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Wireless LAN Technology
Promotes Research-Style Learning inIntroductory Che=
mistry
Lecture Courses
Promotes Research-Style Learning in
Adam Allerhand&#=
13;
Indiana
University
Bloomington, IN
47405
<=
b>Presented
at the
16th Biennial Conference on Chemical
Education
<=
b>Ann
Arbor, MI
<=
b>July
30 – August 3, 2000
Point:
Predictions
•“The telephone has too many shortcomings =
to be seriously considered as a means of communication.” – Western Un=
ion
internal memo, 1876.
•“I think there is a world market for mayb=
e five computers” – Tom Watson,
Chairman of IBM, 1943
Counterpoint:
![](3D"slide0003_image002.jpg")
June 1=
1,
2000
W=
here
the Future Goes to Die
For
the past four years, a group of writers and researchers has compiled the <=
/span>Dead Media Project, an online archive of obsolete
technology started by two science-fiction
writers, Richard Kadrey and Bruce Sterling.
THE CAT PIANO: Originated
in Brussels in 1549, designed to be played by a bear. Inside the instrument were 20 cats, eac=
h with
a cord tied around its tail.
As the bear pounded the keys, the cords were pulled -- yanking the cats' <=
/span>tails and causing them to meow.
AMERICAN MISSILE MAIL: In 1959, the postal service, in conjunction =
with the U. S. Navy, experimented with this new fo=
rm of
mail delivery. "=
;Before
man reaches the moon," an official was quoted as saying, "mail w=
ill be delivered within hours from New York to Califor=
nia,
to Britain, to India or Aus=
tralia
by guided missiles." History proved differently.
<=
/div>
=
Allerhand’s
Recipes
üA=
llerhand’s
Recipe No. 1: When you criticize my
technology project I’ll cite Western
Union and <=
b>Tom
Watson.
üAllerhand’s Recipe No. 2: When I criticize your
technology project I’ll cite the Cat
Piano and <=
b>Missile
Mail.
Application of Allerhand’s Recipe No. 1
Some reviewer comments to=
a
grant proposal by Allerhand dealing with today’s topic:
=
;
Reviewer No. 1: “I do not think that this proposal has=
been well thought out or is very
practical.”
Reviewer No. 3: “The benefits of laptops in enhancing =
learning are unclear.”
=
Reviewer No. 4: “It’s not clear to me what the <=
/b>students will actually learn.”
=
Acknowledgement
This proj=
ect is
being generously supported
by the Ca=
mille
and Henry Dreyfus Foundation
under gra=
nt
SG-00-086.
•<=
/span>Clifford Stoll, “High-Tech Heretic – Why Computers Don’t Belong in the Classroom and Other Reflections by a Com=
puter Contrarian” (1999).
•<=
/span>New York Times,
March 11, 1999: “Shakespeare=
Never
Lost a Manuscript to a
Computer Crash”, by Theodore
Roszak.
•<=
/span>New York Times,
March 17, 1999: “Amid Clamor=
for
Computer in Ev=
ery
Classroom, Some Dissenting Voices”, by Tom Zeller.
•<=
/span>New York Times,
April 1, 1999: “Between Tech=
Fans
and Naysayers, Sch=
olarly
Skeptics”, by Katie Hafner.=
•<=
/span>New York Times,
December 15, 1999: “Push for
Computers in Cla=
ssrooms
Gathers New Foes”, by Pamela
Mendels.
•<=
/span>New York Times,
April 5, 2000: “Technology C=
ritic
Takes on Com=
puters
in Schools”, by Pamela
Mendels.
•New York Times,
May 19, 2000: “Educator Ques=
tions
Need for Com=
puters
in Classrooms”, by Pamela
Mendels.
•
“In
large lecture-style mathematics courses, only =
about 20 percent of the students truly gain much =
benefit.
And those who do are often the very best students.
The other 80 percent often behave as stenographers, furiously taking notes in an almost rote fashion.”
E. M. Landesman, Syllabus, May 1999
•We
remember:
<= b>10% of what we read
<= b>20% of what we hear
<= b>30% of what we see
<= b>50% of what we hear and see
70% of what we discuss with others
80% of what we experience by doing
95% of what we teach to others
<= b>10% of what we read
<= b>20% of what we hear
<= b>30% of what we see
<= b>50% of what we hear and see
70% of what we discuss with others
80% of what we experience by doing
95% of what we teach to others
•
•16=
th BCCE:
•<=
/span>Robert Umans and Morton Hoffman, “Taking Responsibility for Learning: Shifting the Equilibrium Toward the
Student”.
•<=
/span>George Lisensky, “Can Computer Technology Involve Active Learning?” (this symposium).
•
•
•
Time Magazine, May 1, 2000:
![](3D"slide0009_image004.jpg")