We found 184 results that contain "2023-24"
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Dr. Moroski-Rigney Introduces Writing Centers and Access: A Disability Justice Speaker Series
Dr. Karen Moroski-Rigney
Bio:
I’m Karen-Elizabeth Moroski-Rigney, one of the Associate Directors of The Writing Center. I just joined Michigan State University in Fall 2019! Previously, I had been English & WGSS faculty at Penn State (University Park) where I also coordinated the Undergraduate Writing Center at Penn State Learning. Here at MSU, I’m also one of the inaugural Faculty Accessibility Fellows and a 2019-2020 CAL Leadership Fellow. I’m deeply interested in questions of accessibility and intersectionality — I want to know how the field of writing and writing center studies can continue to engage the digital and the accessible in a pedagogically and personally complex world.
I completed a master’s degree (2013) and doctorate (2017) in Critical Theory (specializing in affective neuroscience, trauma, and the writing process) at Binghamton University. After my PhD, I returned to my first love: Writing Center work. I’m very active in service work for the field of writing center studies! I am an Associate Editor for WAC Clearinghouse; I serve on the board of the International Writing Center Association (IWCA); I spent two years as the elected Secretary and an executive board member for the Mid-Atlantic Writing Center Association (MAWCA) and am the current secretary of the Michigan Writing Center Association (MiWCA); I chaired the scholarships and travel grants committee for IWCA in 2018. Further, I gave a keynote address entitled “Toward a Translingual Writing Center” at the Southeastern Writing Centre Symposium in Toronto in December 2018.
In 2019, I had several peer-reviewed articles published: a colloqium in the Spring 2019 edition of WPA Journal; an article in the Pre/Text special edition on queer rhetorics (Vol 24); a chapter included in a recent edited collection entitled the Pedagogical Potential of Story (Peter Lang, 2019). Still in the pipeline to publication is a chapter in Holly Jackson’s Sharing Spaces and Students: Employing Students in Collaborative Partnerships. My work has also been featured in WLN Blog and Slate.com.
Dr. Moroski-Rigney Introduces Writing Centers and Access: A Disability Justice Speaker Series
"Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
Bio:
I’m Karen-Elizabeth Moroski-Rigney, one of the Associate Directors of The Writing Center. I just joined Michigan State University in Fall 2019! Previously, I had been English & WGSS faculty at Penn State (University Park) where I also coordinated the Undergraduate Writing Center at Penn State Learning. Here at MSU, I’m also one of the inaugural Faculty Accessibility Fellows and a 2019-2020 CAL Leadership Fellow. I’m deeply interested in questions of accessibility and intersectionality — I want to know how the field of writing and writing center studies can continue to engage the digital and the accessible in a pedagogically and personally complex world.
I completed a master’s degree (2013) and doctorate (2017) in Critical Theory (specializing in affective neuroscience, trauma, and the writing process) at Binghamton University. After my PhD, I returned to my first love: Writing Center work. I’m very active in service work for the field of writing center studies! I am an Associate Editor for WAC Clearinghouse; I serve on the board of the International Writing Center Association (IWCA); I spent two years as the elected Secretary and an executive board member for the Mid-Atlantic Writing Center Association (MAWCA) and am the current secretary of the Michigan Writing Center Association (MiWCA); I chaired the scholarships and travel grants committee for IWCA in 2018. Further, I gave a keynote address entitled “Toward a Translingual Writing Center” at the Southeastern Writing Centre Symposium in Toronto in December 2018.
In 2019, I had several peer-reviewed articles published: a colloqium in the Spring 2019 edition of WPA Journal; an article in the Pre/Text special edition on queer rhetorics (Vol 24); a chapter included in a recent edited collection entitled the Pedagogical Potential of Story (Peter Lang, 2019). Still in the pipeline to publication is a chapter in Holly Jackson’s Sharing Spaces and Students: Employing Students in Collaborative Partnerships. My work has also been featured in WLN Blog and Slate.com.
Dr. Moroski-Rigney Introduces Writing Centers and Access: A Disability Justice Speaker Series
"Writing Centers and Access: A Disability Justice Speaker Series" brings together the fields of composition, writing center studies, and disability studies to ask (and begin the process of answering) the question: How do writing centers engage the process of disability justice? Featuring world-renown disability studies scholars, the series seeks to generate conversation and provide community to teachers of writing, to writers, to writing center professionals, and to communities both on our campuses and beyond about the ways in which disability affects writers, writing, and higher education. The series is hosted by The Writing Center at MSU through the hard work of their Accessibility Committee, under the supervision of Dr. Karen Moroski-Rigney.
Authored by:
information provided by The Writing Center at MSU
Posted on: #iteachmsu
Dr. Moroski-Rigney Introduces Writing Centers and Access: A Disability Justice Speaker Series
Dr. Karen Moroski-Rigney
Bio:
I’m Karen-Elizabeth Moroski-Ri...
Bio:
I’m Karen-Elizabeth Moroski-Ri...
Authored by:
PEDAGOGICAL DESIGN
Monday, Feb 22, 2021
Posted on: MSU Online & Remote Teaching
Intro & Set-up Zoom Webinar (0 – 7:24)
D2L
Create module and add virtual class zoom link (7:25 – 10:15)
Powerpoint presentation in Zoom Webinar (10:16 – 17:20)
How to store your recorded Webinar in D2L (17:21 – 24:07)
Powerpoint Presentation in Zoom Webinar
Intro & Set-up Zoom Webinar (0 – 7:24)
D2L
Create module and add virtual class zoom link (7:25 – 10:15)
Powerpoint presentation in Zoom Webinar (10:16 – 17:20)
How to store your recorded Webinar in D2L (17:21 – 24:07)
Posted by:
Makena Neal
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Course Content: What makes the cut
There are a variety of considerations when it comes to course content. Now, if you’re close to the start of the semester, it is likely that you have already chosen (and submitted to the Registrar Office) your textbook and/or required materials for student purchase. Please consider the following when selecting your supplemental course content (additional materials, case studies, scenarios, etc.)... and for your primary texts next term.
Diversifying voice - who is represented?
“Does your syllabus demonstrate to students that everyone has a place in your field of study? … Pedagogically, we might find it challenging to create a sense of belonging in a course when some students cannot imagine themselves as part of the community of scholarship and practice” (Marcella Addy et al., 2021, p. 52). Wow, that statement is really powerful, especially considering some recent scholarship. Schucan Bird and Pitman (2020) found, after an analysis of reading lists, that the reading lists did not represent the diverse local student body but came closer to representing the demographic profile of academic staff (dominated by white, male, and Eurocentric authors). Despite challenges across disciplines and settings, educators should make every effort to center students in their course design and make course materials a descriptive representation of the student body itself (Schucan Bird & Pitman, 2020). This shift can include showcasing the contributions of marginalized groups (Blackburn, 2017) with greater representation of perspectives, histories and approaches of scholars (Le Grange, 2016), along with adopting efforts to decolonialize teaching and learning (Phillips & Archer-Lean 2018).
Looking for ways to get started? Colleagues at Tufts University Libraries (according to this Inside Higher Ed article) have noted that diversifying your course materials to include content about and by marginalized scholars (groups whose characteristics result in the systematic denial of equal rights and opportunities within a community or society including but not limited to race, socioeconomic status, gender identity, sexual orientation) helps to “foster an environment that includes knowledge that has been systematically excluded from academia.” You might…
Considering diverse authorship of readings (ethnicity, gender, geographic location)
Inviting guest speakers who bring different perspectives
Using diverse audio and visual materials, such as films, interviews and TED talks
Incorporating readings that challenge standard approaches
Using primary research with authorship that reflects local collaborators
Offering multiple perspectives in assigned readings and letting students choose what to read or discuss at times.
Faculty members “can identify resources that highlight historically underrepresented researchers and activists in our fields,” she suggests. “We can include statements and topics in syllabi to decode our courses, structures and expectations. We can work to decolonize the power dynamics of our classrooms so what students already know and experience is also seen as a valuable contribution to the learning environment,” said Bridget Trogden (presently serving as Dean of Undergraduate Education at American University). Improving diversity and inclusion of voices in educational materials isn’t necessarily difficult, educators just need to be intentional. Fuentes et al. (2021) go beyond centering authors of mariginalized backgrounds, and recommend educators transparently acknowledge their intentional material selections. The example they provide in their article Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion is, "The following text/articles for the course have been chosen in efforts to highlight the important work of historically underrepresented and marginalized scholars in the field" (Fuentes et al., 2021, p.75).
“The proof is in the data: children are more likely to have a more productive learning experience and thrive in the classroom, throughout the school and in their communities when they see themselves represented in curriculum and library materials,” said Lessa Kanani'opua Pelayo-Lozada, President of the American Library Association. If data supports diversifying reading may boost a student’s development and well-being, WHILE ALSO increasing a sense of belonging and breaking down barriers to collegiate success… what reasons do we have not to reimagine our course materials?
Accessibility of digital content
The experts at MSU IT who manage the Digital Accessibility page recommend that educators ask the following questions before adopting digital content (adapted with permission from UC-Boulder’s Digital Accessibility Program):
Ask for Publisher Information: Contact the publisher to ask them for details about the accessibility of your particular textbook and/or digital content. This should include all known accessibility issues, any workarounds that the student can use, a named point of contact, and any guidance on how to ensure any content you create within the platform is accessible.
Review your Assessments: If you use digital online quizzes, ask the publisher for a list of quiz question types that are accessible. Review your own quiz content to ensure that none of your questions rely on drag-and-drop actions, images without alt text, or other inaccessible mechanisms.
Consult with Digital Accessibility Specialists: Contact your local Accessibility Policy Liaison for support and reach out to the MSU IT Digital Experience (DigitalX) team for help evaluating your digital content at webaccess@msu.edu or call the IT Help Desk at 517-432-6200.
Notify your Students: If the digital content (including texts, assignments, tests, or online homework systems) used in your course are not fully accessible, please notify your students in your syllabus with the following statement: “This course requires the use of [name of software or service], which is currently not accessible. Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Accommodations for persons with disabilities, with documentation from the MSU Resource Center for Persons with Disabilities, may be requested by contacting [insert Professor name or "me"] at the start of the term and/or two weeks prior to the accommodation date (test, project, etc). Requests received after this date will be honored whenever possible. For questions, contact the Resource Center for Persons with Disabilities at 517.884.7273”
For more information on Digital Accessibility check out the “Course Accessibility: Commitments, Support, and Resources” article, visit the Accessibility Evaluation Questions for Digital Content page, or contact your college/department’s Web Accessibility Policy Liaison.
Cost as a barrier to access
Buying school materials can cost a lot, creating a barrier for students and impacting their collegiate success. Taking measures to curtail expenses on mandatory learning resources is not only a stride towards rendering college more cost-effective and attainable but also promotes equity. Embedding no-cost course materials into a syllabus provides the avenue to diminish financial burdens on students, foster more inclusive access to education, and enables the repurposing, blending, and creation of course content specifically tailored to each class. According to MSU Libraries Open Educational Resources (OER) Program, OER are “teaching, learning, and research resources that are copyright-free (public domain) or have been released under an open license that permits others to reuse, revise, remix, retain, and redistribute them. Examples of OER include open textbooks, videos, images, course modules, lectures, homework assignments, quizzes, lab and classroom activities, games, simulations, and other resources contained in digital media collections from around the world.”
Diversifying Course Materials: A How-To Guide on Inside Higher Ed (previously linked) shared four additional considerations for instructors when considering their course materials.
Accessibility, affordability and adaptation
Relatability and reflection
Clarity and intentionality
Alternative perspectives
Read more about each of these four considerations at the link above and check out the resources below for more in depth from authors cited throughout this article.
Resources
Marcella Addy, Dube, Mitchell & SoRelle (2021) What Inclusive Instructors Do. Stylus Publishing. https://doi.org/10.4324/9781003448655
Schucan Bird, K. & Pitman, L. (2020) How diverse is your reading list? Exploring issues of representation and decolonisation in the UK. Higher Education, 79, 903–920. https://doi.org/10.1007/s10734-019-00446-9.
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education. https://doi.org/10.20853/30-2-709.
Blackburn, H. (2017). The status of women in STEM in higher education: a review of the literature 2007–2017. Science & Technology Libraries. https://doi.org/10.1080/0194262X.2017.1371658.
Phillips, S. R., & Archer-Lean, C. (2018). Decolonising the reading of Aboriginal and Torres Strait Islander writing: reflection as transformative practice. Higher Education Research & Development, 38(1), 24–37. https://doi.org/10.1080/07294360.2018.1539956.
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology, 48(1), 69-79. https://doi.org/10.1177/0098628320959979
Photo by Paul Hanaoka on Unsplash
Diversifying voice - who is represented?
“Does your syllabus demonstrate to students that everyone has a place in your field of study? … Pedagogically, we might find it challenging to create a sense of belonging in a course when some students cannot imagine themselves as part of the community of scholarship and practice” (Marcella Addy et al., 2021, p. 52). Wow, that statement is really powerful, especially considering some recent scholarship. Schucan Bird and Pitman (2020) found, after an analysis of reading lists, that the reading lists did not represent the diverse local student body but came closer to representing the demographic profile of academic staff (dominated by white, male, and Eurocentric authors). Despite challenges across disciplines and settings, educators should make every effort to center students in their course design and make course materials a descriptive representation of the student body itself (Schucan Bird & Pitman, 2020). This shift can include showcasing the contributions of marginalized groups (Blackburn, 2017) with greater representation of perspectives, histories and approaches of scholars (Le Grange, 2016), along with adopting efforts to decolonialize teaching and learning (Phillips & Archer-Lean 2018).
Looking for ways to get started? Colleagues at Tufts University Libraries (according to this Inside Higher Ed article) have noted that diversifying your course materials to include content about and by marginalized scholars (groups whose characteristics result in the systematic denial of equal rights and opportunities within a community or society including but not limited to race, socioeconomic status, gender identity, sexual orientation) helps to “foster an environment that includes knowledge that has been systematically excluded from academia.” You might…
Considering diverse authorship of readings (ethnicity, gender, geographic location)
Inviting guest speakers who bring different perspectives
Using diverse audio and visual materials, such as films, interviews and TED talks
Incorporating readings that challenge standard approaches
Using primary research with authorship that reflects local collaborators
Offering multiple perspectives in assigned readings and letting students choose what to read or discuss at times.
Faculty members “can identify resources that highlight historically underrepresented researchers and activists in our fields,” she suggests. “We can include statements and topics in syllabi to decode our courses, structures and expectations. We can work to decolonize the power dynamics of our classrooms so what students already know and experience is also seen as a valuable contribution to the learning environment,” said Bridget Trogden (presently serving as Dean of Undergraduate Education at American University). Improving diversity and inclusion of voices in educational materials isn’t necessarily difficult, educators just need to be intentional. Fuentes et al. (2021) go beyond centering authors of mariginalized backgrounds, and recommend educators transparently acknowledge their intentional material selections. The example they provide in their article Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion is, "The following text/articles for the course have been chosen in efforts to highlight the important work of historically underrepresented and marginalized scholars in the field" (Fuentes et al., 2021, p.75).
“The proof is in the data: children are more likely to have a more productive learning experience and thrive in the classroom, throughout the school and in their communities when they see themselves represented in curriculum and library materials,” said Lessa Kanani'opua Pelayo-Lozada, President of the American Library Association. If data supports diversifying reading may boost a student’s development and well-being, WHILE ALSO increasing a sense of belonging and breaking down barriers to collegiate success… what reasons do we have not to reimagine our course materials?
Accessibility of digital content
The experts at MSU IT who manage the Digital Accessibility page recommend that educators ask the following questions before adopting digital content (adapted with permission from UC-Boulder’s Digital Accessibility Program):
Ask for Publisher Information: Contact the publisher to ask them for details about the accessibility of your particular textbook and/or digital content. This should include all known accessibility issues, any workarounds that the student can use, a named point of contact, and any guidance on how to ensure any content you create within the platform is accessible.
Review your Assessments: If you use digital online quizzes, ask the publisher for a list of quiz question types that are accessible. Review your own quiz content to ensure that none of your questions rely on drag-and-drop actions, images without alt text, or other inaccessible mechanisms.
Consult with Digital Accessibility Specialists: Contact your local Accessibility Policy Liaison for support and reach out to the MSU IT Digital Experience (DigitalX) team for help evaluating your digital content at webaccess@msu.edu or call the IT Help Desk at 517-432-6200.
Notify your Students: If the digital content (including texts, assignments, tests, or online homework systems) used in your course are not fully accessible, please notify your students in your syllabus with the following statement: “This course requires the use of [name of software or service], which is currently not accessible. Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Accommodations for persons with disabilities, with documentation from the MSU Resource Center for Persons with Disabilities, may be requested by contacting [insert Professor name or "me"] at the start of the term and/or two weeks prior to the accommodation date (test, project, etc). Requests received after this date will be honored whenever possible. For questions, contact the Resource Center for Persons with Disabilities at 517.884.7273”
For more information on Digital Accessibility check out the “Course Accessibility: Commitments, Support, and Resources” article, visit the Accessibility Evaluation Questions for Digital Content page, or contact your college/department’s Web Accessibility Policy Liaison.
Cost as a barrier to access
Buying school materials can cost a lot, creating a barrier for students and impacting their collegiate success. Taking measures to curtail expenses on mandatory learning resources is not only a stride towards rendering college more cost-effective and attainable but also promotes equity. Embedding no-cost course materials into a syllabus provides the avenue to diminish financial burdens on students, foster more inclusive access to education, and enables the repurposing, blending, and creation of course content specifically tailored to each class. According to MSU Libraries Open Educational Resources (OER) Program, OER are “teaching, learning, and research resources that are copyright-free (public domain) or have been released under an open license that permits others to reuse, revise, remix, retain, and redistribute them. Examples of OER include open textbooks, videos, images, course modules, lectures, homework assignments, quizzes, lab and classroom activities, games, simulations, and other resources contained in digital media collections from around the world.”
Diversifying Course Materials: A How-To Guide on Inside Higher Ed (previously linked) shared four additional considerations for instructors when considering their course materials.
Accessibility, affordability and adaptation
Relatability and reflection
Clarity and intentionality
Alternative perspectives
Read more about each of these four considerations at the link above and check out the resources below for more in depth from authors cited throughout this article.
Resources
Marcella Addy, Dube, Mitchell & SoRelle (2021) What Inclusive Instructors Do. Stylus Publishing. https://doi.org/10.4324/9781003448655
Schucan Bird, K. & Pitman, L. (2020) How diverse is your reading list? Exploring issues of representation and decolonisation in the UK. Higher Education, 79, 903–920. https://doi.org/10.1007/s10734-019-00446-9.
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education. https://doi.org/10.20853/30-2-709.
Blackburn, H. (2017). The status of women in STEM in higher education: a review of the literature 2007–2017. Science & Technology Libraries. https://doi.org/10.1080/0194262X.2017.1371658.
Phillips, S. R., & Archer-Lean, C. (2018). Decolonising the reading of Aboriginal and Torres Strait Islander writing: reflection as transformative practice. Higher Education Research & Development, 38(1), 24–37. https://doi.org/10.1080/07294360.2018.1539956.
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology, 48(1), 69-79. https://doi.org/10.1177/0098628320959979
Photo by Paul Hanaoka on Unsplash
Authored by:
Makena Neal
Posted on: #iteachmsu
Course Content: What makes the cut
There are a variety of considerations when it comes to course conte...
Authored by:
PEDAGOGICAL DESIGN
Friday, Feb 2, 2024
Posted on: #iteachmsu
Welcome to My Classroom: Jessica Sender & The Anatomage Table
The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. In April, 2024 Jessica Sender, Health Sciences Librarian & Library Liaison to the School of Nursing, and Paul Cooper, Digital Scholarship Lab (DSL) Transformative Technologies Coordinator, shared on MSU's Anatomage Table.
The Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) is the only fully segmented real human 3D anatomy platform. Users can visualize anatomy exactly as they would on a fresh cadaver. The Anatomage Table is the most technologically advanced 3D anatomy visualization and virtual dissection tool for anatomy and physiology education and is being adopted by many of the world’s leading medical schools and institutions. Individual structures are reconstructed in accurate 3D, resulting in an unprecedented level of real accurate anatomy, dissectible in 3D.Jessica and Paul shared a live demonstration of the Anatomage Table's functionality and described MSU examples of ways educators have incorporated this resources pedagogically to improve learning experiences. Check out these resources and the recording from Center for Teaching and Learning Innovation’s (CTLI) Welcome to My Classroom with Jessica Sender session on 04/10/24 below.
For more information on the Anotomage Table, check out the LibGuide "Anatomage: Introduction to Anatomage at MSU Libraries" (link opens in new window)
For more information on where the data and images from the Anatomage Table come from, visit the National Library of Medicine's page on The Visible Human Project (link opens in new window)
To schedule a consultation to learn more, brainstorm applications, or talk one-on-one with Jessica or Paul, request a consultation with the Digital Scholarship Lab (link opens in new window)
The Anatomage Table (located in the Digital Scholarship Lab on 2West of the Main Library) is the only fully segmented real human 3D anatomy platform. Users can visualize anatomy exactly as they would on a fresh cadaver. The Anatomage Table is the most technologically advanced 3D anatomy visualization and virtual dissection tool for anatomy and physiology education and is being adopted by many of the world’s leading medical schools and institutions. Individual structures are reconstructed in accurate 3D, resulting in an unprecedented level of real accurate anatomy, dissectible in 3D.Jessica and Paul shared a live demonstration of the Anatomage Table's functionality and described MSU examples of ways educators have incorporated this resources pedagogically to improve learning experiences. Check out these resources and the recording from Center for Teaching and Learning Innovation’s (CTLI) Welcome to My Classroom with Jessica Sender session on 04/10/24 below.
For more information on the Anotomage Table, check out the LibGuide "Anatomage: Introduction to Anatomage at MSU Libraries" (link opens in new window)
For more information on where the data and images from the Anatomage Table come from, visit the National Library of Medicine's page on The Visible Human Project (link opens in new window)
To schedule a consultation to learn more, brainstorm applications, or talk one-on-one with Jessica or Paul, request a consultation with the Digital Scholarship Lab (link opens in new window)
Authored by:
Jessica Sender & Paul Cooper
Posted on: MSU Online & Remote Teaching
Setting up a Zoom Webinar
The ZOOM Meeting and Webinar platforms offer similar features and functionality but have some key differences. Webinars are designed so that the host and any designated panelists can share their video, audio and screen. Webinars allow view-only attendees. They have the ability to interact via Q&A, chat, and answering polling questions. The host can also unmute the attendees.
Meetings versus webinars
Meeting
Webinar
Description
Zoom meetings are ideal for hosting more interactive sessions where you’ll want to have lots of audience participation or break your session into smaller groups.
Think of webinars like a virtual lecture hall or auditorium. Webinars are ideal for large audiences or events that are open to the public. Typically, webinar attendees do not interact with one another. Though Zoom provides options for you to get more social with your attendees, your average webinar has one or a few people speaking to an audience.
Best used for
Small to large groups (2+ participants) for:
Customer-facing meetings
Sales meetings
Training sessions
Large events and public broadcasts (50+ attendees) such as:
Town halls
Quarterly updates
Educational lectures
Typically used by
General employees
Training groups
Event hosts
SVPs and C-Suite
Cost
Free and Paid subscription options available.
Paid Add-on, available to Pro or higher subscriptions.
Intro & Set-up Zoom Webinar (0 – 7:24)
D2L
Create module and add virtual class zoom link (7:25 – 10:15)
Powerpoint presentation in Zoom Webinar (10:16 – 17:20)
How to store your recorded Webinar in D2L (17:21 – 24:07)
Meetings versus webinars
Meeting
Webinar
Description
Zoom meetings are ideal for hosting more interactive sessions where you’ll want to have lots of audience participation or break your session into smaller groups.
Think of webinars like a virtual lecture hall or auditorium. Webinars are ideal for large audiences or events that are open to the public. Typically, webinar attendees do not interact with one another. Though Zoom provides options for you to get more social with your attendees, your average webinar has one or a few people speaking to an audience.
Best used for
Small to large groups (2+ participants) for:
Customer-facing meetings
Sales meetings
Training sessions
Large events and public broadcasts (50+ attendees) such as:
Town halls
Quarterly updates
Educational lectures
Typically used by
General employees
Training groups
Event hosts
SVPs and C-Suite
Cost
Free and Paid subscription options available.
Paid Add-on, available to Pro or higher subscriptions.
Intro & Set-up Zoom Webinar (0 – 7:24)
D2L
Create module and add virtual class zoom link (7:25 – 10:15)
Powerpoint presentation in Zoom Webinar (10:16 – 17:20)
How to store your recorded Webinar in D2L (17:21 – 24:07)
Posted by:
Makena Neal
Posted on: Spring Conference on Teaching & Learning
PEDAGOGICAL DESIGN
Relevance of computation in introductory physics courses for life science majors
Title: Relevance of computation in introductory physics courses for life science majorsPresenter: Nick IvanovDate: May 11th, 2023Time: 11:30 am - 12:30 pm Format: Paper PresentationClick here to registerDescription:A large majority of undergraduate students taking introductory physics are life science majors. Most of these students have little to no experience with computational modelling. Yet computational modelling is increasingly viewed as an important part of physics education and its use in physics courses has been growing. In this exploratory study, we investigate how students, particularly life science majors, perceive the relevance of computational modelling in an introductory physics course for life science (IPLS) at Michigan State University. The class integrates computational modelling activities with the use of VPython in Glowscript. Using Bronfenbrenner’s ecological systems theory as a framework for relevance, we investigate the impact of such a curriculum on students’ sense of relevance towards physics and computational modelling.
Authored by:
Nick Ivanov
Posted on: Spring Conference on Teaching & Learning
Relevance of computation in introductory physics courses for life science majors
Title: Relevance of computation in introductory physics courses for...
Authored by:
PEDAGOGICAL DESIGN
Monday, May 1, 2023
Posted on: Spring Conference on Teaching & Learning
PEDAGOGICAL DESIGN
Using H5P to Help Students Learn!
Title: Using H5P to Help Students Learn!Presenters: Kris DeAngelo, Rashad MuhammadFormat: WorkshopDate: May 11th, 2023Time: 2:45pm - 3:45pmClick here to registerDescription:This workshop will be an experiential (hands-on) demo/practice with H5P. If we can have people register and get them access to the add-on we can demo some of the types of activities and people might feel more comfortable walking through how to design them with someone to talk about options etc. It would give those instructors who are tech curious but maybe not tech confident a scaffolded experience before turning them loose without someone there to do Q/A. I would imagine that this would be best if those instructors who attend this session would have access to their instructional content (maybe flashcard definitions, a reading passage that would be used to pull out important/salient info, things that might work in a matching exercise) so that they have something to work on. I am happy to do in person or virtual... It might work better in-person if participants do not have dual monitors.
Authored by:
Kris DeAngelo
Posted on: Spring Conference on Teaching & Learning
Using H5P to Help Students Learn!
Title: Using H5P to Help Students Learn!Presenters: Kris DeAngelo, ...
Authored by:
PEDAGOGICAL DESIGN
Friday, Apr 28, 2023
Posted on: #iteachmsu
September's collaborative tools training opportunities
Check out the September training courses available at no cost to all MSU students, faculty, and staff. Visit SpartansLearn for more information and to register.
FEATURED TRAINING OF THE MONTH
Outlook – Calendar Basics
September 26, 1:00 p.m.
Outlook is not just for emails! In this exciting course, learn how to streamline your workflow and schedule using the Outlook calendar. Set up an Out of Office email, share your calendar with colleagues, and schedule meetings with multiple people without breaking a sweat using the Scheduling Assistant and Polls tools. Outlook - Calendar Basics is anything but basic!
What participants are saying...
“I enjoy the demonstrations and activity time, and the laughs make it even better.”
SEPTEMBER TRAININGS
To register for the following virtual instructor-led training courses go to SpartansLearn.
OneDrive – Getting Started
September 6, 1:30 p.m.
Access, share, and collaborate on all your files from anywhere. This course will introduce the essential functions of OneDrive, the go-to app for storing data and synchronizing it across other Microsoft applications. Learn how to ensure that work is saved, backed up, and available wherever and whenever access is needed.
SharePoint for End Users
September 12, 9:30 a.m.
Join our live training to unlock the power of SharePoint! Discover its amazing features, effortlessly navigate the platform, create dynamic lists, and master the functionality of document libraries. Get ready for an engaging and hands-on learning experience.
Zoom – Getting Started
September 16, 10:00 a.m.
Engage new audiences, elevate customer experiences, and get more done together with an all-in-one communication platform. Our trainers will help you explore how Zoom seamlessly brings together remote teams for work that goes wherever you do. This course will cover the basics of Zoom Meetings to include settings prior to a meeting, starting a meeting, and managing meetings.
Zoom – Meetings
September 18, 1:00 p.m.
Unlock the full potential of Zoom and revolutionize your virtual meetings. Dive into the heart of collaboration as you learn to effortlessly orchestrate breakout rooms, harness the power of seamless recording and reporting, spice up engagement with advanced polls and quizzes, and discover the art of content sharing.
Microsoft Forms – Creating Forms and Surveys
September 19, 9:30 a.m.
Forms can help survey classmates, students, coworkers, or any group where feedback is needed. Learn how to create forms and surveys, format, branch, collect data, and share with others.
Microsoft OneNote – Getting Started
September 24, 10:00 a.m.
Learn how to seamlessly access information across countless devices and collaborate effortlessly with a legion of users. Don't miss out on this opportunity to learn how this tool can supercharge your productivity.
OneDrive – Working with OneDrive
September 27, 1:30 p.m.
Expanding on the basics of OneDrive, learn more about this great storage tool. Discover navigation strategies, explore the desktop app settings and options, manage accessibility of files and folders, and more.
Can’t attend a live course? Watch on-demand anytime at SpartansLearn.
Weekly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn.
All participants are invited to share anonymous feedback about their course through our End of Course Survey. Your feedback is incredibly valuable to help shape and inform our future offerings. Congratulations, Tyler Donelson, our quarter 2 drawing winner for completing an End of Course Survey!
For any other questions about technology training, please contact train@msu.edu.
FEATURED TRAINING OF THE MONTH
Outlook – Calendar Basics
September 26, 1:00 p.m.
Outlook is not just for emails! In this exciting course, learn how to streamline your workflow and schedule using the Outlook calendar. Set up an Out of Office email, share your calendar with colleagues, and schedule meetings with multiple people without breaking a sweat using the Scheduling Assistant and Polls tools. Outlook - Calendar Basics is anything but basic!
What participants are saying...
“I enjoy the demonstrations and activity time, and the laughs make it even better.”
SEPTEMBER TRAININGS
To register for the following virtual instructor-led training courses go to SpartansLearn.
OneDrive – Getting Started
September 6, 1:30 p.m.
Access, share, and collaborate on all your files from anywhere. This course will introduce the essential functions of OneDrive, the go-to app for storing data and synchronizing it across other Microsoft applications. Learn how to ensure that work is saved, backed up, and available wherever and whenever access is needed.
SharePoint for End Users
September 12, 9:30 a.m.
Join our live training to unlock the power of SharePoint! Discover its amazing features, effortlessly navigate the platform, create dynamic lists, and master the functionality of document libraries. Get ready for an engaging and hands-on learning experience.
Zoom – Getting Started
September 16, 10:00 a.m.
Engage new audiences, elevate customer experiences, and get more done together with an all-in-one communication platform. Our trainers will help you explore how Zoom seamlessly brings together remote teams for work that goes wherever you do. This course will cover the basics of Zoom Meetings to include settings prior to a meeting, starting a meeting, and managing meetings.
Zoom – Meetings
September 18, 1:00 p.m.
Unlock the full potential of Zoom and revolutionize your virtual meetings. Dive into the heart of collaboration as you learn to effortlessly orchestrate breakout rooms, harness the power of seamless recording and reporting, spice up engagement with advanced polls and quizzes, and discover the art of content sharing.
Microsoft Forms – Creating Forms and Surveys
September 19, 9:30 a.m.
Forms can help survey classmates, students, coworkers, or any group where feedback is needed. Learn how to create forms and surveys, format, branch, collect data, and share with others.
Microsoft OneNote – Getting Started
September 24, 10:00 a.m.
Learn how to seamlessly access information across countless devices and collaborate effortlessly with a legion of users. Don't miss out on this opportunity to learn how this tool can supercharge your productivity.
OneDrive – Working with OneDrive
September 27, 1:30 p.m.
Expanding on the basics of OneDrive, learn more about this great storage tool. Discover navigation strategies, explore the desktop app settings and options, manage accessibility of files and folders, and more.
Can’t attend a live course? Watch on-demand anytime at SpartansLearn.
Weekly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn.
All participants are invited to share anonymous feedback about their course through our End of Course Survey. Your feedback is incredibly valuable to help shape and inform our future offerings. Congratulations, Tyler Donelson, our quarter 2 drawing winner for completing an End of Course Survey!
For any other questions about technology training, please contact train@msu.edu.
Posted by:
Caitlin Clover