Less Printing or Greater Access to Resources

1. Less Printing or Greater Access to Resources Dr. Laura Taddei Center for Faculty Development

2. 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 Learning Outcomes

3. 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. Pay for Printing Policy

4. When should it be done? • When would it interfere with learning? • Could it promote better study habits and workplace skills? Questions regarding new policy:

5. 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

6. 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/ Suggestions to Reduce Printing Continued

7. 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? Other Suggestions

8. 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? Electronic editing

9. 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? Saving Time with Technology

10. 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? Class time

11. 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) Flipped Learning

12. 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? Examples of Using Technology

13. 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) Benefits

14. “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) Meeting Needs of Diverse Learners

15. 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) Preparing Students

16. Please contact Laura Taddei at Ltaddei@mc3.edu if you have any questions or comments. Questions or Comments

17. 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 Resources