We found 194 results that contain "digital presence"

Title: JamBoard: Where Academic and Intellectual Collaboration Meets CreativityPresenter: Gloria J. AshaoluFormat: Paper PresentationDate: May 11th, 2023Time: 10:15 am - 11:15 amClick here to viewDescription:The advent of the “dramatically amplified” and increased incorporation of digital technological teaching methodologies in classes (Sweeney et. al., 2021) has meant that the use of digital whiteboards has been on the rise. Google’s Jamboard is a collaborative digital whiteboard where students can exchange and record ideas generated during collaborative discussions. Furthermore, the wide arrays of tools (pens, markers, highlighter, sticky notes, text boxes, image upload, etc) allow students to document their thoughts in ways that encourage and empower them to creatively express their ideations—and see their peer’s creations in real-time. Given that Jamboard is free for all Google users and has a relatively easy-to-use interface, it can be a good tool to utilize when engaging in in-class (in-person or remote) collaborative discourse and other forms of diagnostic and formative assessments. This presentation engages with how Jamboard can help facilitate a learning experience where students evaluate, and in their own words, produce answers and create visual aids that allow them to synthesize the course content they are introduced to. This presentation also delves into the limitations of Jamboard—as well as creative means to work around some of these constraints. As with any teaching tool, student engagement and performance ought to be a priority. That said, through the use of a case study, this presentation also discusses how Jamboard can be used to gauge student learning and understanding and develop interventions as informed by the principle of design thinking (empathize, define, ideate, prototype, test, and implement).

Part of successful event execution includes promotion — the practice of using different marketing strategies and channels provide information to the public and the target audience about the event. Examples of venues where you can promote the event include the following:

Event Website: A site can be used to present an overview, agenda, and highlights.
Introductory Videos: Create videos for YouTube, Vimeo, websites, and other campus properties.
Social Media Engagement: Share info on Twitter, Instagram, TikTok, and the Create an event hashtag as well.
On-Campus: Posters, flyers, and handouts remain valuable in the promotional Use them when possible.
Email: Utilize existing mailing SalesForce, other CRM-related tools and entities to spread the word about your event.
Advertising: Consider securing ads via local establishments, periodicals, and other print and digital You can never be sure about the prospective impact until you engage.
Across MSU Websites: Consider placement of promotional ads and content across the MSU digital landscape (e.g., msu.edu,

iteach.msu.edu). This effort can also include cross-promotional efforts as afforded.

Events Directories: When possible, add your event to directories for broader
Podcast Engagement: Engage with podcast hosts to share

Before finalizing decisions about how and where to promote your event, we recommend taking time to identify the associated goals, all existing channels, leveraging previously existing content, and connecting with the additional resources and personnel needed to produce any related assets.
NOTE: Make sure to highlight the WIIFM factors during promotion.

Moderating the Meeting

Passwords are on by default for all MSU Zoom meetings.

Do not post these passwords on public websites or social media. Also note, that if you share your meeting room link with the password embedded on public websites or social media, unwanted individuals could still get in. In this case, enabling the waiting room serves as a second layer of security in that you (or a moderator) can admit only those you wish to allow to participate.
Check your participant list during the meeting.


When necessary, talk about confidential data, but do not directly share it. Your connection is only encrypted between you and the service provider.
If security concerns exist, consider:

Disabling File Transfer
Hiding Telephone Numbers
Visit https://support.zoom.us/hc/en-us/articles/115005759423 for instruction


Enable Virtual Backgrounds
The moderator’s role is to help maintain control of the virtual room by interjecting as needed.
Be patient with individuals serving this role as they may need to adjust talking points during pauses and transitions, guide discussions, remind speakers to repeat questions from attendees before answering them, and/or call on people who are quiet throughout the meeting to be sure everyone has an opportunity to voice their thoughts.
Consider installing the Zoom plugin for Microsoft Outlook. This allows for a more convenient way to schedule Zoom meetings via your email.
Try to keep your meetings under one hour if possible. If your meeting is going to be longer than an hour, please consider taking a short break so that everyone can stretch or take a moment to focus back in on the call.
Consider captioning options, if available. If you have difficulty hearing or members of your group do, consider incorporating closed captioning to enhance the experience and make it easier to keep up with the conversation. In some applications, captioning can also provide a record of the meeting, so it’s easier to pay attention without taking as many notes.
To report poor behavior or abuse during an online meeting, send concerns to the MSU IT Service Desk at ithelp@msu.edu.

 
Preparing for the Meeting

Make sure you have a strong Internet connection.
Consider the use of a headset for better audio quality.
Make sure you have proper lighting.
Position yourself in the center of the webcam.
Keep your background professional and distraction-free.
Dress appropriately for your meetings. While we may be working in an online environment, it is still important to wear appropriate attire when in a meeting.
Come prepared. A Zoom meeting is like any other meeting. It is still important to prepare as you would in-person.

 
During the Meeting

Mute your mic as soon as you join a call and whenever you are not speaking.
If your audio is spotty, consider turning your video off if it is enabled.
Use your spacebar to unmute your microphone when you want to talk in Zoom.

Click your profile, then click settings
Click the audio tab
Check the option “Press and hold SPACE key to temporarily unmute yourself.”


Maintain eye contact with the webcam.
Turn your video off if you are doing something that may distract other people on your call.
Keep movement to a minimum.
Avoid eating.
Be courteous and considerate of those attending.
Act and talk as you would at work.
Try not to multi-task.
Take advantage of the chat feature to ask a question when someone else is speaking.
Raise your hand in the camera, use “raise hand” features or send a message using the chat or other messaging tool (Teams, Zoom, etc.) to indicate you would like to speak.

 
For additional best practices, check out this Zoom Blog: https://blog.zoom.us/wordpress/2020/03/04/best-practices-for-hosting-a-digital-event/

MSU's public commitments include a commitment to providing accessible, usable, and aesthetically pleasing websites. “The MSU Web Accessibility Policy defines the accessibility requirements for university web pages and web content. The current Technical Guidelines require that pages meet Web Content Accessibility Guidelines (WCAG) 2.0 at Conformance Level AA.”
For all things digital accessibility at Michigan State, webaccess.msu.edu is the place to go! On the Course Accessibility page, educators can find a series of tutorials for “ensuring your content is usable to the greatest extent possible by all users” including this Basic Accessibility Checklist. If you’re looking for a place to start this is it. You can also learn how to create accessible Microsoft Word Documents, PowerPoint presentations, and PDFs. The webaccess.msu.edu Course Accessibility page, can walk you through key components of audio and video accessibility (namely captioning) and point you to “how to’s” on creating stable links to Library Resources (more accessible than scanned PDFs), setting special access in D2L, creating accessible equations, and more! Check out the Course Accessibility page!
Do you use D2L/Brightspace as the learning management system in your course? (If you need a reason to start using D2L, this is a good one!) Spartan Ally is a D2L/Brightspace integration that automatically scans course content for common accessibility issues and provides feedback to help faculty gauge the overall accessibility of their course, along with step-by-step guidance for fixing issues that may affect student access to content. The Spartan Ally page will lead you through all the things you need to know to optimize your use of this integrated service to promote accessibility and student success by improving course content. “Ally helps make your course experiences more accessible by providing:

On-demand alternative formats of common file types for all learners.
Instructor-specific reporting and feedback to help improve content accessibility and usability.
Institution-wide reporting to help gauge ADA-compliance and to provide metrics for identifying training and support opportunities.

If you can’t find what you need on webaccess.msu.edu, another place for digital accessibility support is the MSU IT team themselves. While webaccess.msu.edu is maintained through IT, they can also provide Information about getting connected to your local Web Accessibility Policy Liaison within your college or department. They offer consultations on Spartan Ally, can review crouse materials for accessibility with an instructional designer, and have published a new Digital Accessibility Support Cookbook! If you can’t find what you need at the MSU IT Accessibility page, you can always email them at webaccess@msu.edu. 
A final note… Accessibility isn’t only about digital accessibility. Michigan State University is committed to providing equal opportunity for full participation in programs, services, and activities. The MSU Resource Center for Persons with Disabilities (RCPD) has compiled resources that promote and advance accessibility across campus including items related to mobility aids & equipment, assistive listening devices, all gender and accessible restrooms, MSU transportation and parking, and snow removal. RCPD also maintains an online suggestion box for architectural accessibility suggestions and universal design improvements.Photo by Elizabeth Woolner on Unsplash

What is Crowdmark? 
Crowdmark is an online collaborative grading and analytics platform that helps educators assess student work. The platform allows for easy distribution and collection of student assignments, offers tools for team grading with rubrics, and streamlines the process for providing rich feedback to students. 
How does Crowdmark improve the assessment experience?
Crowdmark allows instructors to deliver assignments and exams to students online with a due date and time limit, if desired. Students complete the assessment digitally or scan their handwritten work (as an image or PDF) and upload their completed work using a computer or mobile phone for evaluation on Crowdmark. 
Graders can make annotations on the pages, add comments including hyperlinks, embedded images, mathematical and chemical notations, and attach scores according to a grading scheme/rubric. After evaluation is complete, the graded assessments can be electronically returned to students with the click of a button. Crowdmark also provides tools for visualizing student performance and the data can be exported in a convenient format. 
Crowdmark is now integrated with MSU’s instance of D2L Brightspace. This integration provides features such as roster synchronization, team synchronization, and the ability to export grades from Crowdmark into the D2L gradebook. 
What limitations or alternatives should I consider?
The grading rubrics and comment library make grading more consistent and efficient, however, the assessments are primarily graded manually. For auto-graded questions, you may want to consider using the MSU Scoring Office tool, WebAssess™ Assessment Solutions, in Digital Desk or D2L Quizzes. Gradescope is another alternative similar to Crowdmark. 
Where do I start if I want to use it?
See Accessing Crowdmark through D2L, navigate to the Crowdmark sign-in page and select Michigan State University.
Where can I find more information? 
MSU D2L Help:



Getting Started with Crowdmark 



Crowdmark Documentation:



Introduction to Crowdmark 
Getting Started for Instructors 
D2L and Crowdmark 
Crowdmark support 

Click on the above image to access a PDF file of the Quick Guide. Remote Assessment
This quick guide provides an introduction to assessment 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
When planning to assess for remote teaching, it’s important to reference the objectives in your syllabus and plan your assessments based on those objectives. Then, be realistic about how your objectives can now be met in a remote teaching environment. Consider how you will ask students to now demonstrate their learning and then realign and/or match your assessments to your remote-specific objectives.
Modify
Having thought about your objectives and aligning your assessments to them, the next step is to modify your assessments to best suit remote delivery.
Modify your paper exams - convert to D2L
The primary tool you should use to deliver assessments is D2L. If you normally give paper exams, you’ll need to type them into D2L’s quizzing tool. The tool will allow most question types.
Modify your assessment
Be aware that students may be managing online assessments for the first time, and that may affect their performance. Try to avoid letting external factors (e.g. the use of new technology) factor in to the final grade on the assessments.
Modify your submission strategies
If you have students do presentations, group projects, or other performance-based assessments, then you may need to consider how those will be demonstrated. They can use the same tools to do this as you – Zoom or MediaSpace – but they may need additional support to use these potentially new tools.
Consider adjustments to your posted assessment schedule
Modifying materials and assessments to meet the unique demands of a remote environment is important. Offer exams at the times and dates indicated in your syllabus. If you choose to modify the submission of your assessments, do so with attention toward why you’re doing this and communicate that to students.
Implement
In implementing assessments remotely, remember best practices for assessments should still apply. Consider offering both formative and summative assessments, be conscious of test security and academic integrity, and provide meaningful and timely feedback.
Formative Assessment
Formative assessments check for understanding or evaluation of course effectiveness, are often un-graded, and are low stakes and can be moved into the suggested remote spaces. The following are some digital alternatives to common formative assessment approaches:
 

Strategic questioning (use DL2 discussion forums)
Checks for understanding (use D2L surveys or low-stakes quizzes)
Peer feedback (use D2L discussion forums)
Pausing for reflection (use blogging or portfolio tools)
Formative use of summative assessments (spend time after a test or exam reviewing common errors and collective successes)
Acting upon student input (use D2L surveys to ask students how the course is going, and act upon their feedback)

Summative Assessment 
Summative assessments are used to quantify students’ understanding of course concepts and objectives. Using D2L for objective summative testing is the best option for offering remote assessments. 

Consider an open-note format.

Re-write your questions so they are rigorous even if students have access to their notes and texts.


Consider a timed test

Limiting the time students have can keep the rigor high and reduce over-reliance on notes and the Internet (if your test is open note). If setting a time limit, do so strategically. Test how long the exam should take, and set time from there.


Consider a large test pool

Writing a large pool of questions and having D2L randomly draw questions from them can help increase test integrity.


Consider randomizing answers

D2L can randomize the order of your multiple choice answers. This can help improve test integrity.


For written work, consider using rubrics

D2L’s rubric tool can make grading more efficient and can serve to help students prepare better written products



 
 
Provide Meaningful Feedback

Consider using D2L and MediaSpace to provide feedback.
For written work, use D2L’s rubric tool and/or the review features in MS Word to provide written commentary
Consider using D2L’s item analysis tool to review objective tests. Consider creating a screen capture video using MediaSpace to verbally review the test, discussing common errors and collective successes
Use the D2L discussion forum to generate student contributions and reply to comments. In large classes, replying to everyone is not feasible, but selective commenting or general comments that address multiple perspectives can solidify teacher presence.

Additional Help
For additional help and support, please check out the other remote teaching articles here, 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)

Academic integrity has long been a concern, and is even more prevalent with students and instructors moving courses online. Unfortunately, this is a gray area that can be difficult to define, and becomes even more difficult in the online space. What should you do if a student is wearing headphones or keeps looking off-screen during a proctored exam? Or, if a student submits a paper with writing that is inconsistent with their previous work?
The best first step is to have a conversation with the student. Begin from a place of curiosity, rather than a place of blame. A good script to follow is “I noticed this behavior happening. Can you tell me more about what’s going on?” This conversation should help to assess what’s happening in the moment. Did the student look at their phone during the exam because they were cheating, or because they were checking the time or an app that helps them track their health? Did the student look off-screen because they were looking at pre-recorded answers, or because they looked away to think through their answer? Zoom Fatigue is a real phenomenon, and being recorded or seeing themselves on screen while completing exams can add more stress for students. Looking away from the screen might be a natural human behavior as they focus on their answer.
If after talking with the student you feel the need to take action, keep the following points in mind:

The burden of proof falls on the instructor. 
If you give the student a penalty grade, you are required to file an academic dishonesty report. 
If you do need to submit an academic dishonesty report, know that our approach at MSU comes from an educational philosophy, not a punitive approach. The first step is to identify how we can help the student with their needs. If this is a first offense, students will take a class on academic integrity.

How can you prevent this? 
A proactive approach can help prevent questions of cheating. Again, the best first step is to begin with a conversation. Let students know we take integrity seriously at the beginning of the course. Open up the conversation on why integrity is important, try to connect the importance of integrity to the discipline and return to this conversation throughout the course. 
Another proactive approach is to re-think your assessment design. Consider tools like Turnitin and exam proctoring tools with a critical eye. These tools are not perfect, and if students are committed to cheating they can find ways to circumvent them. Rather than committing to an approach of assessment surveillance, look at your assessment design. Is there another way to assess what students are learning in your course? For more help with assessment design, see the resources below.
Finally, know that you can set policies for exams in your course. Set the policies you need at the beginning, such as no headphones during exams, or no technology visible on screen during an exam. 
Resources:
For more help with questions on academic integrity, contact Shannon Lynn Burton in the Ombuds office at ombud@msu.edu 
Or, check out this new book by Phillip Dawson, Defending Assessment Security in a Digital World: https://www.routledge.com/Defending-Assessment-Security-in-a-Digital-World-Preventing-E-Cheating/Dawson/p/book/9780367341527
For more help with thinking about your exam design or assessing your students beyond the exam, register for these upcoming assessment workshops: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/1367 
References:
Dawson, P. (2020). Defending Assessment Security in a Digital World. Routledge.
Jiang, M. (2020, April 22). The reason Zoom calls drain you energy. BBC. https://www.bbc.com/worklife/article/20200421-why-zoom-video-chats-are-so-exhausting

Title: Associate Director of Assessment & EvaluationDepartment: Enhanced Digital Learning Initiative (EDLI)Bio: 
Imari Cheyne Tetu is a graduate research assistant with EDLI and a PhD student in the Department of Writing, Rhetoric, and Cultures. She holds an A.A. in general studies from Kirtland Community College, a B.A. in Professional and Technical Writing from Saginaw Valley State University, and an M.A. in Digital Rhetoric and Professional Writing from Michigan State University. Her research interests include AI writing tools, UX research, web accessibility, and technical communication, and her teaching experience includes online, in-person, and hyflex sections of WRA 101: Writing as Inquiry and XA 242: Intro to Experience Architecture. Imari has worked as a graduate researcher with WIDE (Writing, Information, and Digital Experience) and as a freelance technical writer and instructional designer. She is also an active member of the Teach Access alumni network.