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 Ltaddei@mc3.edu 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