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1
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- An Urban Studies Model of Applied Learning: Integrating Internet-based
Visualization & Multimedia Technology
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2
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- was funded by a Bush Foundation grant.
- was administered under the auspices of MNSCU.
- was guided by the learn-by-doing paradigm.
- sought to give college students a more compelling reason to study
cities—especially their host one.
- had unanticipated outcomes.
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3
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4
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- URSI 100- Introduction to the
City
- Lower level General Education course.
- Students have varying levels of technology skills.
- Appeals to a wide variety of majors.
- A reading/lecture/discussion survey class on the historical rise &
fall of cities.
- Learning objective: increase historical-geographical awareness of urban
life by studying world cities’ origins, development, globalization
patterns, and urban planning.
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5
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- Combined simulation and multimedia with urban studies teaching model.
- Used technology to develop higher order thinking, synthesis, &
analysis.
- Required walking tour field assignment: venture beyond hilltop campus
down to city streets of university host community.
- L-B-D learning objective: Capture a mental image of the city and
construct a multimedia interpretation.
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6
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- Learn-By-Doing Grant, MSU, Fall 2001.
- Project Rationale:
- As partners American cities can benefit from having a
college/university located in or near it.
- There are real & measurable benefits to teaching students to
perceive their urban surroundings in ways that incorporate simulation
and digital technology.
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7
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8
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- takes learning outside the classroom into the community.
- builds real-world knowledge base about important urban changes &
responses:
- e.g., decentralization, urban renewal, revitalization and adaptive
reuse.
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9
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- Tour/TourPages/MankatoTourCover.htm
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10
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- Provides historical overview of MSU:
- it’s evolution from a valley campus of Mankato Normal School (1866) to.
. .
- Mankato State Teachers College (1921) to . . .
- Mankato State University (1975) to. . .
- Its present hilltop campus location.
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11
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- Provides descriptive links on local history:
- Unique architectural styles in city’s historic Silk Stocking District.
- Dakota Massacre (largest mass execution of American Indians in U.S.
history)
- Street map that depicts city design in relationship to Minnesota River
& the walking tour route.
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12
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- Technology-based Learning Model
- Moved students from textbook learning to computer-based assignments that
incorporated higher order thinking, synthesis, & analysis and
Learn-By-Doing.
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13
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- Combined academic inquiry with
- a field-based project supported by integration of Internet-based
visualization to:
- develop critical thinking,
- improve writing & analytical skills,
- learn digital technology,
- develop group multimedia presentations.
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14
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15
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- used digital technology to
capture points of interest along the tour.
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16
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17
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18
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19
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20
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- Class Size (65)—largest lab (35).
- Result: split class in half for lab days & schedule alternate
activities for remaining class.
- Equipment Access--digital cameras, camcorders & multimedia equipment
not readily available to students.
- Varying levels of technology skills.
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21
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- Students increased knowledge of world cities by comparing firsthand to
university host city in terms of:
- origin
- ongoing development.
- global effects.
- urban planning.
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22
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- Permanently adopted L-B-D model for URSI 100
- L-B-D model recognized active learning, computer-based teaching model by
MnSCU.
- URSI 100 student recognized course for learning about their
“home-away-from-home”.
- One of the most popular Gen. Eds.
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23
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- A’s increased 5 to 1
- B’s increased 2.5 to 1
- C’s decreased 4 to 1
- D’s decreased 9 to 1
- F’s decreased to 0
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24
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25
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- Students admitted they:
- learned about cultural, historical & entertainment places in host
city.
- felt less isolated and more willing to go downtown.
- gained better spatial orientation of Mankato.
- developed a new mental image of Mankato.
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26
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- The City :
- saw opportunity to get much needed economic infusion through students
visiting downtown.
- familiarized people with Mankato & stimulated tourism by adding
virtual tour to city’s visitor’s center.
- partnered with MSU on student housing, traffic flow & land use
issues.
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27
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- 95% worked harder in course than in others.
- 89% felt project positively affected their attendance.
- 71% spent 2-3 hrs. and 21% spent 4-5 hours outside class time on
research, technology skills, & small group meetings.
- 61% said project helped them learn new technology skills.
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28
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29
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30
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31
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32
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33
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- was funded by a Bush Foundation grant.
- was administered under the auspices of MNSCU.
- was guided by the learn-by-doing paradigm.
- sought to give college students a more compelling reason to study
cities—especially their host one.
- moved a traditional Reading/lecture/discussion format to an integrated
Internet-based visualization experience.
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34
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Notes
