Hi My solution to the computer lab problem (which is a supplement to regular lecture classes in my honours stats course) is to have a student TA at the back of the class while the lab instructor delivers the class. In addition to reducing outside activities, the extra person is a big help when students get in difficulty during class as instructor can keep going.
Something like this might work in lectures as well. That is, a "mole" could sit in on the odd class (at the back of the room of course) and monitor the monitors of student computers. Perhaps some kind of contract at the start of class ... "I promise to only use electronic devices for current activities of present class (e.g., taking notes). Failure to abide by this promise is grounds for immediate dismissal from the course without appeal." Perhaps some reasonable graded consequences if we're feeling generous on this issue? Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax [EMAIL PROTECTED] >>> "Rick Froman" <[EMAIL PROTECTED]> 11-Nov-07 6:42:54 PM >>> Ken Steele wrote: "Most schools offer an academic-success course in the freshman year. One topic that needs to be covered is how to deal with all of the attention-grabbing technology." If they did cover this topic in such a class, what would they say or do? I have asked this question before in different forms but haven't received much of a response yet. Are there some lessons we have learned from psychological science that we could share with students that would help them make good decisions in the use of technology? How can we help them to learn the important life lesson of staying task-focused in the face of so many possible distractions. My general concern with this comes from teaching a stats class in an internet-connected lab and the difficulties students have staying on task but I think it would apply to laptops in internet-connected classes also. I have students tell me in evaluations that they wish the class wasn't taught in a computer lab because they have a hard time staying focused. It seems to me like a problem that can be solved with an application of cognitive psychology rather than a change of environments that doesn't allow them access to material they will clearly have access to in their future life (when they will have to learn to focus). Does anyone have any ideas for such a curriculum? Rick Dr. Rick Froman Psychology Department Box 3055 John Brown University Siloam Springs, AR 72761 (479) 524-7295 [EMAIL PROTECTED] "Pete, it's a fool that looks for logic in the chambers of the human heart" - Ulysses Everett McGill --- ---
