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Job Title: Assessment Services ConsultantTeam: Assessment ServicesBio: Amy Allingham holds a Bachelor’s Degree in Advertising. She began her career at Michigan State University in 2009, as an IT Professional with the College of Veterinary Medicine. She was instrumental in the implementation and support of several initiatives focused on educational technologies, including Desire2Learn (D2L), computer-based assessments (ExamSoft), and web-conferencing (Zoom) to name a few. In 2017, Amy was hired within MSU IT Educational Technology – Scoring and Assessment Services Office as an Assessment Consultant. Her primary responsibilities now include working with a team of experts in the production of accurate statistical analysis for assessments, surveys and raw data captured by highly sophisticated optical scanners and the DigitalDesk software.

In How to Build an Online Learning Community (In 2020) https://www.learnworlds.com/build-online-learning-community/ via @learnworlds 
 
Announcements help us build a stronger rapport with our learners.
News and announcements make you seem active. You are the half part of the equation.
Depending on your preferences and those of your learners, you can also send emails, text, or social media messages that repeat online announcements or merely remind learners to log in to view those announcements.
If you send a weekly message via email or some other format (eg., Twitter), make sure these are identical to any announcements in your online classroom.
Let learners know from the first day of class that each time they log in, they should check for the latest announcements. So, having a uniform announcement area in your course platform is essential.
 
Here are some examples of announcements:



Remind learners about due dates and stages of the course, for example, if a new section or activity is going to be released in your course.
Underline progress and encourage learners.
Remind learners about special events (eg., webinars, or introducing new presenters in videos).
Bring in authentic news from the outside world when relevant to demonstrate your active interest in the class topics and to involve your learners.



Tools:

Create an Announcement in D2L
Teaching Tips: Making Regular Announcements

The Hub for Innovation in Learning and Technology is supporting two assessment workshops in March: Assessment Options Beyond the Exam and Exam Design. 
1) Assessment Options Beyond the Exam, led by Dr. Andrea Bierema: This workshop is for any MSU educator who is looking for resources and help with formative assessments and alternatives to exams such as projects, infographics, and debates. Examples include ideas for classes with 100 or more students. This workshop ran synchronously on 3/10 via zoom. 
 
2) Exam Design, led by Dr. Casey Henley: This workshop is for any MSU educator who is looking for resources and help with academic integrity on summative quizzes and exams. We will focus on writing multiple-choice and short-answer questions, creating a climate of integrity in the course, the pros and cons of video proctoring and creating exams specifically in D2L. This workshop ran synchronously on 3/9 via zoom. 
 
If you have questions related to the SOIREE workshops, please reach out to Ashley Braman (behanash@msu.edu) for additional support.

Photo by Glenn Carstens-Peters on Unsplash
 
Research suggests that providing corrective feedback for students is highly effective (0.8 effect size).*  Here are suggested strategies for using feedback using MSU’s FREE software.  A more detailed document explaining how to implement these strategies can be found here:  https://tinyurl.com/y8tudxed
 
D2L:  Leave audio feedback on Assignment files
This tool allows an instructor to leave spoken comments on items that have been submitted to the D2L Assignments tool.  This can add a personalized feel to feedback. 
 
Zoom:  Offer virtual office hours
You can offer virtual office hours that can have up to 49 participants face-to-face online.  Correct common misunderstandings of students from afar.
 
MediaSpace:  Create a video summary of the 5 biggest mistakes in an assignment
On low-stakes assignments, looking over submissions of students and offering an overall summary of the most common mistakes can cut down on the time required to give feedback.  Capturing this on MediaSpace allows you to offer it as a resource for the next course’s preparation for the assignment.
 
Microsoft 365:  Require students to respond to inline comments
Sometimes students do not look or respond to feedback.  To improve growth from feedback, you might require that students respond to inline document comments before getting credit on an assignment.
 
Google Docs:  Set up peer review of an assignment before the final assignment is due
Giving students a rubric or guide for what they are looking for in an assignment and allowing them to apply it to another student’s submission can provide feedback for both students.  Google Docs allows for easy sharing and commenting on documents, presentations, and spreadsheets.
 
All of these techniques can help to move a course from being very lecture-centered and passive for students to being more active and student-centered.
 
Reference:
*Hattie, J., & Timperley, H. (2007).  The power of feedback.  Review of Educational Research, 77(1), 81-112.

 
 
What is Microsoft Teams? Microsoft Teams is a communication and collaboration tool which is part of the Microsoft Office365 suite of software applications. In one team workspace, the tool allows for real time collaborative work through chat, as well as file sharing. Other Teams features include calling, asynchronous chat and threaded conversations, meetings, and synchronous video conferencing for up to 250 attendees in a private Teams meeting.
  
Who might consider using Teams? Microsoft Teams might be ideal for instructors and students interested in having one workspace that allows sharing work, editing content collaboratively, storing and sharing files, instant chatting, setting up meetings, and video conferencing!  
 
Why use Teams? There are several reasons why you could choose to use Microsoft Teams. It is a useful tool for organizing content in a collaborative and engaging workspace for either a few individuals or large groups. Teams can be used across multiple devices. It is a free mobile application which students can communicate with regardless of location, without giving out personal contact details. Teams is a great alternative to other synchronous video conferencing tools which might not be available in some countries. 
 
How to use Teams? For teaching and learning with Teams, instructors can request a class team in D2L, set up a Team for a class and then create channels within the team. Channels can be around groups or specific topics. The online tutorial on how to use Microsoft Teams for remote and online learning is a great resource for learning more about Teams. 
 
Where to access Teams? With an MSU net ID, Teams can be accessed by going to spartan365.msu.edu and logging in with your MSU credentials. To learn more about all the features and functions of the tool, the Microsoft Team homepage is a great resource. 
 
Stories/Feedback? We would love to hear from you about your experiences with Microsoft Teams. How are you using Teams in your class? What are your students’ perceptions of Teams and experiences so far? If you would like to share some of your Teams stories (frustrations, joys, surprises) or need more information about Teams, contact the MSU IT Service Desk at ithelp@msu.edu.  
 

Join the Educator Developers NetworkAnnouncing the 2023 relaunch of the Educator Developers Network (formerly “The ID Network)! A collaborative space for anyone passionate about improving teaching through effective design, pedagogy, and technology. Here, anyone with an interest in enhancing education can come together, share their experiences, and mutually learn from one another.We meet synchronously and asynchronously and have regular virtual meetings where people can share their department’s work, ask for advice, or celebrate success. Much of the discussion occurs in Microsoft Team, where we have an initial structure of channels for members to explore MSU’s Learning Management System (D2L - Brightspace), discuss course design, or seek out technology recommendations and tips. Ultimately, the Educator Developers Network is a place to source answers to your questions or ask for help, be in the community with others, and share what you know!
The ID Network has existed for many years on campus and has historically been a great resource for many. It has provided a community to share ideas and resources, with excellent participants contributing to its existence. The relaunch and rename only reflect a desire to create a broader, more inclusive community.
The initial design of the Educator Developers Network came from a committee of current ID Network community members, and the planning and organization of the Educator Developers Network will continue with volunteers, most of whom were active participants in the ID Network. Thank you to those who helped with the initial design of the new network. That committee was made up of:

James Bender
David Goodrich
Andy Gregor
Kevin Henly
Mathew Koss
Jay Loftus
Meghan Loughlin-Krusky
Ellie Louson
Makena Neal
Nick Noel 
Megan Patrick
Chris Shaltry

Looking for a place to share your work? Part of a faculty learning community or other professional development activity? Then join the network!
Join the Educator Developers Network

Changing Beliefs
Stories have the power to persuade. Let's look at advertisements, which sometimes follow a story-like narrative structure. Researchers Quesenberry and Coolsen (2014) asked the public to rate 108 Superbowl commercials from the 2010 and 2011 Superbowls. They then coded the commercials to designate if they followed a dramatic structure or not. I think you already guessed that overall, commercials that were stories were favored over those that were not. 
 
Advertisers want to persuade you. Stories help them to achieve this.
 
And what is more powerful than changing someone's mind?
 
How about letting someone believe the conclusion you want them to come to is their own? 
Stories allow us to communicate and give advice indirectly. They allow the listener to come to their own conclusions- conclusions that the storyteller has the power to guide them to. We can sell our ideas through stories. They also tap into emotions, which even for the most logical person, play a big part in our decision-making.
 
You can read about how gratitude is important as a motivator at work. But numbers and statistics won't have the same impact as a story about the impact of gratitude, such as the story below.



 
For more information on this idea of stories for persuasion and real-life examples of how stories can change behavior, see the Harvard Business Review's article, "How to Tell a Great Story."

 

 
Changing Behaviors



What scares you more? Be honest. 








Jaws?




Highway accidents?







 
 
 
 
 
 


Created with PollMaker
 
In 1975, a movie changed the way an entire generation viewed swimming in the ocean. Do you ever think about sharks when you are swimming in the ocean? I do. Most people do. Yet in 2018 there was only one fatal shark attack in the United States (University of Florida, 2019). In contrast, about 40,000 died in car crashes  (National Safety Council, 2019). Would so many people be scared of swimming in the ocean without the legendary Jaws series? Probably not.
 
Dr. Joanne Cantor of the University of Wisconsin, Madison, has studied fear reactions from media. She asked students to write about media-produced fright reaction. Movies like Poltergeist and Jaws were at the top of the list for what created a fright reaction. Fiction. Stories that are not very believable.
 
Jaws was #1 for kids who saw it before age 13. Remember, she was looking at the impact of more than just movies; she was looking at mass media in general. But for 91% of her subjects, fictional sources were the source of their most terrifying memories. Stories have power. They stick with us. They can change our behavior.

Sources:
Cantor, J. (2004). "I'll never have a clown in my house"--why movie horror lives on. Poetics Today, 25(2), 283-304.
 
Quesenberry, K. A., & Coolsen, M. K. (2014). WHAT MAKES A SUPER BOWL AD SUPER? FIVE-ACT DRAMATIC FORM AFFECTS CONSUMER SUPER BOWL ADVERTISING RATINGS. Journal of Marketing Theory and Practice, 22(4), 437-454. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/1566309050?accountid=12598

1. Consider how AI technology might compel you to revise your course assignments, quizzes, and tests to avoid encouraging unethical or dishonest use of generative AI.  



Design For Generative AI: Sample Syllabus Language
Design Around Generative AI: Sample Syllabus Language



2. Develop and integrate a generative AI course-level rules throughout the all course materials/resources:  



Provide clear definitions, expectations, and repercussions of what will happen if students violate the rule.  
Explain the standards of academic integrity in the course, especially as related to use of AI technologies, and review the Integrity of Scholarship and Grades Policy.  






Be clear about what types of AI are acceptable and what versions of the technology students can use or not use.  
Put this rule into D2L and any assignment instructions consistently.  



3. Discuss these expectations when talking about course rules at the beginning of the course and remind students about them as you discuss course assignments:  



Take time to explain to students the pros and cons of generative AI technologies relative to your course. 
Explain the development of your course-level rules and make clear the values, ethics, and philosophies underpinning its development.  






Explain the repercussions of not following the course rules and submit an Academic Dishonesty Report if needed.  



4. If you want to integrate AI in the classroom as an allowed or required resource:  



Consult with MSU IT guidance about recommendations for use and adoption of generative AI technology, including guidelines for keeping you and your data safe.  
Determine if MSU already has access to the tools you desire for free, and if not available through MSU, consider the cost and availability of the resources you will allow or require, and go through MSU's procurement process.   
If you want to require students to use an AI technology that comes with a cost, put the resource into the scheduling system as you would a textbook, so students know that is an anticipated cost to them.  



Photo by Alexander Sinn on Unsplash