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Less Printing or Greater Access to ResourcesDr. Laura Taddei
Center for Faculty Development
Learning Outcomes
• Discuss the use of technology to improve student learning outcomes
• Identify ways to use technology to improve student learning and access
• Plan ways to integrate technology that is appropriate and meets the needs of diverse learners
Pay for Printing Policy
• The College will pilot a new Pay for Printing policy in Summer 2013. Students will receive 100 pages free for Fall, Spring, and one Summer semester. Summer 2013 is only a pilot and students will not have to pay for the additional pages over 100.
Questions regarding new policy:
• When should it be done? • When would it interfere with learning? • Could it promote better study habits and workplace
skills?
Suggestions to Reduce Printing
• Distribute materials electronically• Encourage students to submit assignments electronically• When creating handouts save PowerPoint as a PDF and
as four to nine slides per page• Use PDF markup and management software to
electronically work with files• Use Blackboard/Sharepoint/Google Drive to collaborate
Suggestions to Reduce Printing Continued
• Always print double-sided – make sure your printer is set to double-sided and print only the pages you need
• Bookmark files and/or create folders to store documents• Choose printer-friendly version when printing online• Use electronic notebooks like Microsoft OneNote – many
free demos and student discounts• Princeton provides tips for printing less• https://www.princeton.edu/~clusters/printless/
Other Suggestions
• What other ways do you use to reduce printing in your classrooms?
• What are some challenges or needs you have with regard to this new printing policy?
Electronic editing
• Microsoft Word has an option where you can track revisions and comment directly in documents and electronically send back to students.
• Foxit Reader and make notes directly in a document and send back to students
• What are some other ways to edit electronically and save on printing?
Saving Time with Technology
• With today’s demands on meeting student learning outcomes, program learning outcomes, and institutional outcomes, how do we fit it all in?
• Some teachers use technology to provide students with information and then use class time for more in-depth conversations and critical thinking.
• Can the facts be acquired with the technology?
Class time
• Using class time to challenge students to “think deeply, summarize, and analyze information” (Gullen & Zimmerman, 2013, p. 64).
• Example – using Socrative.com – teacher poses question to students, they send answers through cellphones, laptops, or tablets; teacher uses information to shape instruction (Gullen & Zimmerman, 2013, p. 64)
• What are some things you are already doing?
Flipped Learning
• The goal of flipped learning is not about using videos but how best to use in-class time with students (Sams & Bergmann, 2013)
• Is it always conducive? When does it work? When does it not work? What classes are suited to this kind of learning?
• For centuries, teachers have asked students to come to class prepared after reading a text – how different is this? (Sams & Bergman, 2013)
Examples of Using Technology
• One institution did away with textbooks and decided to create their own math curriculum. They brought together online resources and created what they called was a 24/7 math curriculum (Fulton, 2012).
• Another teacher asked students to send electronically (before they left class) either a reflection, a request for assistance, or a report on how they mastered a concept – immediate feedback on student learning (Gullen & Zimmerman, 2013).
• Other examples and ideas that you have used?
Benefits
• With resources available, students can preview material, review as needed – move at their own pace
• A new way to address absenteeism – if a student misses a class, they can catch up – access 24/7 to class material
• More time in class to provide hands-on learning, discussion and problem solving
• Technology is flexible and appropriate for digital students• (Fulton, 2012)
Meeting Needs of Diverse Learners
• “Technology is essential for supporting the academic needs of diverse learners” (Edyburn, 2011)
• Digital text – text can be manipulated to meet the needs of diverse learners
• Flexible, self-paced learning (Fulton, 2012) (Sams & Bergman, 2013)
• Changing our mindset so our focus is on how can we support our learners before they fail (Edyburn, 2011)
• “Course content can be created in a digital environment, with a wide variety of supports built in that can be used by all learners” (Edyburn, 2011, p. 39)
Preparing Students
• Preparing students to be well-educated and technically competent is needed for our rapidly changing society (Gehler, 2013) (Shana, 2009)
• Using technology effectively can promote lifelong learning and support learner-centered approaches (Shana, 2009)
Questions or Comments
Please contact Laura Taddei at [email protected] if you have any questions or comments.
Resources
Edyburn, D. (2011). Harnessing the Potential of Technology to Support the Academic Success of Diverse
Students. New Directions For Higher Education, (154), 37-44.
Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24.
Gehler, J. (2013). 'New Normal' Means Meeting Needs of Students, Collaborating with Partners.
Community College Week, 25(13), 4.
Gullen, K., & Zimmerman, H. (2013). Saving Time with Technology. Educational Leadership, 70(6), 63-66.
Nicol, D. (2009). Assessment for learner self-regulation: enhancing achievement in the first year using
learning technologies. Assessment & Evaluation In Higher Education, 34(3), 335-352.
doi:10.1080/02602930802255139
Sams, A., & Bergmann, J. (2013). Flip Your Students' Learning. Educational Leadership, 70(6), 16-20.
Shana, Z. (2009). Learning with Technology: Using Discussion Forums to Augment a Traditional-Style
Class. Educational Technology & Society, 12(3), 214-228