In today’s world, study skills alone don’t equal student success. Students must be prepared to navigate course management systems; be productive in office suites; digitally collaborate; conduct research online; and create innovative projects. Success courses typically focus on helping students build study skills. Unfortunately, they often ignore modern technologies. Therefore, our goal today is to look at how we can embed technology proficiency into success courses to provide students with additional success skills.
Research at The Ohio State University physics department showed the use of clickers brought female scores in line with men’s and increased test scores across the board.
When we think about constructivisim and exploratory learning, this is the perfect way to implement! Also consider letting students demo technologies to build their confidence & presentation skills
Wikis – collaborative writing. Teaches group work etiquette. Emotional Intelligence – how does it feel when someone edits your work. Also great for peer reviews. Communication. Blogs – great way to add that metacognitive piece to your class. Podcasts – educause research shows 5 min. mini lectures are highly effective at reinforcing key points. Digital testing – do students know how to respond to different types of test questions, the pros and cons of digital tests, practicing test-taking strategies (#6, 8,9, 11, 12 Safe Assign – great for your lectures on documenting sources / plagiarism
Word – Cornell notes, 2 & 3 column notes, research papers, gap analysis, create flyers for student organizations, business cards for networking PowerPoint – reinforce material from readings, class presentations, online jigsaw, creative projects for literature/personalize learning (multi-genre projects, literature ladders (thinking like a teacher/Bloom’s Taxonomy – Essential study skills Linda Wong) Excel – track grades if instructor doesn’t use a digital grade book Access – database of great sites to use for technology/major SharePoint – study groups/collaborative work
Reinforcing the importance of reading the text – especially BEFORE class! Looking at being able to distinguish importance in readings. Learning about how to read their teachers Created a study guide Learned a new skill in Word – change orientation; create & format a table
Especially great if you have a course reader. Can be used to extend vocabulary, look for details, practice thinking like a teacher.
Google docs – created online assessments with Google forms – embedded into BB9 & had a spreadsheet of all student results for sorting, differentiating assignments, creating groups, etc.
A great way to start research – get ideas, narrow or broaden topics, key terms to use in searches, bibliography Also a great way to practice research writing & documenting sources.
Study Skills +
Clicker demo/Audience survey
Learning management systems & other
Productivity Suites & basic software
Web-based tools & open software
Scaffolding technology use
Universal Design for learning
Making it personal to YOUR class
Non-developmental Education Courses
Level playing fields
Prepare students for project-based work
21st Century Skills
Engage today’s learner
Support teaching & learning
On your clicker, hit:
If your light flashes green, you should be
good to go!
I currently design my courses
A. For or cover all learning styles
B. To include multiple intelligences
C. For various cognitive levels of thinking
D. Personal interests
E. Personal learning goals
F. None of the above
G. All of the above
I believe embedding
technology into my courses
A. Is the only way to teach
B. Is an awesome idea & I’m ready to get
C. sounds great, but I have no idea where to
D. Is probably pointless, but I’m trying to keep
an open mind
E. Is ridiculous. I’m here because I am being
forced to sit here and listen to this @#!$%.
I fear embedding technology into
my course, because I’m not good
enough at it to help my students.
If you have a LMS, do you use your
learning management system
A. as a repository
B. For digital submissions
C. to host online courses
D. to extend student discussion &
E. All of the above!
F. don’t utilize
G. don’t have access to a LMS.
Bb9 Features & Basic
Wikis & Blogs
We cover these university
A. Campus email & forwarding
B. Online Registration
C. Digital catalogs
D. Library catalogs/searches and RefWorks
E. Degree Audit Reports
H. Many of these
In my course, students have the
opportunity to use the following
programs in Microsoft Office:
E. OneNote or SharePoint
G. None of the above
H. Two or more of the
I. All of the above
Term/Topic Textbook Lecture
A great way to see if what you picked out as
being import is also what the instructor picked out!
We collaborate regularly using
digital tools such as…
B. Wikis & blogs
C. Google docs, groups, sites
G. LinkedIn, Ning, & other
social networking sites
H. Multiple digital tools
I make my students aware of
free tools such as…
B. Open Office
G. Weebly or Wix
A. Is NOT allowed! Period.
Ever. (Its EVIL!)
B. Can be a great place to
C. Is used regularly for
D. Is not for research, but for
E. We don’t really use it, but
address the pros and cons
I know where to find “how-to”
info/tutorials to guide my students
when they need extra help.