By Doug Ward

An organization called Reclaim Open Learning held its first symposium last week. The organization promotes innovation in higher education through the use of technology, online resources and open learning in unconventional ways.

The approach and goals of Reclaim Open Learning aren’t for everyone, though I embrace most of the same principles in my course Infomania. I found the comments emerging from the symposium thought-provoking and useful. I created a Storify compilation of some of the tweets on learning, innovation, promoting change, and the role of education in a digital age. You’ll find that compilation on another site, Teaching with Technology. I’ve provided a taste of some of those tweets here.

Doug Ward is an associate professor of journalism and a fellow at the Center for Teaching Excellence. You can follow him on Twitter @kuediting.

By Doug Ward

Before you ban cellphones and laptops from your classroom, consider this: Students want to use those devices for learning and are looking to their instructors for guidance.

That’s one of the takeaway points of the latest study by the Educause Center for Analysis and Research on students and information technology. The center, known as ECAR, has conducted an annual survey of undergraduates since 2004, accumulating a wealth of data on students and technology. This year’s survey drew 113,000 responses from students at 251 colleges and universities.

Most of the key findings in this year’s study mesh with my own experiences with students. Among them:


Students value the social component of education. More than 40 percent of students have taken an online class, but most still prefer in-person classes that give them the opportunity to interact with instructors and fellow students. Older students who have jobs report a higher preference for online classes.

Students like classes that blend online and in-person components. They say that they not only prefer classes with a flipped, hybrid or blended approach but that they learn more in those classes.

Students want instructors to integrate technology into learning. Nearly three-fourths of respondents would like to have online access to recorded lectures, and slightly smaller percentages would like to see more use of learning management systems like Blackboard. They would also like to see more use of online collaboration tools.

Students’ ownership of technology is growing. Ninety percent of students own at least two Internet-capable devices, and 60 percent own three or more. This includes laptop computers (90 percent of students own one), smartphones (75 percent) and tablets or e-readers (48 percent). Students who own more technology are also more likely to see its potential for learning.

One of the most important points of the survey, I think, is that students want their instructors’ help in understanding how to use new software and new technology, and to use digital tools for learning. Not for texting. Not for watching YouTube videos. For learning.

Saying and doing don’t always go together, of course, and as the study points out, this is an ambiguous and often contentious issue. Students want to learn with technology, but most prefer to separate their social and academic lives. They value their privacy, and they express hesitation about software that tracks their academic work and gives them recommendations for course offerings. They also understand the distractions that technology can bring to the classroom, and many prefer to keep their phones stowed away. Others chafe at bans on technology in class, something that large percentages of instructors do, the survey says.

Despite the distractions that technology can bring, it is an integral part of students’ lives. It’s also an integral part of the learning equation. For instance, 60 percent or more of students say that technology helps them feel more connected to their college or university, and to their instructors. They also see it as important not only for their academic success but for their success in the workplace.

There’s no one size fits all approach to technology in the classroom, but it’s clear that we need to do a better job of harnessing the power of technology for what instructors and students say they want: more opportunities for learning.

Doug Ward is an associate professor of journalism and a fellow at the Center for Teaching Excellence. You can follow him on Twitter @kuediting.

By Doug Ward

I got a reminder this week of the value of collaboration.

In my 300-level hybrid class Infomania, I asked students to critique a hierarchical model of information and information processing explained by Gene Bellinger, Durval Castro and Anthony Mills.

The model, originally proposed by the organizational theorist Russell Ackoff, is often portrayed as a pyramid with data at the bottom and wisdom at the top. The model has come under criticism for being too simplistic, and yet I find it useful in helping students consider the complexities of information.


In Infomania, students work in one of five groups online and in person. We generally have one class period each week devoted to discussion and another devoted to project work.

At the start of discussion this week, I gave each group a different question related to the readings and then had students explain what their groups talked about and what conclusions they had reached.

I was reluctant to assign the question about information hierarchy, fearing that it would be too difficult. I was curious, though, so I asked students to consider this: What, if anything, is missing from Ackoff’s hierarchy of information?

When it was their turn, the students who had that question didn’t hesitate. They said the model needed a better explanation of how one moves from understanding to wisdom, the top two layers of the hierarchy. To truly gain wisdom, they said, you have to apply your understanding.

I was blown away. They had altered an established theory of information, making it not only more meaningful but more useful.

I asked another group to explain the components and importance of digital literacy, the focus of an article by Howard Rheingold. One of those components is collaboration. At one point in the discussion, I asked: What’s the value of collaboration?

One student replied: “Two heads are better than one.”

True, I said. But those two have to listen to each other, engage each other and share meaningful ideas.

That’s the real value of collaboration.

Doug Ward is an associate professor of journalism and a fellow at the Center for Teaching Excellence. You can follow him on Twitter @kuediting.


Kicking off a blog that revolves around teaching near the end of the spring semester is probably a bit of a funny idea to you.  At this point in the semester, many of us have drank so much coffee by 9 a.m. that it is difficult to keep the text on the computer screen from jiggling.  As academicians, our focus in Week #13 of the spring semester is on: grading, coffee, lesson-planning, grading, coffee, paper-writing, proposal-writing, book-writing, grading, lesson-planning, research-planning, conference-traveling, grading, and generally keeping the ship righted.  Makes me tired just admitting it.  And now I am suggesting that you consider adding something else to your list — blog-reading.

“Ha!” you say!

That said, this can be a great point in the semester.  The classroom has an energy to it — students know me pretty well at this point, and I know them.  They have a handle on my bad jokes and I have come to understand their lack of interest in 1990s pop culture references.  I have a pretty good feel for what has gone well, and what I need to work on moving forward and in future semesters.  I start to gain a feeling of satisfaction when I see how far students have come from the first week of class.  The students start to see how much they have learned, and they’re excited.  It starts to feel like learning is accelerating — at this point, everyone is on-board, everyone has the building blocks, everyone knows the language.  As a class, we can start to put separate ideas together – and that is FUN!

Too often, though, I wait too long to actively reflect on the outcomes of my semester.  I launch from my coffee-fueled spring semester directly into summer, with little to no transition.  When fall is knocking at the door, I try to remember back to spring to see if I can recall what went well or not.

So, what could be improved?  Well, for one, I could spend more time doing this.  Reflecting.  Evaluating.  Synthesizing my thoughts and ideas.  Trying to implement positive changes in my courses and teaching practices arrived at through careful contemplation and planning… These are the types of goals that I try so hard to help my students reach for and achieve.  Perhaps I should hold myself to the same standard.

This is, of course, the source of the somewhat cryptic title of this newly-minted blog: Bloom’s Sixth.  Love or hate learning taxonomies, the topmost level of Bloom’s focuses on creating and putting together the pieces, and that is pretty interesting stuff.  Perhaps that’s what we can start building a conversation around  — the ongoing evolution of our teaching and our students’ learning.

As we kick off our conversation, I would like to bring to your attention a few disclaimers regarding this forum.

  • You can expect anecdotes, not careful scientific analyses.
  • There may be some (constructive) venting.
  • There will be wittiness.  (Although, my husband calls it something else… cynicism, I think.)
  • There will soul-wrenching self-reflection.
  • And last, but not least, there will be the expectation that you will provide me with definitive (and correct) answers to all my soul-searching questions.

There will be a number of us blogging from across campus, and this seems like the perfect point to make some introductions.  You can expect posts from Sheyda Jahanbani (History), Paul Atchley (Psychology), Germain Halegoua (Film & Media Studies), and myself (Civil, Environmental, and Architectural Engineering).  We’ll be posting about our adventures in the classroom and the thought processes that shape our practices.  We are very much hoping that you’ll join in through the comments section and help shape the conversations going forward.

So, enjoy the the rest of your semester.  Grade.  Drink coffee.  Repeat.  Come back and converse with us often.  We can’t wait!

All the best,

Caroline Bennett

Civil, Environmental,  and Architectural Engineering