We found 184 results that contain "2023-24"

Title: Rhonda Todoroff KesslingDepartment: Instructional Technology and DevelopmentBio: For years, I have mentored and supported faculty in the design and facilitation of innovative Online/hybrid instruction. With 27+ years teaching experience, and decades of scholarship, my passion for multi-modal education fuels my work


Interests - For years, I have mentored and supported faculty in the design and facilitation of innovative Online/hybrid instruction. With 27+ years teaching experience, and decades of scholarship, my passion for multi-modal education fuels my work.




Research / Teaching Interests - 
Instructional Designer/Teacher/LecturerA.B.D. Case Western Reserve UniversityM.S. Virginia TechM.S. Michigan State UniversityB.A. Wayne State UniversityFulbright, American School of Classical Studies, Athens, GreeceQM Master Reviewer

Title: Educator Developer - Academic Specialist Department: Center for Teaching and Learning Innovation (CTLI)
Bio: Dr. Ellie Louson (she/her) is a Learning Designer and Academic Specialist at MSU’s Center for Teaching and Learning Innovation. She leads the Spartan Studios project where she works with faculty members to design interdisciplinary, experiential courses with community partnerships. She is also the co-Faculty Mentor for the CTLI grad fellowship, and is an experienced facilitator for MSU educators and academic units.
Ellie earned her bachelor’s degrees from Bishop’s University, her master’s degree in the History and Philosophy of Science from the University of Toronto, and her Ph.D. in Science & Technology Studies at York University. She is part of the teaching faculty at Lyman Briggs College, MSU, where she teaches courses in the History, Philosophy, and Sociology of Science. Her research interests include wildlife films’ representation of animal behavior and interdisciplinary, experiential teaching and learning. Her teaching, research, and learning design backgrounds have taught her the value of interdisciplinarity, storytelling, and engagement for higher education.
Ellie is originally from the Montreal area and plays in a rock band.
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Classroom Response Systems & Pedagogies
Experiential Learning (Spartan Studios)
Facilitating Class Discussions
Syllabus Best Practices
Self-Assessment, Reflection, and Inner Feedback 
Teaching Center Fellows

ChatGPT FAQ for MSU Educators
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.

What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?

Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue. 
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education. 
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students. 
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.

Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators

Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus. 
MSU policies and resources related to academic integrity:

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity

Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools,  what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:

Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School

Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)

Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist

EDLI (Enhanced Digital Learning Initiative) and Broad College

Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023

OSSA (Office of Student Support & Accountability) and MSU Policy

When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability

Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity



Spartan Newsroom and MSU Today

Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement

Additional Resources:

Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington

Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023

AT&T, the nationwide telecommunication giant, continues its generous support of Michigan State University faculty and staff with the 2020 AT&T Awards.Established as grants in 2005, AT&T Awards recognize faculty and staff who have utilized technology in exciting new ways to improve their classrooms. With courses ranging from computer science to business, all fields of study at MSU are eligible. Each year, educators are asked to present how they use technology to enhance the learning experiences they deliver to their students. The AT&T Awards are an excellent opportunity to recognize innovation in instructional technology, as well as the educators and staff responsible for utilizing them.
 
This year, the AT&T Awards will recognize winners in three different categories: Online, Hybrid and Best Technology-Enabled Innovation. The Online category is open to instructors who use technology to enhance effective teaching practices in an online course. The Hybrid category is for instructors who replace 50% seat time with online experiences in hybrid classes. The third and final category, Best Technology-Enabled Innovation, is for those who enhance in-person courses with technology or "flip" their courses. Flipped courses are those in which much of the lecture and content work is done by the students outside of the classroom, leaving more time for active instruction.
 
All submissions will be collected by Feb. 24 and winners will be announced in March.
In April, MSU IT will host an awards luncheon featuring special guest speakers to recognize the first-place winners and honorable mentions from each of the categories. Previous winners have utilized a variety of concepts, including digital syllabi, hands-on learning for newcomers, hardware and programming and using video conference calls that help improve classroom engagement.
 
MSU IT is proud to partner with AT&T to help support MSU faculty and teaching staff. We thank all of our educators for their continued dedication to academic excellence. Their commitment and innovative spirit help build a generation of global, future-ready Spartans.
 
For more information, be sure to check out https://att-awards.msu.edu/

Many course readings are already provided at MSU as digital content or in books that students have purchased. If you have any materials that are only available as physical hard copies and which students do not already own, please contact the library in order to develop a digital strategy. 
 
There is a central page for services for online and off campus students and faculty. Services include mailing library books directly to you or your students, troubleshooting Libraries e-resources and databases, and help creating stable links to those resources.   
 
Subject specialist librarians are happy to help find library resources for your classes and to get those materials linked in D2L for your students. One of the easiest ways to provide this assistance is for you to make your subject specialist librarian an editor in your course. To find your subject librarian, please see our list at https://lib.msu.edu/contact/subjectlibrarian. Librarians are also happy to discuss any other ways that they can support your teaching and learning needs. 
 
Their Course Materials program can help if you have materials that need to be transitioned from print to digital. Please use the form at https://forms.gle/7GxNYeKsqTNxNRVR8 to facilitate the scanning of current materials on print reserves.
 
Interlibrary loan access will continue to be provided. The Library will provide desktop delivery and mail materials to you if needed, plus they have reference services available for students and faculty via chat, 24/7: https://lib.msu.edu/contact/askalib/. 
 
For more detailed information on the library please visit https://lib.msu.edu/covid19message/. As of March 16, all libraries in the State of Michigan have been closed, including MSU's. Materials in most of our locations can be paged by using the "Get It Now" button in the catalog. We will mail materials that can be paged to faculty, staff and students as needed. Many virtual services and resources remain available.
 
We encourage you to visit the MSU Libraries website and visit their Online and Distance Learning Resource page.

COMMUNICATE OFTEN
Online students crave information. Geographic and temporal distance make online teaching much more diffused than face-to-face teaching. The only way to manage that is to establish clear communication channels - you-to-students, students-to-you, and students-to-students - and to foster healthy and efficient communication norms.
ESTABLISH AND MAINTAIN ROUTINES
Online students crave direction. A clear and modular course structure, a clear course calendar, a clear cadence of course events, and a clear weekly routine will provide that for students. It is essential not just that you establish these routines, but that you also adhere to them strictly and clearly communicate any change to them.
BE PRESENT
Online students crave interaction. Ensure that part of the routine you establish involves you being available to your students. Offer online office hours at times that work for your students, respond to discussion posts, provide weekly updates
BE HUMAN
Online students crave connectivity. To the degree that you are comfortable with it, let your students see you in your natural element. Let them see your face. Empathize with their feelings of disconnection.
NURTURE COLLABORATION AND KINDNESS
Online students crave community. Establish norms that encourage students to interact with each other, comment on each other's work, and respond to each other's questions. Clearly indicate the ethical standards of the course, and hold students to a standard of etiquette.
MAKE USE OF GROUP AND INDIVIDUAL PROJECTS
Online students crave choice. Find ways to let students learn and demonstrate their learning in both group and individual settings.
PROVIDE AND SEEK FEEDBACK
Online students crave clarity. Find a way to provide them with feedback and data on what they are doing well and where there is room for improvement. In smaller classes this may be 1-1, in large classes this may be you highlighting common struggles and successes.
BE FLEXIBLE
Students crave customization. While routine is essential, so is responding to the unique needs and demands of each course. Be prepared for some trial and error, and seek feedback from your students about what is working for them and what is not.
MANAGE YOUR TIME
Online students crave you. Teaching online requires much more writing, and it lends itself to much more email. Both can occupy your time rabidly. Add to that that students engage in online courses at all hours, and teaching online can easily feel like a 24-hour job. Block off time in your calendar to focus on your online class. Establish with your students your hours of availability, your response rate to messages, and a process of self-help and peer-help students can use to solve some problems independently.

Explore a list of FREE online courses on a range of topics below:American Sign Language I – Oklahoma School for the DeafAmerican Sign Language II – Oklahoma School for the DeafIntroduction to Computer Science and Programming Using Python – MITxMachine Learning with Python: From Linear Models to Deep Learning – MITxSupply Chain Analytics – MITxUnderstanding the World Through Data – MITxBecoming an Entrepreneur - MITXFoundations of Modern Finance I - MITxIntroduction to Biology: The Secret to Life - MITxProbability: The Science of Uncertainty and Data - MITx

MSU IT is offering all MSU Educators the opportunity to attend the 2021 OLC Accelerate conference and will cover the registration fee.
No cost registrations are available to attend this year’s virtual conference held from September 20 through September 24, 2021. Registration will also give you access to live broadcasts of the on-site conference held from October 5 through October 8, 2021.
Educators interested in attending the conference may do so for free by requesting to register via the OLC Accelerate registration form. Please be sure to use your MSU email address when regeistering for the conference. That is how the system will recognize that your registration fees are covered by MSU IT.
OLC Accelerate is one of the nation’s leading conferences for online, blended, and digital learning. This conference will offer seminars and workshops across multiple topics involving education and technology. Please visit the OLC Accelerate program schedule for more information.
Even if you can only attend certain sessions of the conference, or none at all, please consider registering as an attendee. Recordings of each session will be available to all registered attendees for up to one year.
The deadline for requests to attend the conference is September 17, 2021. For more information about OLC Accelerate, please visit the official OLC Accelerate website for a variety of information and details.
If you have any questions or concerns, please reach out to Nick Noel at lepeschk@msu.edu.