To: Computing and Information Technologies
Planning and Goals Committee (Dr. Dave Wittrock,
chair)
From: Task
Force on Adopting Wireless Technology (David Saxowsky, Chair, Kevin Brooks,
Donna Dietz, Jeffery Gerst, John Grosen,
Dean Gross, Ganapathy Mahalingam,
Susan Ray-Degges)
April 2, 2004
Dr. Wittrock, on behalf of the Computing and Information
Technologies Planning and Goals Committee (CITPG), charged our task force “to
explore the possible pedagogical applications of wireless technology at
NDSU.” We (task force members are listed
in Appendix A) gathered information about higher education institutions
adopting wireless technology and met to discuss instructional applications of
wireless technology. Our discussions focused on classroom use, student
laboratories, studios, and common areas, such as the Union and Library. We did not discuss administrative, research
or student-housing applications for this technology. This document reports the discussions
and recommendations of our task force.
The Task Force
recommends that:
·
NDSU
adopt wireless technology to support student learning. NDSU encourages
faculty to pursue problem-based learning, community learning (such as Caring Community for Leaders and Problem-solvers), and
other pedagogical strategies that engage learners. Wireless technology supports
“multi-participant, synchronous, collaborative, problem-solving” learning.
·
Wireless technology be adopted in any academic buildings
where the potential instructional use justifies the initial investment and
ongoing costs. We recommend installation
occur on a building-by-building basis beginning this summer. We envision that this process will take 2 to
3 years.
·
Sites are selected through a proposal process to assure
campus-wide coordination and to set priority among the buildings in which
wireless technology is desired. We
envision that consortiums of interested faculty who share classroom,
laboratory, and studio space, or departments and academic programs will develop
proposals for individual academic buildings.
We recommend that proposals that document specific applications for
wireless technology be given priority.
·
ITS will provide leadership in engineering and installing this
technology in a systematic and coordinated approach to assure security,
compatibility and reliability.
·
Wireless technology be implemented in several academic buildings
by January 2005. Initial proposals and
detailed plans would need to start this spring.
·
The cost of implementation be borne by all concerned
parties: the university, departments,
and students. Students will need to
purchase appropriate wireless devices and software; the university will bear
the cost of the infrastructure (e.g., access-point equipment); and departments
will be responsible for purchasing equipment for faculty with external grants,
program fees, or administrative support.
·
Priority be given to consortiums that can share the cost of the
wireless infrastructure. We anticipate
that the infrastructure installed with departmental or program funds will be a
“public” resource for use by other faculty and students.
·
NDSU expand its support of faculty in developing pedagogical applications of wireless
technology to improve student learning, especially in the development of
multi-participant, synchronous, collaborative problem solving activities.
·
University Senate review
NDSU policy to assure it addresses wireless technology.
Questions Addressed
Dr. Wittrock’s
charge to our task force included the following questions:
·
What are
the primary pedagogical uses of wireless technology at NDSU?
·
Is there
evidence supporting the efficacy of wireless strategies for pedagogical
purposes? What is the nature of this
evidence? Is it limited to particular
settings? Is there value-added compared
to more traditional techniques?
·
What are
the potential problems with the use of wireless in pedagogical settings? How have other institutions dealt with these
problems?
·
What
should our priorities be in implementing wireless technology for pedagogical
purposes at NDSU? Include a discussion
of facilities that will be required.
·
What types of
devices/technologies should NDSU be implementing for wireless instruction? Should we require students to own a
laptop/notebook computer?
·
What
support services will be needed for instructional use of wireless?
·
What
type of financial model will be needed to provide these services?
·
What is
a reasonable timeframe for providing new wireless services for instruction?
Summaries of our discussions
of these issues are organized as pedagogical issues, technical issues
(including wireless devices), financial issues, and implementation plan.
Pedagogical
Issues
1.
Our task
force is confident that a wireless local area network (WLAN) will benefit
student learning in many (but not all) situations. We especially believe WLAN is a tool to help
implement “multi-participant, synchronous, collaborative, problem-solving”
learning.
o
WLAN
will make it easier for instructors to use information technology (IT) during
class time and thus increase student exposure to relevant IT (such as
spreadsheets and accounting software in business courses, or design software in
apparel/design and architecture courses).
o
WLAN
will allow students to interact as members of a team during class (e.g.,
Creative Writing), as well as outside of class time. This technology will allow instructors to
receive and share information with students, and with appropriate software, to
observe student progress on projects and assignments. In addition, web-based references/resources
will be readily available to students and instructors.
·
[PC1]Departments and programs may want to solicit
student input as instructional applications of wireless technology are explored
and implemented.
o
Exposure
to IT is consistent with NDSU’s conviction that IT will be a common tool for
our graduates throughout their careers.
Students also will benefit by being familiar with wireless technology.
o
Studies
on the impact of adopting wireless technology in teaching are, at this time,
still general in nature; there are few specific measurements yet. We expect additional studies in the
future. Appendix B lists several
publications that discuss applications of wireless technology in higher
education.
o
There is
considerable literature describing the benefits of “multi-participant,
collaborative, problem-solving” learning.
This pedagogical style is based-on engaging students in the learning
process; not just lecturing them.
Problem-solving skills, communication skills, analytical skills, and
teamwork experience are some of the benefits gained from an “engaged” learning
environment.
o
We are
confident that the connectivity provided by IT (e.g., e-mail, web, synchronous
and asynchronous interaction) can facilitate this type of learning if
instructors are willing and able to adopt this pedagogical style, and if the
technology is readily accessible.
o
We
believe WLAN will enhance the availability of IT for students and instructors,
but we recognize the challenge of assisting faculty adopt an alternative
pedagogical style.
o
Appendix
C lists some relevant literature.
2.
Faculty
will need support to learn how to use wireless technology, as well as adopt
“multi-participant, synchronous, collaborative, problem-solving” learning. This need for support has two distinct, yet
related, components.
·
Instructors
will need to adopt pedagogical styles that encourage “multi-participant,
collaborative, problem-solving.” This
learning style can be adopted without the use of IT; but with the availability
of IT, especially WLAN, adopting this type of learning style should be easier.
·
NDSU has
resources committed to this objective; we recommend those faculty support centers
be encouraged to incorporate wireless technology into their vision and
training.
·
We
recommend that NDSU encourage existing faculty support center(s) to assist the
adoption of wireless technology as a component of integrating interactive
learning styles (rather than primarily lectures) into our instructional
methods. We recommend establishing a new
faculty support center for wireless technology only if no existing faculty
support center assumes that role.
·
We
suggest that NDSU support a “laboratory” where faculty can learn about and
experiment with pedagogical applications of wireless technology. The faculty needs a place where they can
experience the technology as they decide how to integrate it into their methods
of instruction.
3.
Another
issue relates to keeping students focused on the course materials, rather than
surfing the web, playing games or e-mailing friends during class time.
o
This
issue relates back to helping faculty adopt and use WLAN in such a way that students
are engaged during class and do not have an opportunity for non-course
activities during class. This problem
primarily will be solved by instructors employing teaching techniques that
engage students.
o
Students
also need an opportunity to learn how to use wireless technology. This training could be incorporated into
current IT courses, addressed as part of the course that will use the
technology, or offered as a supplemental workshop.
4.
Is ITS
Helpdesk ready to support another technology?
At the beginning of each semester, a substantial number of faculty and
students will need assistance in getting starting with wireless technology.
o
User
support offered by ITS needs to be coordinated with the vision and training
offered by faculty support center(s).
Technical
Issues
5.
WLAN
will complement NDSU’s existing (wired) network infrastructure (LAN); our
campus will have a combination of hard-wired technology and wireless technology
for the foreseeable future.
o
Wireless
technology will be more efficient (less expensive) than having each workstation
or classroom seat wired in areas of concentrated users, e.g., classrooms,
lecture halls, laboratories, studios, and graduate student offices.
o
Increased
Internet access will complement wired computer clusters, thus moving NDSU
toward its goal of “anytime student access to the Internet.”
·
We do
not foresee a decline in the use of computer clusters; instead, we hope for a
slower increase in cluster use because students can access the internet through
a WLAN.
o
We
recommend that plans for remodeling the Union include a WLAN for that facility.
o
NDSU ITS
is already establishing a wired infrastructure to support wireless technology;
fiber optic lines are in place, but access and switching equipment for wireless
technology within buildings is not in place, except for limited areas in the
Library and Research 1.
o
WLAN
will complement, and possibly supplant, the personal response system (PRS) that
has been adopted by NDSU.
6.
We
expect NDSU will adopt 802.11 wireless technology and procedures to assure
authentication and security on the network.
o
We
recommend that an appropriate committee of the University Senate conduct an
overall review of NDSU policies to assure they address issues relating to
adaptation of WLAN. This should be done
in conjunction with IT security policy discussions occurring at this time.
o
We
support ITS’ vision that the WLAN technology must be readily upgradeable as the
technology evolves.
7. Wireless Devices
o
Options
for wireless technology include cell technology, point-to-point,
multi-direction, etc. Our task force
understands that NDSU will most likely adopt multi-direction wireless
technology within buildings. We
understand that WLAN will NOT encompass campus “green spaces;” it is envisioned
that WLAN will primarily be adopted for areas within buildings.
o
WLAN
users may rely on laptops as their wireless device, but a combination of a PDA
and desktop may be just as effective, and perhaps less expensive. The task force did not spend much time
discussing cell technology or PC tablets.
o
Each
academic program/department will determine which wireless devices students
should acquire, if any, but the recommendations must be compatible with a
university standard, such as 802.11.
Departments/programs also will be encouraged to consider what devices
students may already have or may need in the future in other courses so
students are not forced to purchase multiple wireless units.
·
Student
input should be solicited as departments and programs make these decisions.
o
The task
force discussed the concern about the types and cost of wireless devices
students would need to purchase. Many
students are already investing in computers (and many of the laptops have
built-in wireless capability). Thus, the
additional cost of accommodating wireless technology may be insignificant to
many users.
o
It was
suggested that NDSU develop carts with a bank of laptops that can be moved into
a classroom as needed. This idea,
although sound, may be secondary to the idea that students be expected to
purchase their own devices.
8.
Authentication
and security are critical issues, but ITS is providing leadership for these
issues as part of its vision of employing VPN, etc.
9.
We
recommend that steps be taken to assure wireless technology is compatible with
whatever learning management system (LMS), such as Blackboard, NDSU or NDUS
will support in the future.
o
For
example, would the LMS display on a variety of devices with different display
sizes, such as a laptop computer versus a PDA?
This question/concern should be forwarded to a member of the NDUS task
force (e.g., Elizabeth Smith, NDSU ITS) so it can be posed to LMS vendors who
will be demonstrating to NDUS this spring.
10. How does NDSU accommodate connectivity
between wireless devices and other IT equipment such as classroom projectors
and printers? This issue needs to be
addressed as part of the detailed design for each WLAN project.
Financial
Issues
11. Cost of WLAN includes infrastructure, devices and
software, interactivity software, faculty support, and IT staff and
maintenance.
o
the
capital investment will be approximately $217,000 (including infrastructure
software), and
o
annual
operating expense (including staffing, maintenance, depreciation, and server
hosting) to be approximately $176,000; an alternate model for operating
expenses would be an annual fee of approximately $1,000 for each access point.
o
The
University will likely bear the cost of the infrastructure; departments or
projects that contribute to infrastructure will be encouraged but such
contributions will not be reimbursed. WLAN capabilities developed with
department funds will be considered a public resource and available for NDSU
users, like any other infrastructure item.
Implementation
Plan
12.
WLAN is
being adopted at NDSU and that process should continue.
o
It is
not a matter of whether NDSU adopts/implements WLAN; instead, it is a question
of when and how.
o
Two
buildings are currently equipped with limited WLAN (Library and Research 1),
and there appears to be several wireless units installed on campus without
direct ITS involvement (this could lead to future problems). Others also have expressed interest in having
wireless Internet access at NDSU.
13.
Adopting
wireless technology will be a step-by-step process; NDSU does not have the
resources to implement WLAN campus-wide at one time.
o
If ITS
is provided an additional FTE, it estimates that WLAN can be deployed at a rate
of about one building per month. This
rate could be accelerated (at additional cost) by contracting the engineering
and installation to an outside firm. ITS
could not estimate those costs at this time.
14.
The
process of implementing WLAN needs to be structured to manage cost and provide
direction/coordination. A proposal
process, similar to or in collaboration with the technology fee proposal
process, should provide the necessary structure. ITS must be part of this process to provide
the technical direction in adopting wireless technology. Proposals would be developed by consortiums
of interested faculty and departments.
15.
Technology
dictates that WLAN be adopted on a building-by-building basis, not
department-by-department or room-by-room.
Leadership for adopting wireless technology, however, will come from
interested departments and faculty.
Interested persons will be encouraged to form consortiums/coalitions
with others in targeted buildings.
16.
Does
wireless technology raise additional user issues that need to be addressed in
NDSU’s IT Use policy, for example, honesty during exams and quizzes? An appropriate committee of the University
Senate should conduct an overall review of NDSU policies to assure they address
issues relating to adaptation of WLAN.
17.
NDSU
provides software for the computer cluster for student-use through the
University software license. This
license does not encompass private equipment.
Students who would otherwise use University computer clusters will need
to purchase their own wireless equipment and necessary software.
o
Even
though this may be an issue, our task force does not feel it is a significant
consideration because many students are already purchasing their own hardware
and software.
18.
Another
issue is the cost of developing or acquiring software for interactivity among
students and instructors. To a small
extent, we had some of this technology in the past, e.g., Morrill 111. Faculty, departments, and programs will be
expected to provide leadership is identifying appropriate software and in
securing funds for such software.
Acquisition, installation, and maintenance of this software will be
based on user needs and initiatives.
[PC3]Conclusion
NDSU should
proceed in a prudent manner to adopt wireless technology for instructional
purposes.
David Saxowsky,
Associate Professor, Agribusiness and Applied Economics
Kevin Brooks,
Associate Professor of English
Donna Dietz,
Assistant Professor, Accounting
Jeffery Gerst,
Professor, Biological Sciences.
John Grosen, Associate Director, ITS
Dean Gross,
Assistant Professor, Nursing
Ganapathy Mahalingam, Associate
Professor, Architecture
Susan Ray-Degges, Associate Professor, ADFH
The Chronicle of Higher Education identified “Wireless Computing” and
“Collaboration” as two of the “Top 10 IT Challenges for the Next Ten Years”
—challenges to be tackled, challenges to be met.
http://chronicle.com/prm/weekly/v50/i21/21b00101.htm
The remaining
articles report on specific studies or specific implementations.
·
The Move
to Wireless Networking in Higher Education http://www.educause.edu/ir/library/pdf/ERB0207.pdf
·
Pedagogical Advantages of Ubiquitous Computing in a Wireless
Environment http://ts.mivu.org/?show=article&id=950
·
Items with a subject of Wireless Technology http://www.educause.edu/asp/doclib/subject_docs.asp?Term_ID=304
·
Transforming Student Learning with Classroom Communication
Systems http://www.educause.edu/asp/doclib/abstract.asp?ID=ERB0403
·
How Wireless
is Changing Teaching and Learning at UBC
http://www.e-strategy.ubc.ca/news/update0309/030917-wireless.html
·
Wireless
Networking in Higher Education in the U.S. and Canada http://www.educause.edu/ir/library/pdf/ers0202/ekf0202.pdf
“Since 1989 there have been over 600 experimental and over 100
co-relational studies of cooperative, competitive, and individualistic efforts
[in education]. These studies show (Johnson, Johnson, & Smith, 1998,
pp. 1:15-1:16) that cooperation, compared with competitive and individualistic
efforts, typically results in
http://kaneb.nd.edu/flc_pages/2001_2002/pbl.htm
o·
Felder, R.M. and R. Brent, Effective
Teaching, North Carolina State University, 2000.
o·
Johnson, D.W., Johnson, R.T.
and Smith K.A., Active Learning: Cooperation in
the College Classroom, 2nd Edition, Interaction Book Co., Edina MN, 1998.
o·
Campbell, W.E., and Smith K.A.
(eds.) New Paradigms for College Teaching, Interaction Book Co., Edina,
MN, 1997.
Wireless technologies have the potential to support and enhance problem-based and collaborative learning at NDSU.