Symposia at the University of St.

Classrooms of the Future IV

Participant Responses to the Case Study Questions

Question #3:
How can she facilitate student learning without lecturing?
How could she use information technology to reduce lecture time and increase active learning?

-- Collaborative learning, threaded discussions, Web page access - interactive. Lecture time may not be reduced if online discussions take place outside of class time. Consideration: students who lack computer skills are at a disadvantage.

-- Examine Web sites that contain sociological data. Establish discussion on news groups on the net.

-- Reading and follow-up. Lecture is still one of the best

-- Group/case study and discussion

-- Writing and creating outline

-- Creating "virtual" scenarios

-- Technology may not be the best answer in this case: time and learning curve and lack of curricular information

-- Respond to pre-assessments in lectures so students know you are using their feedback

-- Peer groups to discuss issues, including threaded discussions on the Web, perhaps linking in external "experts" like criminals

-- Watch "Matlock"

-- Explore how technology is being used in criminology

-- E-mail mentors, chat; "Truth or Consequences" video conference: who is the criminal? Ask questions

-- Case studies first to indirectly find out what they know/don’t know. Build from there

-- Outside reading and responding in electronic discussion forums

-- Complex issues: give opportunity for all students to contribute

-- Communication

-- Web chat, "bad" Web research and analysis for misconceptions, video conferencing with prisons (Note: Web chat will bring in comments from other students who are usually silent)

-- Projects with local law enforcement, shadowing

-- Social service agencies, parole officers

-- Groups-teams engaged in learning

-- Web readings instead of lecture, videos on law enforcement, chat rooms, discussion lists

-- Telementors

-- Access to research and telecommunication with experts/practitioners

-- Could have chat room just for students in class. Distance learning and Internet to interview prisoners. Read court case studies and learn independently vocabulary they need to understand case

-- The students could start generating their own cases. She could also encourage students to use technical tools to search for information. The classroom could filter the information they find, and how to structure this. This will give her better ongoing monitoring of the students (the ‘electron trail’). She could also use technology to link her class to another (in or outside the country) to discuss how they see the same situation and the role culture plays in their thinking.

-- Use the Web. Info technology requires some prep work

-- Computer classrooms. Search terms related to course. Active search and own what they find. Engaged.

-- Lecture is okay if delivered and engages students. Lecture on material not in text. New info

-- Multimedia presentation. Different learning styles. Visual - auditory - kinesthetic - interpersonal

-- E-mail notes. Exchange outside of class

-- Mock interview on video. Questions to answer about perceptions

-- Web page. Online discussion. Dialogue between students and between students and teacher

-- Web for inventory, T/F taking stock of prior knowledge

-- Need parameters for online discussion. Need evidence for assertions

-- Combine group work and independent work

-- Assign discrete activities that emphasize personal responsibility. Report results to class

-- Demonstrate how to use Web as data source

-- Extracting data modules

-- Evaluating data modules

-- Relate results to theoretical context

-- Review with structured case studies. Extend concepts and vocabulary

--Engineer a controlled experience on technology for student to experience the reality. How a criminologist works?

-- E-mail connection with someone in prison. What are the control/safety issues here?

-- Create own glossary and case studies.

-- How do you evaluate information on Web. Look at a variety of sources and ask how and why something is being said

-- Use of visuals (videos: Shaw Shank Redemption) How change assessment?

-- Orient student to process driven and discussion driven classes

-- "Threaded" discussion among a group of students reacting to carefully framed questions by the instructor relating to a case study

-- Small group activities/discussions

-- Case studies, small groups, role playing - reality check!

-- Interviews

-- Computer hookups

-- WWW searches - reliable sources

-- Group project/case study

-- Research arises from survey of student opinions and common misconceptions

-- Field trips to relevant sites

-- Videotaping

-- On line databases

-- HTML-Web-based surveys

-- Group projects while group members are materially involved with issue in question

-- Using technology for introductory terms/background (student driven - be at a certain level by certain dates). Use classroom time for higher level of discussion/activities that integrate materials. Not terms, intro materials in class.

-- Post their papers/experiences/projects

-- Include criminals, law enforcement, judicial/penal system by chat room, phone conference, or video conference. Collaborative summative projects by electronic communication

-- Construct sets of technology-supported activities that are learner-driven. Required activities that build toward higher level of understanding. Then begin

-- Use Nintendo games to teach criminal behavior, i.e., cheat code

-- Facilitate chats with prisoners, criminals

-- Establish an Internet chat group in the class

-- Have students pick a Web site in the area and assign it to other members of the class to read and analyze - much more appealing because it was on the Web, as opposed to a journal article

-- Lecturer needs to become a guide and create a dialogue