.

 I think that the aspect that really stood out for me was it being so functional.
 Surveys are given all the time in the real world and doing it on a PPC really is
 one of the best ways to collect all this data… Perseus really made me look at
 what we are doing in a new light.

 (Scott)
Podcasting
   Many students have iPods,       2004 - Podcasting emerges
    but any PC will do               as a mainstream RSS
                                     application
   Uses syndication
    technology to distribute        2005 - Podcasting is Word
    multimedia over the web to       of the Year (Oxford)
    personal media player
                                    2006 - Everybody‟s doing it
   Many College
    Faculty Podcast
    Their Lectures

   Who‟s going to
    listen for an hour?
Podcasting in the Classroom
Issues                         Applications
 Impact Classroom
   Attendance?                    Useful for supplementary
 Will students listen to an       material or explanations
   hour + lecture again?          Group conversations
 Searching is difficult          Interviews
   (shorter is better)            “On the scene” reporting
 Good for lecture, hard to
                                  Class Podcast
   record many voices
                                  Teach students to do it!
 Video quality may be poor
   for demonstrations
How To Make A Podcast
   Record audio or video
   Convert to mp3 or mp4
    format as needed
   Update and upload the
    XML Feed
   Upload multimedia to a
    web server
   Subscribe, listen, and
    watch
Demo and Discussion
   How does this assignment
    foster liberal learning?
   Does this transcend the
    technology classroom?
What Did You Learn that I
Can’t Test You On?
 “I don‟t think that I could have found a better
 way to organize my life, especially during a
 stressful first semester in college where there
 are so many things to remember. I have a
 more open approach to technology than
 before I started this class. The biggest thing
 that I will come away with from this class with
 is the willingness to go outside my
 boundaries and try new things that I hadn‟t
 thought to try before.”
Questions?

                             Mark Frydenberg
                   mfrydenberg@bentley.edu
     http://cis.bentley.edu/mfrydenberg/it101



                            Angelique Davi
                         adavi@bentley.edu

				
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