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Posted on: #iteachmsu
NAVIGATING CONTEXT
Q & A with Garth Sabo & Stokes Schwartz: MSU Learning Community and #iteachmsu Group co-facilitators
This week, we wanted to highlight Stokes Schwartz and Garth Sabo, both educators with the MSU Center for Integrative Studies in the Arts and Humanities. Stokes and Garth are also the co-facilitators of the “Reading Group for Student Engagement and Success” Learning Community this academic year! According to the Office for Faculty and Academic Staff Development (formerly AAN), this Learning Community is: A Zoom based reading group that pairs theory and praxis of student engagement techniques to drive greater student success in general education and prerequisite courses at the university. Bimonthly meetings (twice a month) consist of reading and discussing 2-3 recent articles and sharing best practices for applying methods in courses across the university. These two also use a group on the #iteachmsu Commons to share information about upcoming meetings, attach reading files, and continue to engage in asynchronous dialogue outside their meeting times!
Read more about these Learning Community co-facilitators’ perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
Q & A with Garth Sabo & Stokes Schwartz
You are facilitators of a Learning Community (LC) and decided to have a group on iteach.msu.edu for that LC. What about the #iteachmsu Commons appealed to you for this group?
Sabo: A major component of the LC structure at MSU focuses on providing some element of public dissemination of the work we do together, and Stokes and I both appreciated that #iteachmsu would allow us to make our group activities visible to the wider MSU community. We both felt a strong need for some type of digital meeting space/repository for things like meeting notes, agendas, etc., and we found that iteach.msu.edu offered a suite of those tools that were fairly easy to wrap our heads around and adopt as practice.
Schwartz: Having a central place for learning community members (and interested parties) to check-in, share our thoughts, relevant documents, and planned talking points for meetings/discussions as well as any follow-up observations in the days following a meeting. Personally, I have found iteach.msu.edu relatively easy to use.
Sabo: Our LC meets digitally, and we also thought that it would be nice to structure things in a way that leaned into benefits of that structure rather than simply trying to imagine ourselves as an in-person community that only meets via Zoom, so we’ve also tried to use iteach.msu.edu as a platform for ongoing and supplemental conversations to the discussions that come up during our scheduled meetings.
Tell me more about your LC and what activity in your #iteachmsu Group looks like? (This can include, but not limited to goals, topics, general overview of membership, the kinds of things being shared in your group.)
Sabo: Our learning community is titled “Reading Group for Student Engagement and Success,” and the only thing I don’t like about it is the name. Stokes and I are both faculty in the Center for Integrative Studies in the Arts and Humanities, and part of the impetus for the group was a desire to dig deeper into pedagogy research that might help us crack the egg of engaging students in a required course. We wanted to find a format that allowed us to have pedagogy conversations that were data-driven and practical in focus, so that our community members could feel like our conversations were driving towards concrete actions.
Our Zoom meetings focus on talking through a few pre-designated texts that the entire group reads. We’ve been fortunate that our current roster has also agreed to take turns as interlocutors, with one person briefly presenting on some additional text(s) that add additional context to the material we all consumed
Schwartz: Typically, Garth and I plan 8-10 multipart discussion questions for our meetings on fostering student engagement and success, which we share via iteach.msu.edu a few days ahead of time. Team community members have also shared information and related ideas via our iTeach group. We are also in the process of compiling a playlist.
Sabo: Our iteach activity tends to be kind of evenly split between looking back at what we’ve already done with logistical stuff (like meeting agendas, Zoom links, etc.) and what we might do (like additional discussions or resources that members post or comment on in the Feed). Our current membership is a great mix of folks across the College of Arts and Letters in a range of roles, which has enriched our conversation in ways that I couldn’t have anticipated. We’re certainly open in having more folks join us if interested!
Schwartz: We have had four meetings so far and have our fifth coming up on December 3, 2021 from 10-11:30 EST and all are welcome! Please note, if you're interested in joining the 12/3/21 meeting, please reach out to either co-facilitator via email or on iteach.msu.edu, as the readings we'll be discussing are from a hardcopy book we've procured!
What has been a highlight of this semester for your LC and what are you looking forward to next semester?
Sabo: I love talking about teaching with people who love teaching, and I really feel like that has been the tone of our conversations all semester. I’ve been very appreciative of the fact that our group has been able to talk about the challenges of teaching while still being productive and hopeful about what good teaching can do for our students and the world. One thing that has certainly helped that has been the spirit of collaboration that’s breathed through this group since its beginning. Stokes and I have had a good rapport even since the planning stages of this community, and that has continued as we’ve gone from the process of proposing the group to actually planning its meetings. As you might be able to tell from how long my answers to these questions are, I tend to be wordy and big-picture in my focus, and Stokes does a great job of bringing things back around to ask, “Okay, but what would that actually look like?” in a way that has helped our conversations find a great balance between macro and micro issues of engagement and student success. Our members have been great about thinking and sharing proactively as well.
Schwartz: The highlight? Two actually. First, working with my co-facilitator Garth. We seem to have established an effective working relationship and bat our ideas-plans back and forth until they take solid shape. It has been fun sharing our ideas, developing our respective parts, coming back to the figurative table for another round of mashup, and then seeing what the final results are before the day of an actual meeting. Second, the knowledge and personalities of our learning community members, all of whom bring interesting experience and perspectives to our meetings. Thus far, I have really enjoyed the experience. It has been like grad school in the best way possible (without the egos and constant stress).
Sabo: Just to peek behind the curtain a little bit, next semester we’re pivoting slightly to frame our conversations with the goal of producing tangible results of our collaboration, whether that be conference presentations, publications, or something else entirely. I’d love to see a step on that road being a bigger focus on producing material that we might share to the wider iteach community via the Articles feature.
Schwartz: Looking ahead, I am excited to continue working with our community in the new year and possibly develop a panel or presentation on concrete things we might do to engage our students in the general education or lower division prerequisite "classroom" (F2F or online) more effectively. Beyond that, I am already mulling over ideas for proposing another similar learning community for the 2022-2023 AY. The cross-pollination possibilities offered/brought about by learning communities like these is fantastic and a good way to break out of our various silos here at MSU.
If you are interested in learning more about this year’s Learning Communities at MSU you can see the full list here. If reading this story peaked your interest in #iteachmsu Groups, you can view all the current groups here. Looking for a group on a particular topic or practice, but don’t see one - start it! Any MSU user can create a group, just login to iteach.msu.edu with your MSU netID to get started. Easy to follow instructions for starting a group are here.
Read more about these Learning Community co-facilitators’ perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
Q & A with Garth Sabo & Stokes Schwartz
You are facilitators of a Learning Community (LC) and decided to have a group on iteach.msu.edu for that LC. What about the #iteachmsu Commons appealed to you for this group?
Sabo: A major component of the LC structure at MSU focuses on providing some element of public dissemination of the work we do together, and Stokes and I both appreciated that #iteachmsu would allow us to make our group activities visible to the wider MSU community. We both felt a strong need for some type of digital meeting space/repository for things like meeting notes, agendas, etc., and we found that iteach.msu.edu offered a suite of those tools that were fairly easy to wrap our heads around and adopt as practice.
Schwartz: Having a central place for learning community members (and interested parties) to check-in, share our thoughts, relevant documents, and planned talking points for meetings/discussions as well as any follow-up observations in the days following a meeting. Personally, I have found iteach.msu.edu relatively easy to use.
Sabo: Our LC meets digitally, and we also thought that it would be nice to structure things in a way that leaned into benefits of that structure rather than simply trying to imagine ourselves as an in-person community that only meets via Zoom, so we’ve also tried to use iteach.msu.edu as a platform for ongoing and supplemental conversations to the discussions that come up during our scheduled meetings.
Tell me more about your LC and what activity in your #iteachmsu Group looks like? (This can include, but not limited to goals, topics, general overview of membership, the kinds of things being shared in your group.)
Sabo: Our learning community is titled “Reading Group for Student Engagement and Success,” and the only thing I don’t like about it is the name. Stokes and I are both faculty in the Center for Integrative Studies in the Arts and Humanities, and part of the impetus for the group was a desire to dig deeper into pedagogy research that might help us crack the egg of engaging students in a required course. We wanted to find a format that allowed us to have pedagogy conversations that were data-driven and practical in focus, so that our community members could feel like our conversations were driving towards concrete actions.
Our Zoom meetings focus on talking through a few pre-designated texts that the entire group reads. We’ve been fortunate that our current roster has also agreed to take turns as interlocutors, with one person briefly presenting on some additional text(s) that add additional context to the material we all consumed
Schwartz: Typically, Garth and I plan 8-10 multipart discussion questions for our meetings on fostering student engagement and success, which we share via iteach.msu.edu a few days ahead of time. Team community members have also shared information and related ideas via our iTeach group. We are also in the process of compiling a playlist.
Sabo: Our iteach activity tends to be kind of evenly split between looking back at what we’ve already done with logistical stuff (like meeting agendas, Zoom links, etc.) and what we might do (like additional discussions or resources that members post or comment on in the Feed). Our current membership is a great mix of folks across the College of Arts and Letters in a range of roles, which has enriched our conversation in ways that I couldn’t have anticipated. We’re certainly open in having more folks join us if interested!
Schwartz: We have had four meetings so far and have our fifth coming up on December 3, 2021 from 10-11:30 EST and all are welcome! Please note, if you're interested in joining the 12/3/21 meeting, please reach out to either co-facilitator via email or on iteach.msu.edu, as the readings we'll be discussing are from a hardcopy book we've procured!
What has been a highlight of this semester for your LC and what are you looking forward to next semester?
Sabo: I love talking about teaching with people who love teaching, and I really feel like that has been the tone of our conversations all semester. I’ve been very appreciative of the fact that our group has been able to talk about the challenges of teaching while still being productive and hopeful about what good teaching can do for our students and the world. One thing that has certainly helped that has been the spirit of collaboration that’s breathed through this group since its beginning. Stokes and I have had a good rapport even since the planning stages of this community, and that has continued as we’ve gone from the process of proposing the group to actually planning its meetings. As you might be able to tell from how long my answers to these questions are, I tend to be wordy and big-picture in my focus, and Stokes does a great job of bringing things back around to ask, “Okay, but what would that actually look like?” in a way that has helped our conversations find a great balance between macro and micro issues of engagement and student success. Our members have been great about thinking and sharing proactively as well.
Schwartz: The highlight? Two actually. First, working with my co-facilitator Garth. We seem to have established an effective working relationship and bat our ideas-plans back and forth until they take solid shape. It has been fun sharing our ideas, developing our respective parts, coming back to the figurative table for another round of mashup, and then seeing what the final results are before the day of an actual meeting. Second, the knowledge and personalities of our learning community members, all of whom bring interesting experience and perspectives to our meetings. Thus far, I have really enjoyed the experience. It has been like grad school in the best way possible (without the egos and constant stress).
Sabo: Just to peek behind the curtain a little bit, next semester we’re pivoting slightly to frame our conversations with the goal of producing tangible results of our collaboration, whether that be conference presentations, publications, or something else entirely. I’d love to see a step on that road being a bigger focus on producing material that we might share to the wider iteach community via the Articles feature.
Schwartz: Looking ahead, I am excited to continue working with our community in the new year and possibly develop a panel or presentation on concrete things we might do to engage our students in the general education or lower division prerequisite "classroom" (F2F or online) more effectively. Beyond that, I am already mulling over ideas for proposing another similar learning community for the 2022-2023 AY. The cross-pollination possibilities offered/brought about by learning communities like these is fantastic and a good way to break out of our various silos here at MSU.
If you are interested in learning more about this year’s Learning Communities at MSU you can see the full list here. If reading this story peaked your interest in #iteachmsu Groups, you can view all the current groups here. Looking for a group on a particular topic or practice, but don’t see one - start it! Any MSU user can create a group, just login to iteach.msu.edu with your MSU netID to get started. Easy to follow instructions for starting a group are here.
Posted by:
Makena Neal
Posted on: #iteachmsu
Q & A with Garth Sabo & Stokes Schwartz: MSU Learning Community and #iteachmsu Group co-facilitators
This week, we wanted to highlight Stokes Schwartz and Garth Sabo, b...
Posted by:
NAVIGATING CONTEXT
Monday, Nov 15, 2021
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Catalyst Innovation Program 2019 – 2020 Recipients
Greetings everyone! My name is Rashad Muhammad. I am a Learning Experience Designer in the Hub for Innovation in Learning and Technology. As we begin the new year, I am excited to step into the role of the project manager for the Catalyst Innovation Program. Catalyst Innovation Program was designed to incentivize the MSU community to develop creative and innovative student learning experiences by funding projects that encourage discovery and experimentation.
In this spirit, it is with great enthusiasm that I present this year’s 2019-2020 Catalyst Innovation Program recipients:
Alice Lynn McMichaelHistoryExperiential Environments: Modeling the Past for Embodied Learning
Allison EdenDepartment of CommunicationScreen-based versus immersive virtual training platforms for improving public speaking
Andrea BieremaCenter for Integrative Studies in General ScienceCreating Open-Sourced H5P Adaptive Learning Modules
Ashley HewlettAsc Provost For Undergraduate EducationNew Student Orientation Online Experience
Brad WIlcuts, Daniel TregoDepartment of Theatre/ Al Academic And Information Tech SupportSocial Dancing and Culture meets Extended Reality
Dean AslamElectrical And Computer EngineeringFlipped STEM Learning Using Smartphones and Hands-On FBEI (Functionalized Bricks with Embedded Intelligence) Modules
Jennifer DunnDepartment of ManagementPilot Use of Qualtrics 360 Tool to Provide Multi-Rater Feedback to Students
Jeno RiveraCollege of Agriculture and Natural Resources Office of Academic Student Affairs and Institute of Agricultural TechnologyJamming together: Educational technologies to enhance collaborative learning
John PaskusMI Natural Features InventoryIncreasing Student Engagement via Teamwork, Collaboration, and Real World Connections
Judy WalgrenSchool of JournalismHarnessing the Power of Immersive Media With MSU’s School of Journalism Students
Michelle GrimmMechanical EngineeringInteractive Digital Experience as an Alternative Laboratory (IDEAL): Creative Investigation with Data Analysis
Nick Lepeschkin-NoelIT Services – Advanced Academic and Research TechnologyRemaking the Future – An Education Focused Simulation Framework
Quentin TylerSchool of Planning, Construction and Design and Office of Diversity, Equity and Inclusion in the College of Agriculture and Natural Resources collaboration.Bridging Student Learning in Diversity, Equity and Inclusion Through Virtual Reality
Rachel Morris and Michelle RussellBiomedical Laboratory Diagnostics ProgramUtilizing Genome Mutation Analysis Software to Enhance Student Learning, Preparation, and Engagement in Molecular Diagnostics
Saul Beceiro-NovoBiomedical-Physical SciencesCurriculum reform for ISP209L
Zachary NealPsychologyBuilding a Social Simulation Makerspace
This year we increased the total number of winners from 10 to 16. Each proposal was double-blind peer-reviewed. Thirty-five applications were received, each seeking to improve the learning experience at MSU for and with students.
Jeff Grabill, Associate Provost for Teaching, Learning, and Technology said “As we iterate toward a more explicit story about MSU’s digital learning future, it seems necessary to provide as many opportunities as possible for faculty and students to experiment, invent, make, and learn. This program is one of our small bets to create space for faculty and to see what happens.”
MSU’s Chief Digital Academic Officer Brendan Guenther points to the rapidity with which innovation happens, and how structures must adapt – “Catalyst awards give us a rapid investment lever for individuals in the #iteachMSU community, when they sense the need for innovation and have an inspired idea, we can give them the boost needed to make something happen.”
As the year progresses, we will share out stories to keep you updated on the progress these projects are making. Our goal is to empower our recipients to experiment, learn and share that knowledge with the rest of the MSU community. If you missed this application cycle, the next opportunity will be available in the Fall of 2020. Get your ideas ready!
In this spirit, it is with great enthusiasm that I present this year’s 2019-2020 Catalyst Innovation Program recipients:
Alice Lynn McMichaelHistoryExperiential Environments: Modeling the Past for Embodied Learning
Allison EdenDepartment of CommunicationScreen-based versus immersive virtual training platforms for improving public speaking
Andrea BieremaCenter for Integrative Studies in General ScienceCreating Open-Sourced H5P Adaptive Learning Modules
Ashley HewlettAsc Provost For Undergraduate EducationNew Student Orientation Online Experience
Brad WIlcuts, Daniel TregoDepartment of Theatre/ Al Academic And Information Tech SupportSocial Dancing and Culture meets Extended Reality
Dean AslamElectrical And Computer EngineeringFlipped STEM Learning Using Smartphones and Hands-On FBEI (Functionalized Bricks with Embedded Intelligence) Modules
Jennifer DunnDepartment of ManagementPilot Use of Qualtrics 360 Tool to Provide Multi-Rater Feedback to Students
Jeno RiveraCollege of Agriculture and Natural Resources Office of Academic Student Affairs and Institute of Agricultural TechnologyJamming together: Educational technologies to enhance collaborative learning
John PaskusMI Natural Features InventoryIncreasing Student Engagement via Teamwork, Collaboration, and Real World Connections
Judy WalgrenSchool of JournalismHarnessing the Power of Immersive Media With MSU’s School of Journalism Students
Michelle GrimmMechanical EngineeringInteractive Digital Experience as an Alternative Laboratory (IDEAL): Creative Investigation with Data Analysis
Nick Lepeschkin-NoelIT Services – Advanced Academic and Research TechnologyRemaking the Future – An Education Focused Simulation Framework
Quentin TylerSchool of Planning, Construction and Design and Office of Diversity, Equity and Inclusion in the College of Agriculture and Natural Resources collaboration.Bridging Student Learning in Diversity, Equity and Inclusion Through Virtual Reality
Rachel Morris and Michelle RussellBiomedical Laboratory Diagnostics ProgramUtilizing Genome Mutation Analysis Software to Enhance Student Learning, Preparation, and Engagement in Molecular Diagnostics
Saul Beceiro-NovoBiomedical-Physical SciencesCurriculum reform for ISP209L
Zachary NealPsychologyBuilding a Social Simulation Makerspace
This year we increased the total number of winners from 10 to 16. Each proposal was double-blind peer-reviewed. Thirty-five applications were received, each seeking to improve the learning experience at MSU for and with students.
Jeff Grabill, Associate Provost for Teaching, Learning, and Technology said “As we iterate toward a more explicit story about MSU’s digital learning future, it seems necessary to provide as many opportunities as possible for faculty and students to experiment, invent, make, and learn. This program is one of our small bets to create space for faculty and to see what happens.”
MSU’s Chief Digital Academic Officer Brendan Guenther points to the rapidity with which innovation happens, and how structures must adapt – “Catalyst awards give us a rapid investment lever for individuals in the #iteachMSU community, when they sense the need for innovation and have an inspired idea, we can give them the boost needed to make something happen.”
As the year progresses, we will share out stories to keep you updated on the progress these projects are making. Our goal is to empower our recipients to experiment, learn and share that knowledge with the rest of the MSU community. If you missed this application cycle, the next opportunity will be available in the Fall of 2020. Get your ideas ready!
Authored by:
Rashad Muhammad
Posted on: #iteachmsu
Catalyst Innovation Program 2019 – 2020 Recipients
Greetings everyone! My name is Rashad Muhammad. I am a Learning Exp...
Authored by:
PEDAGOGICAL DESIGN
Monday, Feb 17, 2020
Posted on: MSU Online & Remote Teaching
PEDAGOGICAL DESIGN
Remote participation quick guide
click the image above to access a PDF file of the quick guideRemote Participation and Student Engagement
This document provides an introduction to maintaining student engagement as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
In planning how you will continue to engage students in your course, remember that interaction can occur between the student and you, the student and other students, and the student and the course materials.
Modify
When modifying in-class activities to a remote offering, you can start by cataloguing all of the ways people typically interact in your classroom. This list can then be used to identify particular digital strategies or technologies for adapting your current approach and translating your methods to an online space. For example, you might draft a table like the one below:
Interactions
Class Activity
Modify
Implement
Teacher to students:
During lecture, I ask questions to check student understanding.
Ask a poll question in a live Zoom session or D2L discussion forum whereas students respond to a prompt.
How to create a poll in Zoom:
https://support.zoom.us/hc/en-us/articles/203749865-Polling-for-Webinars
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Student to material:
We watch and discuss a video.
Share a link with students in a variety of ways - i.e. post the link in a D2L discussion forum along with questions for response.
How to create a link in D2L: https://resources.depaul.edu/teaching-commons/teaching-guides/technology/desire2learn/tools/content/Pages/creating-links.aspx
Student to students:
I facilitate a classroom discussion and students respond to the prompt.
Create breakout rooms in a live Zoom session or a D2L discussion forum.
How to make and manage Zoom Breakout rooms: https://support.zoom.us/hc/en-us/articles/206476313-Managing-Video-Breakout-Rooms
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Student to students:
I put students in small groups for more active discussions.
Create breakout rooms in a live Zoom session or D2L discussion forum whereas students respond to a prompt.
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Teacher to student:
I hold office hours to meet 1:1 with my students.
Utilize a Zoom link or connect with students via telephone.
How to operate a telephone: https://tech.msu.edu/network/telecommunications/
Implement
The above are just a few options for participation and engagement so as to mirror similar approaches utilized in your classroom. Remember to start small and stick to the tools you’re comfortable with.
Additional Help
For additional help and support, please check out other remote teaching articles on iteach.msu.edu or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
This document provides an introduction to maintaining student engagement as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
In planning how you will continue to engage students in your course, remember that interaction can occur between the student and you, the student and other students, and the student and the course materials.
Modify
When modifying in-class activities to a remote offering, you can start by cataloguing all of the ways people typically interact in your classroom. This list can then be used to identify particular digital strategies or technologies for adapting your current approach and translating your methods to an online space. For example, you might draft a table like the one below:
Interactions
Class Activity
Modify
Implement
Teacher to students:
During lecture, I ask questions to check student understanding.
Ask a poll question in a live Zoom session or D2L discussion forum whereas students respond to a prompt.
How to create a poll in Zoom:
https://support.zoom.us/hc/en-us/articles/203749865-Polling-for-Webinars
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Student to material:
We watch and discuss a video.
Share a link with students in a variety of ways - i.e. post the link in a D2L discussion forum along with questions for response.
How to create a link in D2L: https://resources.depaul.edu/teaching-commons/teaching-guides/technology/desire2learn/tools/content/Pages/creating-links.aspx
Student to students:
I facilitate a classroom discussion and students respond to the prompt.
Create breakout rooms in a live Zoom session or a D2L discussion forum.
How to make and manage Zoom Breakout rooms: https://support.zoom.us/hc/en-us/articles/206476313-Managing-Video-Breakout-Rooms
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Student to students:
I put students in small groups for more active discussions.
Create breakout rooms in a live Zoom session or D2L discussion forum whereas students respond to a prompt.
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Teacher to student:
I hold office hours to meet 1:1 with my students.
Utilize a Zoom link or connect with students via telephone.
How to operate a telephone: https://tech.msu.edu/network/telecommunications/
Implement
The above are just a few options for participation and engagement so as to mirror similar approaches utilized in your classroom. Remember to start small and stick to the tools you’re comfortable with.
Additional Help
For additional help and support, please check out other remote teaching articles on iteach.msu.edu or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
Authored by:
4.0 International (CC by 4.0)
Posted on: MSU Online & Remote Teaching
Remote participation quick guide
click the image above to access a PDF file of the quick guideRemote...
Authored by:
PEDAGOGICAL DESIGN
Monday, Oct 18, 2021
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
PEDAGOGICAL DESIGN CTLI Educator Story: Alicia Jenner
This week, we are featuring Alicia Jenner(she/her), one of the Center for Teaching and Learning Innovation's educational developers! Alicia was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator initiative) regularly!Read more about Alicia’s perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?EngagementWhat does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?Being an educator to me, means “engagement”. As I am classified as a Support Staff member at MSU, my role in a centralized unit has evolved over time. Many of us are seeking professional development opportunities and seeking alignment across campus. It’s critical for staff and faculty to come together to learn from each other and create a space where we can all find power in conversation and inquiry. Creating discussions and bringing perspectives to conversations has allowed me to expand my network and connect with colleagues in various positions across the university. I think sometimes we may not see ourselves as “educators” in the traditional sense (i.e., teaching, instruction, etc.), but we all have knowledge to share with the MSU community and beyond.Tell us more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. What does being a part of CTLI mean to you?My educational setting includes several different non-traditional environments. I am a Senior Learning Experience Designer on the Online Program Management (OPM) team within the Center for Teaching and Learning Innovation (CTLI). My background as an instructional designer has provided me with experience in course consultations, training development, and online course development. While my role has evolved at MSU, where I am now supporting online programs centrally as the project lead for online.msu.edu and advocating for and speaking to the prospective student experience. Additionally, being a part of the CTLI means “engagement” to me. I have created opportunities to connect with online program directors or with staff who support online programs for monthly conversation, training, consultations, and initiatives. My role allows me to collaborate and coordinate as a liaison with external partners supporting student recruitment services and marketing and I have been an active collaborator for the MSU strategic planning initiative since summer 2020.Quick list:
Project lead for online.msu.edu with 90+ programs featured on the platform
Facilitator for Online Program Director monthly coffee hours
CTLI website developer
Manage online program management external partnerships
What is a challenge you experience in your educator role?I think a challenge for me and for those who are in a similar Support Staff role, we may feel as though we are not “educators” based on our classification at MSUAny particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?Each of us have a critical role in supporting our university, whether that is in a service to student support or faculty, department support. Educators may struggle with managing their workload, changes in structures or systems, however, asking questions and reaching out to colleagues will demonstrate you are seeking assistance, guidance, mentorship, collaboration, etc. Stay proactive and follow your passions. What are practices you utilize that help you feel successful as an educator?There are several practices that I engage in to help me feel successful as an educator. I begin with setting clear goals to stay focused and motivated. In addition to setting clear goals, the most important practice I would say is to build relationships with stakeholders to understand their needs and interests. Lastly, staying up to date with the latest research and best practices. I often seek opportunities for professional development workshops, conferences, published research supporting adult learner data and market trends.What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?Building opportunities to bring people together to learn about educational pathways and lifelong learning would be an interesting topic to see discussed at the CTLI. What would/could this look like at our institution? Expanding access with non-credit micro-credentials that could be applied to credit programs across the university. What are you looking forward to (or excited to be a part of) next semester?This academic year I am excited about moving into a new space for the Center for Teaching and Learning Innovation. We have been in a temporary space since summer 2022 and I think building new routines and opportunities to engage in lifelong learning will generate new collaborations and conversations across campus.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?EngagementWhat does this word/quality looks like in your practice? Have your ideas on this changed over time? If so how?Being an educator to me, means “engagement”. As I am classified as a Support Staff member at MSU, my role in a centralized unit has evolved over time. Many of us are seeking professional development opportunities and seeking alignment across campus. It’s critical for staff and faculty to come together to learn from each other and create a space where we can all find power in conversation and inquiry. Creating discussions and bringing perspectives to conversations has allowed me to expand my network and connect with colleagues in various positions across the university. I think sometimes we may not see ourselves as “educators” in the traditional sense (i.e., teaching, instruction, etc.), but we all have knowledge to share with the MSU community and beyond.Tell us more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. What does being a part of CTLI mean to you?My educational setting includes several different non-traditional environments. I am a Senior Learning Experience Designer on the Online Program Management (OPM) team within the Center for Teaching and Learning Innovation (CTLI). My background as an instructional designer has provided me with experience in course consultations, training development, and online course development. While my role has evolved at MSU, where I am now supporting online programs centrally as the project lead for online.msu.edu and advocating for and speaking to the prospective student experience. Additionally, being a part of the CTLI means “engagement” to me. I have created opportunities to connect with online program directors or with staff who support online programs for monthly conversation, training, consultations, and initiatives. My role allows me to collaborate and coordinate as a liaison with external partners supporting student recruitment services and marketing and I have been an active collaborator for the MSU strategic planning initiative since summer 2020.Quick list:
Project lead for online.msu.edu with 90+ programs featured on the platform
Facilitator for Online Program Director monthly coffee hours
CTLI website developer
Manage online program management external partnerships
What is a challenge you experience in your educator role?I think a challenge for me and for those who are in a similar Support Staff role, we may feel as though we are not “educators” based on our classification at MSUAny particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?Each of us have a critical role in supporting our university, whether that is in a service to student support or faculty, department support. Educators may struggle with managing their workload, changes in structures or systems, however, asking questions and reaching out to colleagues will demonstrate you are seeking assistance, guidance, mentorship, collaboration, etc. Stay proactive and follow your passions. What are practices you utilize that help you feel successful as an educator?There are several practices that I engage in to help me feel successful as an educator. I begin with setting clear goals to stay focused and motivated. In addition to setting clear goals, the most important practice I would say is to build relationships with stakeholders to understand their needs and interests. Lastly, staying up to date with the latest research and best practices. I often seek opportunities for professional development workshops, conferences, published research supporting adult learner data and market trends.What topics or ideas about teaching and learning would you like to see discussed on the iteach.msu.edu platform? Why do you think this conversation is needed at MSU?Building opportunities to bring people together to learn about educational pathways and lifelong learning would be an interesting topic to see discussed at the CTLI. What would/could this look like at our institution? Expanding access with non-credit micro-credentials that could be applied to credit programs across the university. What are you looking forward to (or excited to be a part of) next semester?This academic year I am excited about moving into a new space for the Center for Teaching and Learning Innovation. We have been in a temporary space since summer 2022 and I think building new routines and opportunities to engage in lifelong learning will generate new collaborations and conversations across campus.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Posted by:
Erica Venton
Posted on: #iteachmsu
PEDAGOGICAL DESIGN CTLI Educator Story: Alicia Jenner
This week, we are featuring Alicia Jenner(she/her), one of the Cent...
Posted by:
PEDAGOGICAL DESIGN
Friday, Apr 21, 2023
Posted on: Help and Support Group
PEDAGOGICAL DESIGN
Editing or deleting an article in #iteachmsu
After you have created an article, you may find that there is information that you want to update or maybe you want to delete the article altogether. By default, you will not see an edit or delete icon on your post once it is published. This article describes and provides a demonstration of how to edit or delete an article on the #iteachmsu commons.
Delete or Edit an Article Instructions:
To delete or edit an article, you have to:
Expand the Groups section, and select the group (#iteachmsu) that you posted your Article in.
Click on the Article tab for that group.
Navigate to the Article that you want to delete or edit. You should see the following icons on the post:
Click here to watch a video tutorial:
Delete or Edit an Article Instructions:
To delete or edit an article, you have to:
Expand the Groups section, and select the group (#iteachmsu) that you posted your Article in.
Click on the Article tab for that group.
Navigate to the Article that you want to delete or edit. You should see the following icons on the post:
Click here to watch a video tutorial:
Authored by:
Rashad Muhammad & Dave Goodrich
Posted on: Help and Support Group
Editing or deleting an article in #iteachmsu
After you have created an article, you may find that there is infor...
Authored by:
PEDAGOGICAL DESIGN
Tuesday, Nov 3, 2020
Posted on: MSU Online & Remote Teaching
PEDAGOGICAL DESIGN
Remote lectures quick guide
Click on the image above to access a PDF file of the Quick GuideRemote Lectures
This quick guide provides an introduction to lecturing as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
Remote lecturing can work as an alternative to delivering lectures in large, lecture-driven courses. Lectures can be created and offered using a combination of Office 365 (PowerPoint), Zoom, MediaSpace, and D2L. Planning for remote teaching involves creating a workflow for transitioning your course and setting up and utilizing the necessary technology for recording your remote lecture to then share with students.
Modify
When modifying lectures for remote learning, you’ll use Office 365 (PowerPoint), Zoom, MediaSpace, and D2L to approximate the in-class lecture experience. These modifications involve scheduling your lecture as a Zoom Webinar, communicating with students about this scheduled webinar, and then creating a “Virtual Classroom” module in D2L to hold your lecture.
Schedule Your Lecture as a Zoom Webinar that automatically records
Navigate to http://zoom.msu.edu and click the Login button
Click the Webinar tab, on the left-navigation
Click the Schedule Webinar button
Complete the Schedule a Webinar page with the following settings:
Topic: Enter course your name
Description: This is the dedicated location for virtual classroom
Recurring Webinar: Check
Recurrence: No fixed time
Registration: Uncheck
Webinar options:
Q&A: Check
Enable Practice Session: Check
Record webinar automatically on local computer: Check
Click on the Schedule button
Click in the Link to Join the Webinar field to copy link to clipboard
Let students know about your lecture
Post invitation or link to D2L Announcement
Email classlist a copy of the invitation in D2L
3. Create a dedicated Virtual Classroom module
Create a dedicated Virtual Classroom module
Add a module in your D2L course to serve as a dedicated “Virtual Classroom.” This module will contain the link for the dedicated Zoom session
Click the Upload /Create drop-down menu
Select Create a Link
Complete the New Link window
Title: Enter Link Name
URL: Paste Zoom link from your clipboard
Open as External Resource: Check
Implement
When it’s time for your lecture, you’ll run your slideshow/presentation as you would with an in-person lecture. This time, though, you’ll share your presentation screen in the Zoom Webinar that you set up, record your screen, and then upload that recording to Kaltura MediaSpace to then share with your students later.
Run Slideshow/Presentation
Open your PowerPoint Presentation
Click on the Slide Show tab, from the Ribbon bar
Click on the From Beginning icon
Tip: Running your presentation before beginning your Zoom session will make the presentation immediately available from the Share screen.
Start Webinar
Navigate to http://zoom.msu.edu and click the Login button
Click the Webinar tab, on the left navigation
Locate your previously scheduled webinar and press the Start button to initiate the session
Click the Share icon and select Screen. This will ensure everything on your screen is visible during the broadcast
Tip: If you have dual monitors you will need to decide which screen will broadcast your presentation.
Stop Webinar/ Render Video
The session will record automatically. When you are done simply press the Stop button
The recording will begin rendering after you press the End Meeting > End Meeting for All button
Tip: Render time is proportional to length of session. Please expect to take 3-5 minutes to render your lecture.
Upload Video
Log into MediaSpace: https://mediaspace.msu.edu/
Click on the Add New button
Choose a file to upload
Navigate to: \\Documents\ Zoom\[Session Name + TimeStamp]\zoom_0.mp4
Double click on the file to upload to MediaSpace
As it is uploading, scroll lower on the page, enter a name for the video, and click the Unlisted option and hit Save
Share link with students
Click on the Go to media link at the bottom of the page
Under the video there is a tab called Share, click on it
Copy the link it gives you to the Media Page and post that in D2L
In your D2L course, click on the Content tab
Click on the “Add a module…” field located in the left-navigation
Type Recorded Lectures and press enter
In the module, click the Upload/create button and choose the Create a link option
Paste the link you copied from MediaSpace
Complete the New Link window
Title: Enter Link Name
URL: Paste Zoom link from your clipboard
Open as External Resource: Check
Additional Help
For additional help and support, please check out the other remote teaching articles on iteahc.msu.edu or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
This quick guide provides an introduction to lecturing as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
Remote lecturing can work as an alternative to delivering lectures in large, lecture-driven courses. Lectures can be created and offered using a combination of Office 365 (PowerPoint), Zoom, MediaSpace, and D2L. Planning for remote teaching involves creating a workflow for transitioning your course and setting up and utilizing the necessary technology for recording your remote lecture to then share with students.
Modify
When modifying lectures for remote learning, you’ll use Office 365 (PowerPoint), Zoom, MediaSpace, and D2L to approximate the in-class lecture experience. These modifications involve scheduling your lecture as a Zoom Webinar, communicating with students about this scheduled webinar, and then creating a “Virtual Classroom” module in D2L to hold your lecture.
Schedule Your Lecture as a Zoom Webinar that automatically records
Navigate to http://zoom.msu.edu and click the Login button
Click the Webinar tab, on the left-navigation
Click the Schedule Webinar button
Complete the Schedule a Webinar page with the following settings:
Topic: Enter course your name
Description: This is the dedicated location for virtual classroom
Recurring Webinar: Check
Recurrence: No fixed time
Registration: Uncheck
Webinar options:
Q&A: Check
Enable Practice Session: Check
Record webinar automatically on local computer: Check
Click on the Schedule button
Click in the Link to Join the Webinar field to copy link to clipboard
Let students know about your lecture
Post invitation or link to D2L Announcement
Email classlist a copy of the invitation in D2L
3. Create a dedicated Virtual Classroom module
Create a dedicated Virtual Classroom module
Add a module in your D2L course to serve as a dedicated “Virtual Classroom.” This module will contain the link for the dedicated Zoom session
Click the Upload /Create drop-down menu
Select Create a Link
Complete the New Link window
Title: Enter Link Name
URL: Paste Zoom link from your clipboard
Open as External Resource: Check
Implement
When it’s time for your lecture, you’ll run your slideshow/presentation as you would with an in-person lecture. This time, though, you’ll share your presentation screen in the Zoom Webinar that you set up, record your screen, and then upload that recording to Kaltura MediaSpace to then share with your students later.
Run Slideshow/Presentation
Open your PowerPoint Presentation
Click on the Slide Show tab, from the Ribbon bar
Click on the From Beginning icon
Tip: Running your presentation before beginning your Zoom session will make the presentation immediately available from the Share screen.
Start Webinar
Navigate to http://zoom.msu.edu and click the Login button
Click the Webinar tab, on the left navigation
Locate your previously scheduled webinar and press the Start button to initiate the session
Click the Share icon and select Screen. This will ensure everything on your screen is visible during the broadcast
Tip: If you have dual monitors you will need to decide which screen will broadcast your presentation.
Stop Webinar/ Render Video
The session will record automatically. When you are done simply press the Stop button
The recording will begin rendering after you press the End Meeting > End Meeting for All button
Tip: Render time is proportional to length of session. Please expect to take 3-5 minutes to render your lecture.
Upload Video
Log into MediaSpace: https://mediaspace.msu.edu/
Click on the Add New button
Choose a file to upload
Navigate to: \\Documents\ Zoom\[Session Name + TimeStamp]\zoom_0.mp4
Double click on the file to upload to MediaSpace
As it is uploading, scroll lower on the page, enter a name for the video, and click the Unlisted option and hit Save
Share link with students
Click on the Go to media link at the bottom of the page
Under the video there is a tab called Share, click on it
Copy the link it gives you to the Media Page and post that in D2L
In your D2L course, click on the Content tab
Click on the “Add a module…” field located in the left-navigation
Type Recorded Lectures and press enter
In the module, click the Upload/create button and choose the Create a link option
Paste the link you copied from MediaSpace
Complete the New Link window
Title: Enter Link Name
URL: Paste Zoom link from your clipboard
Open as External Resource: Check
Additional Help
For additional help and support, please check out the other remote teaching articles on iteahc.msu.edu or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
Authored by:
4.0 International (CC by 4.0)
Posted on: MSU Online & Remote Teaching
Remote lectures quick guide
Click on the image above to access a PDF file of the Quick GuideRem...
Authored by:
PEDAGOGICAL DESIGN
Monday, Oct 18, 2021
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Studying Team Adaptive Performance using the Board Game Pandemic Legacy
Given the COVID-19 pandemic, educators from many fields have looked to representations of pandemics to help students study topics the pandemic has accentuated. In the history of science, educators have explored inequalities in medicine, trust in experts, and responses to uncertainty. To help make these issues digestible, some educators have turned to the cooperative board game, Pandemic Legacy. Small groups work together to avert a global health crisis by managing disease. Teams play the game multiple times, but actions in one game have consequences for the next and rules change and develop as the game progresses. The game's development introduces students to new concepts at a manageable pace while giving them new problems to solve. While the game effectively introduced students to topics in the history of science, this study sought to know whether it promoted cognitive and interpersonal skills. It focused on team adaptive performance, which is linked to problem-solving and communication skills. Data was collected using three surveys. Variation in teams' responses was analyzed using the Median test. The Friedman test was used to analyze each team's adaptive performance at each of the three timesteps. All teams were initially quite confident in their ability to creatively deal with unexpected events and reported that they adapted well to new tasks. As they encountered novel situations, some teams reported that their confidence decreased. They were newly aware that they did not have creative solutions to unexpected problems. Teams aware of their limitations performed better than those who maintained their initial confidence.To access a PDF of the "Studying Team Adaptive Performance using the Board Game Pandemic Legacy" poster, click here.Description of the Poster
Studying Team Adaptive Performance using the Board Game Pandemic Legacy
Research Goal
This study examined how team adaptive performance evolves over time. Adaptative performance is understood as a process that more effectively moves a team towards its objectives. The team must recognize deviations from expected action and readjust actions to obtain the best outcome (Salas, Sims, Burke 2005; Priest et al. 2002; Marques-Quinteiro et al. 2015).
While previous studies have examined team adaptive performance in singular events, this study aimed to measure the evolution of team adaptive performance over time. Using a cooperative boardgame that changes as teams play, the study measured how well teams performed in response to three major deviations in game play that necessitated adaptation.
Research Hypothesis
Teams with higher perceived levels of adaptability will have better outcomes (the success measure) over time than teams with lower levels of adaptability
Research Methods
A total of 16 participants were divided into four teams. Each team played the cooperative board game, Pandemic Legacy (Figure 1), nine times throughout the study. Each participant completed a team adaptive performance questionnaire three times during the study, once after each major disruption in the board game. The questionnaire was designed to assess perceptions of team performance, based on Marques Quinteiro et al. 2015. It consisted of control questions about participants’ demographics as well as a 10-item Likert scale team performance questions broken down into categories assessing satisfaction, creativity, adjustability, adaptability, and positivity.
Questions to evaluate adaptability included:
Q7:We update technical and interpersonal competences as a way to better perform the tasks in which we are enrolled.
Q8: We search and develop new competences to deal with difficult situations.
Reliability Analysis showed that Cronbach alpha for Q7 and Q8 is 0.938.
Team outcomes were assessed by a success measure that evaluated each team’s number of wins (where > wins = better outcome) and number of outbreaks (where < outbreaks = better outcome)
Research Results: Success Measure
The success measure results of number of wins are displayed in a bar chart.
The success measure results of number of outbreaks are displayed in a bar chart.
Research Results: Adaptability Measure
Differences in the median score of teams’ responses to each question was calculated using the Median Test. Team 3 responded differently than at least one of the other teams to Q8 after Survey 1. Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, revealing a statistically significant difference between Team 3 and Team 1 (p =.030), and Team 3 and Team 2 (p =.030).
Using the above method revealed no significant results after Survey 2. After Survey 3, there was a significant difference between Team 4 and Team 2 (p=.049) for Q7 and Team 1 and Team 2 (p=.049) for Q8.
A Friedman Test was performed to determine if responses to the questions changed over time. There was a statistically significant difference in Team 3’s response to Q8 (X2(2)= 6.500, p= .039). Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, resulting in a significance difference between Team 3’s first and third survey for Q8.
Research Findings
The initial analysis suggests that teams, such as Team 3, that develop higher perceptions of their adaptability will have better outcomes once the higher perceptions are achieved. Teams, such as Team 1, that begin with high perceived levels of adaptability but did not alter their approach when the success measures indicate adaptation is needed will have poorer outcomes. Teams, such as Team 2, that report high perceptions of adaptability throughout and that correspond with the success measure, will maintain good outcomes.
Analysis of the satisfaction, creativity, adjustability, and positivity data is needed to determine if these affect the success measure or adaptability over time.
Acknowledgments
Funding provided by the MSU SUTL Fellows program, a collaboration between the Lyman Briggs College and the MSU Graduate School.
References
Marques-Quinteiro, P. et al. 2015. “Measuring adaptive performance in individuals and teams.” Team Performance Management 21, 7/8: 339-60.
Priest, H.A. et al. 2002. “Understanding team adaptability: Initial theoretical and practical considerations.” Proceedings of the Human Factors and Ergonomics Society 46: 561-65.
Salas, E. D.E. Sims, C.S. Burke. 2005. “Is there a ‘Big Five’ in Teamwork?” Small Group Research 36, 5: 555-99.
Studying Team Adaptive Performance using the Board Game Pandemic Legacy
Research Goal
This study examined how team adaptive performance evolves over time. Adaptative performance is understood as a process that more effectively moves a team towards its objectives. The team must recognize deviations from expected action and readjust actions to obtain the best outcome (Salas, Sims, Burke 2005; Priest et al. 2002; Marques-Quinteiro et al. 2015).
While previous studies have examined team adaptive performance in singular events, this study aimed to measure the evolution of team adaptive performance over time. Using a cooperative boardgame that changes as teams play, the study measured how well teams performed in response to three major deviations in game play that necessitated adaptation.
Research Hypothesis
Teams with higher perceived levels of adaptability will have better outcomes (the success measure) over time than teams with lower levels of adaptability
Research Methods
A total of 16 participants were divided into four teams. Each team played the cooperative board game, Pandemic Legacy (Figure 1), nine times throughout the study. Each participant completed a team adaptive performance questionnaire three times during the study, once after each major disruption in the board game. The questionnaire was designed to assess perceptions of team performance, based on Marques Quinteiro et al. 2015. It consisted of control questions about participants’ demographics as well as a 10-item Likert scale team performance questions broken down into categories assessing satisfaction, creativity, adjustability, adaptability, and positivity.
Questions to evaluate adaptability included:
Q7:We update technical and interpersonal competences as a way to better perform the tasks in which we are enrolled.
Q8: We search and develop new competences to deal with difficult situations.
Reliability Analysis showed that Cronbach alpha for Q7 and Q8 is 0.938.
Team outcomes were assessed by a success measure that evaluated each team’s number of wins (where > wins = better outcome) and number of outbreaks (where < outbreaks = better outcome)
Research Results: Success Measure
The success measure results of number of wins are displayed in a bar chart.
The success measure results of number of outbreaks are displayed in a bar chart.
Research Results: Adaptability Measure
Differences in the median score of teams’ responses to each question was calculated using the Median Test. Team 3 responded differently than at least one of the other teams to Q8 after Survey 1. Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, revealing a statistically significant difference between Team 3 and Team 1 (p =.030), and Team 3 and Team 2 (p =.030).
Using the above method revealed no significant results after Survey 2. After Survey 3, there was a significant difference between Team 4 and Team 2 (p=.049) for Q7 and Team 1 and Team 2 (p=.049) for Q8.
A Friedman Test was performed to determine if responses to the questions changed over time. There was a statistically significant difference in Team 3’s response to Q8 (X2(2)= 6.500, p= .039). Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, resulting in a significance difference between Team 3’s first and third survey for Q8.
Research Findings
The initial analysis suggests that teams, such as Team 3, that develop higher perceptions of their adaptability will have better outcomes once the higher perceptions are achieved. Teams, such as Team 1, that begin with high perceived levels of adaptability but did not alter their approach when the success measures indicate adaptation is needed will have poorer outcomes. Teams, such as Team 2, that report high perceptions of adaptability throughout and that correspond with the success measure, will maintain good outcomes.
Analysis of the satisfaction, creativity, adjustability, and positivity data is needed to determine if these affect the success measure or adaptability over time.
Acknowledgments
Funding provided by the MSU SUTL Fellows program, a collaboration between the Lyman Briggs College and the MSU Graduate School.
References
Marques-Quinteiro, P. et al. 2015. “Measuring adaptive performance in individuals and teams.” Team Performance Management 21, 7/8: 339-60.
Priest, H.A. et al. 2002. “Understanding team adaptability: Initial theoretical and practical considerations.” Proceedings of the Human Factors and Ergonomics Society 46: 561-65.
Salas, E. D.E. Sims, C.S. Burke. 2005. “Is there a ‘Big Five’ in Teamwork?” Small Group Research 36, 5: 555-99.
Authored by:
Melissa Charenko
Posted on: #iteachmsu
Studying Team Adaptive Performance using the Board Game Pandemic Legacy
Given the COVID-19 pandemic, educators from many fields have looked...
Authored by:
PEDAGOGICAL DESIGN
Monday, May 3, 2021
Posted on: Educator Stories
PEDAGOGICAL DESIGN
Alexis Black's Educator Story
This week, we are featuring Alexis Black, Assistant Professor in the Department of Theatre. Alexis was recognized via iteach.msu.edu's Thank and Educator Initiative! We encourage MSU community members to nominate high-impact Spartan educators (via our Thank an Educator form) regularly!
Read more about Alexis’ perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Inspiration!
What does this word/quality look like in your practice? Have your ideas on this changed over time? If so, how?
I love inspiring theatre students and instilling confidence by finding their sense of play, and I love empowering individuals to use their unique voices to share whatever inspires them. I love finding new practices through my research and creative activities, and bringing these practices to the classroom to re-inspire these artists who are the future of our profession. I believe learning and growing are an ongoing process that includes always taking in what is around us—which is literally what it is to “inspire”— to breathe in. As students, teachers and artists we must be taking in and absorbing as much as we can, and be truly present to how each new inspiration changes us and our art. What each student does with each moment of inspiration is unique, and that individuality and creativity in turn inspires me right back!
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I work in the Theatre Department at Michigan State University with our talented and driven cohort of MFA-candidate Artist-Educators, and our amazing undergraduate theatre students. I am extremely proud to work alongside so many collaborative, compassionate and innovative artists, students and educators.
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
I have found the understandable rise of anxiety and depression a challenge for students to pair with often emotionally vulnerable work in the theatrical classroom. I have experienced more success in supporting students in this area due to focus on self-care and closure practices I have gained through professional trainings and research, and incorporating more playful, creative ways into the work has been beneficial as well. I discovered that telling the story of an emotion through physical movements (rather than creating a psychological connection) can be incredibly freeing for students in relation to mental and emotional health. Our bodies are truly instruments for storytelling in this profession; Incorporating powerful ways to keep our instruments confidently and safely “tuned,” and finding skills to use our instruments both fully and with care, can help to nurture the resilient and empowered actors of tomorrow.
What are practices you utilize that help you feel successful as an educator?
I practice mindful communicative practices that encourage presence, active listening and support of individuality, such as conversations about boundaries before physical touch, check-ins, ensemble-building exercises, discussions on the relationship between comfort and growth as an artist, and projects that encourage empathy through collaborative creation. I find continuing to work professionally artist and remaining a student myself through ongoing professional trainings in my area of expertise to lead to many of my successes as an educator—immersing myself in contemporary practices and productions keeps a connection for my students to the theatre of today and tomorrow. I also find an intentional emphasis on ownership over their work and their process as artists to be a successful way to hand off the reigns on their work—I am an introductory guide, but they must forge their own path. If they can leave the classroom with a toolkit they can both use and individualize, I feel I have been a successful educator.
What are you looking forward to (or excited to be a part of) next semester?
In Fall 2022 I will be teaching the graduate MFA students about extreme physical storytelling, including staged violence and staged intimacy. It’s vital to foster consent-forward and trauma-informed educators and artists to join the workforce in the theatre industry, and especially at the graduate level in the department of theatre as our MFA students are training both as artists and educators.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Read more about Alexis’ perspectives below. #iteachmsu's questions are bolded below, followed by their responses!
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you?
Inspiration!
What does this word/quality look like in your practice? Have your ideas on this changed over time? If so, how?
I love inspiring theatre students and instilling confidence by finding their sense of play, and I love empowering individuals to use their unique voices to share whatever inspires them. I love finding new practices through my research and creative activities, and bringing these practices to the classroom to re-inspire these artists who are the future of our profession. I believe learning and growing are an ongoing process that includes always taking in what is around us—which is literally what it is to “inspire”— to breathe in. As students, teachers and artists we must be taking in and absorbing as much as we can, and be truly present to how each new inspiration changes us and our art. What each student does with each moment of inspiration is unique, and that individuality and creativity in turn inspires me right back!
Tell me more about your educational “setting.” This can include, but not limited to departmental affiliations, community connections, co-instructors, and students. (AKA, where do you work?)
I work in the Theatre Department at Michigan State University with our talented and driven cohort of MFA-candidate Artist-Educators, and our amazing undergraduate theatre students. I am extremely proud to work alongside so many collaborative, compassionate and innovative artists, students and educators.
What is a challenge you experience in your educator role? Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
I have found the understandable rise of anxiety and depression a challenge for students to pair with often emotionally vulnerable work in the theatrical classroom. I have experienced more success in supporting students in this area due to focus on self-care and closure practices I have gained through professional trainings and research, and incorporating more playful, creative ways into the work has been beneficial as well. I discovered that telling the story of an emotion through physical movements (rather than creating a psychological connection) can be incredibly freeing for students in relation to mental and emotional health. Our bodies are truly instruments for storytelling in this profession; Incorporating powerful ways to keep our instruments confidently and safely “tuned,” and finding skills to use our instruments both fully and with care, can help to nurture the resilient and empowered actors of tomorrow.
What are practices you utilize that help you feel successful as an educator?
I practice mindful communicative practices that encourage presence, active listening and support of individuality, such as conversations about boundaries before physical touch, check-ins, ensemble-building exercises, discussions on the relationship between comfort and growth as an artist, and projects that encourage empathy through collaborative creation. I find continuing to work professionally artist and remaining a student myself through ongoing professional trainings in my area of expertise to lead to many of my successes as an educator—immersing myself in contemporary practices and productions keeps a connection for my students to the theatre of today and tomorrow. I also find an intentional emphasis on ownership over their work and their process as artists to be a successful way to hand off the reigns on their work—I am an introductory guide, but they must forge their own path. If they can leave the classroom with a toolkit they can both use and individualize, I feel I have been a successful educator.
What are you looking forward to (or excited to be a part of) next semester?
In Fall 2022 I will be teaching the graduate MFA students about extreme physical storytelling, including staged violence and staged intimacy. It’s vital to foster consent-forward and trauma-informed educators and artists to join the workforce in the theatre industry, and especially at the graduate level in the department of theatre as our MFA students are training both as artists and educators.
Don't forget to celebrate individuals you see making a difference in teaching, learning, or student success at MSU with #iteachmsu's Thank an Educator initiative. You might just see them appear in the next feature!
Posted by:
Makena Neal
Posted on: Educator Stories
Alexis Black's Educator Story
This week, we are featuring Alexis Black, Assistant Professor in th...
Posted by:
PEDAGOGICAL DESIGN
Wednesday, May 4, 2022