© Brown, D. G., & Petitto, K. R. 2003 Status of Ubiquitous Computing [Lessons Learned So Far] David G. Brown Professor/VP/Dean/Former Provost Wake Forest.

© Brown, D. G., & Petitto, K. R. 2003

Status of Ubiquitous Computing[Lessons Learned So Far]

David G. BrownProfessor/VP/Dean/Former Provost

Wake Forest University

Karen R. PetittoInstructional Technology Specialist

West Virginia Wesleyan College

© Brown, D. G., & Petitto, K. R. 2003. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

© Brown, D. G., & Petitto, K. R. 2003

Ubiquitous Computing Defined

“…all teaching proceeds on the assumption that all students and faculty have appropriate access to the internet.”

David G. Brown (editor), Ubiquitous Computing, Anker Publishing Company, Bolton, MA, 2003. http://www.ankerpub.com/books/brown_uc.html

© Brown, D. G., & Petitto, K. R. 2003

Over 100 notebook colleges and universitieshttp://itc.vcsu.edu/asp/notebook_univ_listing.asp

Sixty-one Lessons Learned Cited by 13 Pioneers

• Acadia (Canada)• Clayton• Dartmouth• Drew• Drexel• HEC (Canada)

• Hong Kong• Minnesota-Crookston• RPI (Rensselaer)• Seton Hall• SUNY-Morrisville• Strathclyde (Scotland)• Wake Forest

© Brown, D. G., & Petitto, K. R. 2003

Hierarchy of Ubiquity

• All “Own” Identical Laptops + 2-Year Refresh • All “Own” Identical Laptops • All “Own” Threshold Laptops• All “Own” Identical Desktop Computers • All “Own” Threshold Computers• All “Own” Network Computers• All Have Access to Threshold Computers• All Have Access to Public Computer Labs• Teach with Explicit Assumption of Access

© Brown, D. G., & Petitto, K. R. 2003

Progress Toward Realizing the Full Learning Potential of Ubiquitous

ComputingIncrements of Equipment

© Brown, D. G., & Petitto, K. R. 2003

0% 25 % 50 % 75 % 100 %Add Handhelds connected Addeverywhere wirelessly 5%

Add Laptops connected Addeverywhere wirelessly 14 %

Add all with wireless Addconnectivity in classroom 1%

Add all with wired Addconnectivity in classroom 5%

Add all with connected Addpersonally owned computers 60 %

Add all with access to Addpublic lab computers 5%

Instructor only computer 10 %connectivity & projection

Learning Potential of Ubiquitous ComputingIncrements of Equipment

© Brown, D. G., & Petitto, K. R. 2003

THE WAKE FOREST PLANIBM A30, Pentium III, 1.13GHz Processor, 30GB Hard Drive, 384 MB RAM15”ActMatrix Screen, CD-RW/DVD, Floppy, 56k modem, 16MB Video Ram,

10/100 Ethernet, USB & Serial & Parellel & Infrared Ports

• IBM Laptops for all• Printers for all• New Every 2 Years• Own @ Graduation• 31.000 Connections• Standard Software• 99% E-Mail• Start 1995, 4 Year Phase

In• +15% Tuition for 37 Items• +40 Faculty and 30 Staff

Standard Load Includes—MS Office, Dreamweaver, SPSS, Maple,Acrobat, Photoshop, Shockwave, Flash,Net Meeting, Real Producer & Player,Media Player, Windows XP Moviemaker,Apple QuickTime, Netscape & Explorer,Netscape Calendar & Communicator, Windows XP Professional

© Brown, D. G., & Petitto, K. R. 2003

Communication - Interaction

Computers Enhance Teaching & Learning Via--

PresentationsBetter--20%

More Opportunities toPractice & Analyze--35%

More Access to SourceMaterials via Internet--43%

More Communication with Faculty Colleagues, Classmates,and Between Faculty and Students--87%

ICCEL -- Wake Forest University, 2002

© Brown, D. G., & Petitto, K. R. 2003

Computers allow people----

• to belong to more communities

• to be more actively engaged in each

community

• with more people

• over more miles

• for more months and years

• TO BE MORE COLLABORATIVE

ICCEL -- Wake Forest University, 2003ICCEL -- Wake Forest University, 2003

© Brown, D. G., & Petitto, K. R. 2003

Research Resultshttp://epaa.asu.edu/epaa/v9n49.html

• 18,844 students at 71 American Universities---

students at more wired schools actually reported more student-faculty contact, cooperation among students, and active learning.

• The Big Three Student Uses– Email with professors and classmates– Internet for class-related materials– Word processing

Research Resultshttp://epaa.asu.edu/epaa/v9n49.html

© Brown, D. G., & Petitto, K. R. 2003

West Virginia Wesleyan College Model

• IBM ThinkPad – entire campus has same model

• 3 year lease

• Laptop + Network + Rich Electronic Library Resources = Information Technology Program

• Network Printers Available

• Very “Windows” oriented program

• Use of WebCT (not widespread)

• IBM Certified Repair Center

• 9 Support Staff/Faculty

© Brown, D. G., & Petitto, K. R. 2003

How have programs changed since their inception?

© Brown, D. G., & Petitto, K. R. 2003

The Big Three Administrative Decisions

• What vendor?

• What institutional model?

• Funding?

© Brown, D. G., & Petitto, K. R. 2003

Vendor Considerations

• Institutional Customization• Order and Delivery• Length of contract (lease, buy,

lease to buy, etc…)• Durability of the “Box”• Maintenance• Teaching and Learning

support

© Brown, D. G., & Petitto, K. R. 2003

Model Considerations

• Response to Student Use and Expectations– Status Quo– Changing skill level– Changing work habits

• When, Where and How?

• Dynamic nature of Educational Technology• Faculty Considerations• Maintenance and Upkeep• Institutional Commitment to the Program

© Brown, D. G., & Petitto, K. R. 2003

Program Funding

• Sustaining Start-up Grants

• Endowment Losses

• Tuition and Fees Structures

• Overall cost projected to decrease– Computers, Networks, Hardware,

Software

© Brown, D. G., & Petitto, K. R. 2003

How do programs differ in management and delivery?

• Where is the administrative base of the program?

• How is the Library involved?

• HelpDesk issues• Contract services• Maintenance

© Brown, D. G., & Petitto, K. R. 2003

What’s Ahead for Ubiquitous Campuses?

• Personal. Customized. Interactive.• Student-Centered Curriculum• Teams of Professionals Supporting Learning• “Houses” instead of Disciplines• Hybrid Courses (80-20 and 20-80)• Loose-leaf Collections of Course Components, instead of

Textbooks• Electronic Portfolios for Students • Wireless (802.11a) • Less Infatuation with Computing

© Brown, D. G., & Petitto, K. R. 2003

Karen R. PetittoWest Virginia Wesleyan College59 College AvenueBuckhannon, WV [email protected]://faculty.wvwc.edu/petitto

© Brown, D. G., & Petitto, K. R. 2003

David G. BrownWake Forest UniversityWinston-Salem, N.C. 27109336-758-4878email: [email protected]//:www.wfu.edu/~brownfax: 336-758-5012