We found 320 results that contain "classroom observation"

Posted on: Teaching Toolkit Tailgate
Thursday, Jul 30, 2020
(Re)defining Student Engagement in Your Course
Photo by Mikael Kristenson on Unsplash
 
Defining Engagement
“Student engagement” is a popular term for describing optimal responses from students to their experiences in higher education: participating in class, using campus support services, and ultimately staying in school to finish a college degree. That’s why, for example, the National Survey of Student Engagement (NSSE) looks at a spectrum of “educationally purposeful activities” inside and outside of the classroom as they assess levels of student engagement across higher ed. Since we are most focused on what student engagement looks like in a classroom, we’ll dive in here, but also acknowledge that other forms of student engagement are important and very much connected to one another along a spectrum.
 
For the sake of our work in the classroom, we’ve found Great School Partnership’s Edglossary definition of student engagement most helpful: “the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.” Here we get a picture of students wanting to learn what is important in our disciplines and classes, successfully completing our course, and eventually completing a degree. But, as you can imagine, this classroom engagement looks different based upon your discipline, class, and overall learning outcomes. It also hinges on the relationships you build with students, between students, and in how you facilitate authentic opportunities for all of you to engage with the questions and challenges that actually drive your discipline.
 
(Re)defining Engagement in Your Class
Since we teach and learn across a variety of disciplines, with a variety of learning outcomes and discipline-driving questions, student engagement can take many forms. While there may be some similarities, engagement in an English class may look different than in a Science class, since our disciplines use different lens on the world and value making claims and meaning in different ways. We assess learning differently too. To begin the process of thinking about what student engagement does or could look like in your class, here are some questions to consider:

What are the key questions and challenges driving you and the work in your discipline? Why/how might students care about these questions and challenges with you?
What does a student, fully engaged in what matters in your discipline, and on their way to meeting the learning outcomes in your course, look like? What do they know? What do they do? How do you hope they’ll get there?
What multiple form(s) does/could “attention, curiosity, interest, optimism, and passion” take in relation to what matters to students and your discipline? How could learning activities best facilitate this engagement? How will you know if these learning activities are facilitating this engagement?
Overall, how do you already teach in ways that support optimal student engagement with your discipline and class? In what areas do you want to grow?

These questions are starting points for you in beginning to identify key aspects of student engagement. These questions also begin to help you recognize what you’re already doing towards optimal student engagement as well as areas where you may want to grow. Hopefully, these questions raise awareness that leads to the student engagement you hope for towards your learning outcomes and overall success for students in and beyond your course.
Authored by: Erik Skogsberg
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Posted on: Spring Conference on Teaching & Learning
Monday, Jun 5, 2023
Day 2: May 11th, 9:00 - 4:00 pm
Instructions: Click on the registration link and sign-up for the sessions that you're interested in. After completing your registration you will receive an email with the Zoom link for the session.




Keynote Address




Welcome and Keynote IITeaching for Equity in Treacherous Times9:00 - 9:45 am




Time

Block 1



10:00 - 11:15 am

 

 


Implementation of the Student Perceptions of Learning Environments Policy (SPLEP) and Student Perceptions of Learning Survey (SPLS)


Teaching Knowledge Workers of the 21st century


Incorporating equitable pedagogy into your classroom


Turning Your Teaching & Administration Work into Research and Publication Projects


What About Student Voice in Department and Program Level Spaces?


"How Can You Get A Job With That?": Practical Skills for Undergraduate Studio Art Students




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Paper Sessions (25 min. each)

Foster Inclusive Research Opportunities Through A Course-based Undergraduate Research Experience (CURE)
JamBoard: Where Academic and Intellectual Collaboration Meets Creativity
The Power of Education Abroad: Lessons from Sustainable Community Development in Tanzania


Learning Tech Demo (25 min. each)

Beyond Zoom: A Beginner’s Guide to Unlocking the Transformative Potential of Virtual Reality in Education (25 min)
Exploring Perusall and summarizing findings from GEO & ISS courses. (25 min)
Rise: A Tool to Building Interactive Online Courses (25 min)


 
 
 
 


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Time


Block 2




11:30 - 12:30 pm

 

 


Excel accessibility 101


Rethinking Access: Fatigue, Hostility and Intimacy in Teaching and Learning


How to Encourage Student Engagement: Using PearDeck and Interactive Slideshows
 


Translingual Theory in Action, and in Support of Multilingual Learners 


The Happiness Ripple Effect: Exploring the 4 Levels of Happiness and How Educator Happiness Might Impact Student Learning


Hyflex Course Design: Creating Accessible Learning Spaces





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Recognizing Burnout and Mapping Your Stress Response


Learning Tech Demo (20 min each)

NOAA’s Science On a Sphere at the MSU Museum
“That Doesn’t Work For Me!”: Tools for Students with ADHD
Cohort Programs and Student Success at MSU


 

 


 

 



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Lunch12:30 - 1:30 pm



Time


Block 3




1:30-2:30 pm
 

 


A journey of summative assessments



MSUvote and Democratic Engagement at MSU



Finding Your True North: Equitable access to career education through core curriculum integration


Decolonizing the Classroom



Creating a “Friendlier” Syllabus: One that Considers Brain Science and Promotes Student Equity, Belonging, and A Growth Mindset


 
 




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Welcome to My Classroom (20 min each)

Designing Against the Hidden Labors of Adult Learning
Teaching English in Chinese way? International Engagement in a Writing Course
Exploring the effects of the flipped classroom approach in an undergraduate lab math course



Teaching GIF animation in pre-service art teacher education courses

 

 

 
 



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Time


Block 4




2:45 - 3:45 pm 
 

 


Exploring Inclusive Practices Across the Curriculum: Results from the Inclusive Pedagogy Fellows Program in the College of Arts & Letters at MSU


Incorporating Reflective Practices in Classrooms: Our Learning Assessment Model


Increasing learners' motivation in gender and sexuality study through making activist animation and video game


Teaching Gender in a Global Context: Pedagogy, Practice, and Prospects for Expanding Narratives(Cancelled)


Exploring the Social Change Wheel: Approaches, Tools, and Techniques for Incorporating Community Engaged Teaching and Learning


MSU Libraries: Partners in Student Success




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Welcome to my classroom: COIL


Using H5P to Help Students Learn!

 
 
 
 



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Authored by: Center for Teaching and Learning Innovation
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Posted on: Equitable Pedagogy Learning Community
Wednesday, Sep 14, 2022
Join the Equitable Pedagogy Learning Community
For many instructors, COVID revealed unintentional barriers to learning in the classroom. Perhaps it was inflexible attendance policies, or grading policies that focused on behavior and concealed true learning, or hidden curriculum that privileged students who were willing to ask for more time / credit / help over students too embarrassed to do so.  
The equitable pedagogy learning community will welcome educators looking to dismantle these barriers. By creating learning environments where all students feel supported, all students can succeed. Students enter our classrooms with different backgrounds, perspectives, identities, and experiences, and the intellectual communities we form can be enriched by those differences.  
As a community, we will read and discuss topics such as humanizing the classroom, equitable grading practices, Universal Design for learning, culturally responsive pedagogy, pedagogy of kindness, and similar themes. The goal for each member would be to develop and integrate changes to teaching practices to be more inclusive and equitable. As a community, we would like to create resources to share with instructors; this could look like a collection of reflections from the community members and/or easily digestible professional development documents like infographics.  If you are interested in joining this learning community, find us on Microsoft Teams or contact Valerie Hedges (hedgesva@msu.edu) or Casey Henley (mcgove14@msu.edu). The community will meet the third Friday of every month from 10-11:30 both in person (room TBD) and on Zoom. Every other month (October, December, February, April) we will meet at 9:00 in Synder-Phillips for breakfast. For the fall semester, we will read Radical Hope: A Teaching Manifesto by Kevin Gannon. 
Posted by: Casey Henley
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Posted on: #iteachmsu Educator Awards
Wednesday, May 4, 2022
College of Arts and Letters 2022 #iteachmsu Educator Award Recipients
The following is a list of the educators receiving the #iteachmsu Educator Award from College of Arts & Letters. For more information on these awards, check out the article entitled "#iteachmsu Educator Awards".
Scott Schopieray: The Center for Teaching & Learning Innovation Kick-off Summit, held on January 14, 2022, wouldn't have been possible without participation from educators like you. I know that ongoing uncertainty and stress at work and at home mean many folx are spread thin, and your willingness to share your time with us demonstrates your commitment to not only educator development at MSU, but the university's teaching and learning mission as a whole. The insights you provided (and continue to provide through asynchronous feedback opportunities) are invaluable as we continue to listen, learn, and ultimately shape what role the Center for TLI plays for Spartans. Witnessing the level of engagement, passion, and constructively critical questioning - makes me all the more excited to be a part of the Center staff moving forward. I'm looking forward to continued opportunities to work with you in the near future. Thank you again for the service you provided to MSU by participating in the Center for Teaching and Learning Innovation Kick-off Summit!
Kaelyn Muiru: Thank you for introducing your WRA 101 students to the library this semester! By emphasizing the importance of a student-library relationship, you helped promote information literacy and research skills, and hopefully initiated a positive association that the students will carry through their college careers. I want to also thank you for being in tune with and aware of your students' needs, and allowing them to opt into asynchronous instruction. Treating students with care means valuing their emotional and mental well-being, and trusting them as adults to help determine the course of their instruction. It was a pleasure to create and compile videos to introduce the library and specific resources to help them find success on their WRA 101 assignments. The analytics show me the resources were utilized, so I also thank you for promoting them! 
Alexis Black: For her empathy for all students. For her concern to make all feel heard and involved. For her terrible puns. Alexis is an amazing educator who cares deeply about her students' success. She is constantly checking in with students to see how they are doing and her innovative practices in intimacy coordination have helped out students navigate difficult times. 
Brad Willcuts: Brad is innovative and uses cutting edge technology to teach dance and musical theatre. He is constantly evolving as an educator and blends old and new techniques to reach students. 
Cheryl Caesar: I've worked with Cheryl for over ten years now and I wanted to thank her for teaching me a lot about being a compassionate and caring teacher. The learning environment that Cheryl creates with her classes allows students to feel safe and comfortable being honest and open with their thoughts, feelings and views. I have seen the amazing progress and benefits her students have gained from being a student in her class and I am honored to call her a colleague and friend.
Elizabeth Spence: Dr. Spence demonstrates the teaching method I personally endorse above all others - a pedagogy of care for her students. Dr. Spence clearly cares for each student as an individual, recognizing the unique values and experiences they bring to the classroom. She knows them not just by name, but knows about their work and personal lives too. She takes time to meet with them in individual consultations throughout the semester, and when visiting her classroom, it is evident that she takes time and thoughtfulness with each student and their appreciation and engagement is exceptional for a virtual setting. I especially appreciate that she gives time for library instruction, setting an example to her students that information literacy has high value. Newer to educating myself, I have learned so much from her, and wish to follow in her caring footsteps. 
Kathy Hadley: Thank you, Dr. Hadley, for dedicating a class each semester to bring your students to the library! Your commitment to library instruction encourages students to find value in information literacy and because of you, they begin a relationship with the library that will  help them be successful throughout their MSU careers. 
Jill McKay-Chrobak: Dr. McKay-Chrobak, thank you for dedicating a class each semester to bring your students to the library. Your commitment to information literacy helps ensure students place a high value on it. Thank you for showing your enthusiasm for the library's resources and services; it is contagious! Your students clearly enjoy your friendly and engaging style of teaching and your example has encouraged me to prioritize fun and camaraderie in my own teaching. 
Ilse Schweitzer: Dr. Schweitzer, thank you for dedicating a class to bring your students to the library! Your commitment to information literacy encourages students to value it highly, and by introducing them to the library, you begin a relationship between library and student that fosters success. Your students clearly enjoy and respect your leadership; I was continually impressed with their level of engagement. Thank you for encouraging, mentoring, and caring for these first-year students - I have learned from you and intend to follow your example!
Floyd Pouncil: Thank you so much for bringing your students to the library for an introductory session! By doing so, you impress upon them the importance of information literacy and research skills, and give us a chance to situate the library and its resources as an important asset for their college careers. 
I want to also thank you for your very thoughtful scaffolding of the WRA 101 assignments, and attention to detail and modification of the standard. Your students were clearly connecting the dots between rhetorical analysis of the culture of an artifact and the culture of their disciplines and the writing found therein. Also, by emphasizing the importance of a personal interview, you recognize the value in alternate ways of knowing (as opposed to relying on "peer-reviewed literature"). 
Your students were my most engaged of the semester - you did an excellent job of cultivating a safe classroom culture in which students felt encouraged and motivated to participate. That makes such a big difference in how I am able to impact them in our short time together, so for that I am grateful. 
Sharieka Botex: Thank you for bringing your WRA 101 students to the library this semester! In doing so, you emphasized the value of information literacy and research skills and encouraged a relationship with the library that hopefully will serve your students well throughout their college careers.
Your students were some of my most engaged of the semester - you clearly have nurtured a safe space for students to be themselves and participate openly in discussion, which makes my job much easier and way more rewarding, and speaks highly of your classroom culture.
Also, it was very clear from the assignment modifications you made and the relatively calm and collected demeanor of your students that you have taken a pedagogy of care approach, putting their mental and emotional well-being right up at the forefront alongside their academic experience. This is so important in this time and place, especially with our vulnerable first-year students, and I appreciate your approach so much. 
It was a pleasure getting to know you and your students, and I am grateful for your leadership in encouraging a positive and lasting library-student relationship!
Anyone can recognize a fellow Spartan for their contributions to MSU's teaching and learning mission or for how they made a lasting impression on your experience. All you have to do is click "Thank an Educator" in the left panel of iteach.msu.edu. From there you'll see a short form where you can enter the name, netID, and a short story of the educator you'd like to recognize.
Posted by: Makena Neal
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Posted on: Educator Stories
Thursday, Mar 4, 2021
Educator Stories: Jim Lucas
This week, we are featuring Dr. Jim Lucas, Assistant Dean of Global Education & Curriculum.  Dr. Lucas 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 Dr. Lucas’ perspectives below. #iteachmsu's questions are bolded below, followed by his responses!
 

 
You were recognized via the Thank an Educator Initiative. In one word, what does being an educator mean to you? 
Mentor
Share with me what this word/quality looks like in your practice?
Mentors help personally and professionally by pushing you to be your best. I think being a mentor is a good way to think about being an educator. As a mentor, you have to connect with the student where they're at by being developmental and helping them progress as a student and as a person. I also think you need to put yourself out there and empathize with your students. You have to be willing to be a real person with your students, ask the tough questions, and put in the time and the effort to get through to them. Sometimes I think if we all cared more about each other as people that some of the problems we think of as insurmountable would be less insurmountable.
I always tell my students, once a student, always a student. Once they come into my life, they always have access to me as a mentor. I don’t cut students off once the class ends. I am there for them throughout their college experience. 
Have your ideas on this changed over time? if so how?
As an administrator, it’s important to have one foot on the ground. It’s easy to forget life from a students’ perspective. It’s important to keep yourself real, keep yourself honest, and keep yourself connected to the students so you can try to relate to them in a way that seems authentic. 
When I talk to other educators about how to create curricular experiences or how to work with students, I encourage them to keep doing the work. I don't want to be one of those people that taught 20 years ago but hasn't been in a classroom since. I stay connected to students, particularly first-year students, so I can serve them better. But it also helps me professionally, to help other people think about how to mentor and teach students.
Every time that I'm confronted with a topic that I want to teach, I start by asking myself “how do students learn?”I always push myself to think about how to present topics in the most engaging, exciting, and fun way possible. So I'm constantly pushing myself to think about new ways to do activities and assignments in class. I realize the students I'm teaching in 2021 are different from the students I taught in 1999.
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 with first-year students through UGS offerings, integrative studies teaching, and also teach several education abroad courses. 
What is a challenge you experience in your educator role?
I feel that today’s world is very complicated. All students don’t come to college with the mindset and resilience to be successful. We’ve changed so much as a society. Whether students are coming with more home life issues and less social capital or overly structured lives with hovering parents. Figuring out the right balance of challenge and support is hard because you want to challenge them without harming them. You need to find the appropriate way to challenge them to promote growth. Sometimes, we solve problems for students, rather than empowering them to solve the problems themselves, but conversely, sometimes we leave students hanging by a limb expecting them to figure it out on their own. It is a messy grey space. 
Another challenge I experience is the lack of recognition or value attributed to teaching in all forms. I think we need to remove the “Grand Canyon” of academic versus student affairs and teaching versus research. I think if you want to work with students, you need all types of people and perspectives. You also need to value your teachers and reward them for putting in the time that it takes to promote growth and learning.
Any particular “solutions” or “best practices” you’ve found that help you support student success at the university despite/in the face of this?
Having a sense of structure is really important. I always start the class by reviewing prior content and answering any questions students have about the past week. At the end of class, I review where we've been, preview where we're gonna go next week, and talk about what’s due. Also, I create a routine for my class, even more so during COVID, with a set structure they can come to understand the ebb and flow of class. 
I work very hard to set norms in my class. I think that a lot of faculty assume that just putting expectations in the syllabus is enough. In my experience, you have to keep talking about and revisiting norms. And if you’re going to set a norm, you have to model it. I can't just say I want you to have good dialogue skills, I have to model it for the students by showing them what I expect, holding them accountable, and managing the issues as they come up. I start every class in small groups and rotate so they get to know each others’ names and have to work across differences. 
I'm really trying to set that tone during the first day that we're an active learning community, that we need to learn to listen to each other, and that we all have opinions that are valid to be listened to, but yet also remember not to be racist, sexist, etc., I try to set all that that tone on that very first day. The other thing I would say to anyone that's new to teaching is that it's helpful to have peers and or a more experienced mentor to ask questions. When I first started teaching, I had an elder faculty member in the department that I could go to, or when I was teaching EAD 315, I could go to other grad students and be like, how is this working for you? Did it work? Did it not work? 
Teaching is as much of an art as it is a science and I think you have to adapt. For new instructors, I’ll say this: You haven’t taught anything until you’ve taught it three times. After teaching a course three times, you start to realize your own structure and flow. Teaching is like theatre--you have to figure out what you're going to put on stage and what you're going to keep behind the curtain. I think an error that many educators make is putting way too much “behind the stage.” I think students do better when you're more transparent about what you expect, and why you're doing what you're doing. And I think that they respect you for telling them.
Sometimes teachers think that they need to have an air of superiority or infallibility in the classroom. It’s okay to admit “I'm not perfect” and admit to the students when you’re not perfect. For example, I’ll let students know I've had a really bad week, and I'm sorry that I couldn't get to your papers or that the D2L site is messed up. 
Be honest and human with the students. These actions are role modeling the behaviors that you want them to see. One of the things that I learned as an educator is how a student assesses you on the first day of class is highly correlated to the way they'll evaluate you later on. The first day of class is super important. 
I don't start with a syllabus. I start with some form of fun, engaging activity that sets a tone for my class. So if I'm doing, for example, sustainability I might do like a human barometer activity that gets the students up and moving and establishes dialogue in the classroom where they're hearing from each other more than they're hearing from me. And I make it clear that that's what my class is going to be. 
What are practices you utilize that help you feel successful as an educator?
Using class time to give voice to students is really important. Create a positive climate in your classroom where students feel valued and where they can ask questions. I build five minutes at the start and end of every class. Some people might say, well, I'll cover less content. But, you know, my belief is, it doesn't matter if you cover it if they don't retain it. And they're not going to retain it if they're not in a classroom where they feel that they're listened to, and that they're engaged. Figure out the right mix of process and content is important for any teacher. The process of how you run your class is just as important as the information that you're giving.
Also, I'm a big fan of backward design. People need to start with their learning outcomes and go through a process of curricular prioritization. IAs I said, you haven't really taught anything until you've taught it at least three times. In those three times, you start to realize what's important and what's not important. 
Next, I like the teaching perspectives inventory (http://www.teachingperspectives.com/tpi/). I encourage educators to work on themselves to understand who you are as a teacher and figure out if the way you run your class aligns with your thoughts about teaching and learning. Ask yourselves questions like do your values as a teacher align with the way you do your learning outcomes, assessment, and all that or is aligned with your values as a teacher? For this reason, I never use a canned curriculum or activity. I take ideas and structures from other places, but I need to adapt them to my needs, outcomes, and teaching style.
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? 
A greater range of activities that hit multiple levels of professional experience. Mid-high level conversations about sticky, difficult issues. What do you do when a student has a breakdown in the middle of your classroom? These are things that I've confronted, but I'm not always sure that I had the best possible approach. 
For example, I had a student who checked out of his housing and was effectively homeless, and then I was with the police on campus looking for the student one night-- as an educator I find myself in the middle of these situations. I would love to have a space to talk with kindred spirits about how to do that work, where our limits reside, how have other people navigate it, and how do we make the system better? I want to make the campus a better place for everyone. And I'd like to be involved in those conversations, not so much tips and tricks for my own classroom.
What are you looking forward to (or excited to be a part of) next semester?
Looking forward to face-to-face teaching and education abroad. I want to see my students and talk with them. I feel very disconnected from them in a remote environment. I decided not to teach online for Spring. As a person that likes to create community in small, experiential educational settings, it is hard for me to do that online.
Authored by: Kristen Surla
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Posted on: Spring Conference on Teaching & Learning
Friday, Jul 14, 2023
Hyflex Course Design: Creating Accessible Learning Spaces
Title: Hyflex Course Design: Creating Accessible Learning SpacesPresenters: Casey McArdle; Imari Cheyne Tetu (WRAC ); Liza PottsOriginally presented on May 11th, 2023Description:Under “equity” in MSU’s strategic plan, it notes, “We will eliminate barriers to access and success.” If MSU is to uphold this plan and create accessible spaces on campus, it must embrace new pedagogical approaches towards education. One approach that this panel will explore is the hyflex model, where part of a class attends in-person, while another part of the class can attend via remote technologies such as Zoom or Teams. This panel will discuss three courses that have utilized the hyflex model over the past few years to eliminate barriers for student success. These courses are in the Experience Architecture (XA) program, an undergraduate UX degree housed in the College of Arts and Letters. XA has three core principles: usability, accessibility, and sustainability. Our alumni work all over the world as UX designers, UX researchers, project managers, accessibility specialists, product designers, and software developers for companies such as Ford, Rivian, Google, Meta, and Adobe. Upon graduation, many will work in hyflex environments. This course design models best practices for how hyflex interactions might occur in the workplace and lays a foundation of empathy in our students upon graduation. Knowing what it is like to work remotely as well as in the office can give students unique experiences that they can take with them to inform their professional spaces. This panel will directly address how we created accessible hyflex classrooms that are engaging and support student learning. We will explore the practices behind the hyflex model, see various deployments of the model via hardware, software, and pedagogy grounded in accessibility. Attendees will be able to see classroom activities and practices that they can take with them, along with a model of how to deploy the hyflex model in their own classrooms.



Click here to view on MediaSpace
Authored by: Casey McArdle, Imari Cheyne Tetu & Liza Potts
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Posted on: MSU Online & Remote Teaching
Monday, May 4, 2020
Create Module and Add Virtual Class Zoom Link
 

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)



 
 
More information on securing your virtual classroom: https://blog.zoom.us/wordpress/2020/03/27/best-practices-for-securing-your-virtual-classroom/
 
Posted by: Makena Neal
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Posted on: #iteachmsu
Thursday, Sep 12, 2024
2024 Educator Seminars: Day 1 Schedule and Registration
2024 Educator Seminars are presented by MSU IT Educational Technology, MSU Libraries, the Center for Teaching and Learning Innovation (CTLI), the Enhanced Digital Learning Initiative (EDLI), Testing Center & Assessment Services, and MSU IT Training​. 
Day 1: August 22, 2024
Instructions: Click on the registration link and sign-up for the sessions you're interested in. After completing your registration you will receive an email with the Zoom link for the session.

8:30 - 9:30am    Spartan 365 Overview
Facilitators: Michael Julian & Lindsey Howe (IT: Training)
Spartan 365 (aka Microsoft 365) is the productivity Cloud that brings together best-in-class Office apps with powerful Cloud services, device management, and advanced security. Join us for this free virtual training where you will learn how to empower your employees to do their best work and simplify your business processes.
Session recording

9:30 - 10:30am    Classroom Technology Overview: Maximizing Student Learning and Engagement Across Modalities
Facilitators: Rhonda Kessling & Sarah Freye (IT&D)
This session explores the diverse range of classroom technologies, from traditional to high-tech, empowering you to make the most of your learning environment. You'll be able to confidently identify the technologies available in classrooms, distinguish between different classroom types, and engage in informed discussions on the most suitable modalities in a variety of situations.  
Session recording

10:30 - 11:30am    Student-Centered Grading: Considerations, Approaches & Tools  
Facilitators: Jeremy Van Hof & Monica Mills (CTLI)
This workshop aims to guide MSU educators in developing and implementing grading mechanisms that are efficient, transparent, and effective. By exploring various grading strategies and leveraging the capabilities of the D2L gradebook, educators will learn how to enhance student engagement, increase transparency, reduce anxiety, and promote equity in their courses.
Session recording

11:30am - 12:30pm      BREAK

12:30 - 1:30pm     Removing Barriers to Learning: Improve D2L Course Usability and Accessibility with Ally
Facilitators: Kevin Henley, Sam Abele, Jennie Wagner (Assistant) (IT&D)
D2L Brightspace is a powerful learning tool that allows instructors to deliver course materials, create learning activities and assessments, and communicate with students. However, the wide range of content types and user activities available through the platform can create barriers for some users. In this session we will cover how to identify and remediate accessibility issues associated with your course content using Ally, an automated accessibility tool integrated into D2L. We will also demonstrate other accessibility features included with D2L and discuss overall best practices for improving the accessibility and usability of course content.
Session recording

1:30 - 2:30pm    Forms - Creating Forms and Surveys
Facilitators: Michael Julian & Megan Nicholas (IT: Training)
Looking for an app that will assist in creating and soliciting feedback? Microsoft Forms is the answer to all your data collection needs! Join our trainers during these free training events and learn how to create surveys and easily see the results as they come in.
Session recording

2:30 - 3:30pm    Creating a Student-Centered Course Hub: What, Why, and How of Learning Management Systems
Facilitators: Jeremy Van Hof & Monica Mills (CTLI)
This workshop aims to equip MSU educators with the knowledge and skills to create an effective and student-centered course hub using MSU’s Learning Management System (D2L). Participants will explore the fundamental aspects of D2L to enhance student engagement, streamline course management, and foster an inclusive learning environment.
This program is intended for all MSU Educators, specifically those teaching in-person courses.
Topics Covered:

Gradebook: Learn why and how to set up and manage the gradebook to provide timely and transparent feedback to students, ensuring they are informed about their progress and performance throughout the course.
Course Structure: Understand the principles of communicating an intuitive and logical course structure that guides students through the learning journey, making it easier for them to access resources and stay on track.
Communication: Discover effective strategies for using D2L communication tools to maintain clear and consistent interaction with students, fostering a supportive and responsive learning community.
Document Distribution: Explore best practices for distributing course materials efficiently, ensuring all students have access to the necessary resources in a timely manner.
Document Collection: Learn why and how to streamline the process of collecting assignments and other documents from students, making it easier to manage submissions and provide feedback.

Session recording

3:30 - 4:30pm    Course Assessment Processes and Testing Services
Facilitator: Nathan James (MSU Testing Center)
Faculty are charged with assessing their students' understanding of course material.  Assessment services is here to help you through the assessment process to include developing your exam scoring rules, scanning completed scantron forms, and producing your scoring reports.  Need help find a place to support accommodated or makeup examinations for your student?  The MSU Testing Center is there to support you in our office or by sending proctors to a location of your choice.
Session recording
Posted by: Makena Neal
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