College success


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This powerpoint is from the Cengage Team Up conference for college r

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  • 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.
  • College success

    1. 1. College Success Study Skills + Technology Skills
    2. 2. z Agenda  Why?  Clicker demo/Audience survey  Learning management systems & other university technologies  Productivity Suites & basic software  Collaboration Tools  Web-based tools & open software  Scaffolding technology use  Universal Design for learning  Making it personal to YOUR class
    3. 3. z Why?  College Expectations  Non-developmental Education Courses  Level playing fields  Equal access  Non-traditional students  Prepare students for project-based work  21st Century Skills  Employer needs  Global economy  Engage today’s learner  Support teaching & learning  Differentiation
    4. 4. z Clickers Synonyms  Audience Response Systems  Student Response Systems Purpose  Engage students  Collect demographics  Formative assessment  Solicit opinions  Exam Review  Build Confidence
    5. 5. z Channel 41  On your clicker, hit:  Go  41  Go  If your light flashes green, you should be good to go! 
    6. 6. z I currently design my courses to differentiate… A. For or cover all learning styles B. To include multiple intelligences C. For various cognitive levels of thinking (Bloom’s) D. Personal interests E. Personal learning goals F. None of the above G. All of the above
    7. 7. z I believe embedding technology into my courses A. Is the only way to teach B. Is an awesome idea & I’m ready to get started C. sounds great, but I have no idea where to start 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 @#!$%.
    8. 8. z I fear embedding technology into my course, because I’m not good enough at it to help my students. A. True B. False
    9. 9. z 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 & collaboration E. All of the above! F. don’t utilize G. don’t have access to a LMS.
    10. 10. z Bb9 Features & Basic Knowledge Basic Knowledge  Login  Basic Navigation  Digital submissions  Time/Date stamp  View Tracking  Downloads  Email  Grade Center Features  Discussion boards  Groups  Wikis & Blogs  My Scholar  Clicker registration  Digital testing  Safe Assign  Digital Classroom
    11. 11. z Build in Textbook Tools
    12. 12. z Differentiate Learning
    13. 13. z Metacognition & Blogs
    14. 14. z We cover these university technologies: A. Campus email & forwarding B. Online Registration C. Digital catalogs D. Library catalogs/searches and RefWorks E. Degree Audit Reports F. Other… G. None H. Many of these
    15. 15. z In my course, students have the opportunity to use the following programs in Microsoft Office: A. Word B. Excel C. Access D. PowerPoint E. OneNote or SharePoint F. Outlook G. None of the above H. Two or more of the above I. All of the above
    16. 16. z Term/Topic Textbook Lecture A great way to see if what you picked out as being import is also what the instructor picked out! Three-Column Notes
    17. 17. z Visual Maps Multiple Intelligences Linguistic Mathematical/ Logical musical spatial bodily kinesthetic naturalist intrapersonal interpersonal
    18. 18. z Creative PPT Projects
    19. 19. z We collaborate regularly using digital tools such as… A. Skype B. Wikis & blogs C. Google docs, groups, sites & calendar D. Dimdim E. VoiceThread F. Diigo G. LinkedIn, Ning, & other social networking sites H. Multiple digital tools I. Huh?
    20. 20. z Time Management
    21. 21. z I make my students aware of free tools such as… A. Prezi B. Open Office C. Webspiration D. Bibme E. Audacity F. Animoto G. Weebly or Wix H. PBWorks
    22. 22. z Wikipedia… A. Is NOT allowed! Period. Ever. (Its EVIL!) B. Can be a great place to start research C. Is used regularly for research D. Is not for research, but for writing E. We don’t really use it, but address the pros and cons
    23. 23. z I know where to find “how-to” info/tutorials to guide my students when they need extra help. A. True B. False
    24. 24. z Embedding Tech Tutorials
    25. 25. z YouTube &
    26. 26. z I know and understand UDL and have designed my course to include universal design principles. A. True B. False
    27. 27. z Universal Design for Learning  UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn.
    28. 28. z CAST  Center for Applied Special Technology  Learning Tools  Research
    29. 29. z How will YOUR course look?
    30. 30. z Final Note
    31. 31. z Continue the Discussion 
    32. 32. z Kellie Demmler MITI Education Chief Intellectual Property Officer  Ohio University Adjunct Professor 