We found 194 results that contain "digital presence"

There are a variety of considerations when it comes to course content. Now, if you’re close to the start of the semester, it is likely that you have already chosen (and submitted to the Registrar Office) your textbook and/or required materials for student purchase. Please consider the following when selecting your supplemental course content (additional materials, case studies, scenarios, etc.)... and for your primary texts next term. 
Diversifying voice - who is represented?
“Does your syllabus demonstrate to students that everyone has a place in your field of study? … Pedagogically, we might find it challenging to create a sense of belonging in a course when some students cannot imagine themselves as part of the community of scholarship and practice” (Marcella Addy et al., 2021, p. 52). Wow, that statement is really powerful, especially considering some recent scholarship. Schucan Bird and Pitman (2020) found, after an analysis of reading lists, that the reading lists did not represent the diverse local student body but came closer to representing the demographic profile of academic staff (dominated by white, male, and Eurocentric authors). Despite challenges across disciplines and settings, educators should make every effort to center students in their course design and make course materials a descriptive representation of the student body itself (Schucan Bird & Pitman, 2020). This shift can include showcasing the contributions of marginalized groups (Blackburn, 2017) with greater representation of perspectives, histories and approaches of scholars (Le Grange, 2016), along with adopting efforts to decolonialize teaching and learning (Phillips & Archer-Lean 2018). 
Looking for ways to get started? Colleagues at Tufts University Libraries (according to this Inside Higher Ed article) have noted that diversifying your course materials to include content about and by marginalized scholars (groups whose characteristics result in the systematic denial of equal rights and opportunities within a community or society including but not limited to race, socioeconomic status, gender identity, sexual orientation)  helps to “foster an environment that includes knowledge that has been systematically excluded from academia.” You might…

Considering diverse authorship of readings (ethnicity, gender, geographic location)
Inviting guest speakers who bring different perspectives
Using diverse audio and visual materials, such as films, interviews and TED talks
Incorporating readings that challenge standard approaches
Using primary research with authorship that reflects local collaborators
Offering multiple perspectives in assigned readings and letting students choose what to read or discuss at times.

Faculty members “can identify resources that highlight historically underrepresented researchers and activists in our fields,” she suggests. “We can include statements and topics in syllabi to decode our courses, structures and expectations. We can work to decolonize the power dynamics of our classrooms so what students already know and experience is also seen as a valuable contribution to the learning environment,” said Bridget Trogden (presently serving as Dean of Undergraduate Education at American University). Improving diversity and inclusion of voices in educational materials isn’t necessarily difficult, educators just need to be intentional. Fuentes et al. (2021) go beyond centering authors of mariginalized backgrounds, and recommend educators transparently acknowledge their intentional material selections. The example they provide in their article Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion is, "The following text/articles for the course have been chosen in efforts to highlight the important work of historically underrepresented and marginalized scholars in the field" (Fuentes et al., 2021, p.75).
“The proof is in the data: children are more likely to have a more productive learning experience and thrive in the classroom, throughout the school and in their communities when they see themselves represented in curriculum and library materials,” said Lessa Kanani'opua Pelayo-Lozada, President of the American Library Association. If data supports diversifying reading may boost a student’s development and well-being, WHILE ALSO increasing a sense of belonging and breaking down barriers to collegiate success… what reasons do we have not to reimagine our course materials?
Accessibility of digital content
The experts at MSU IT who manage the Digital Accessibility page recommend that educators ask the following questions before adopting digital content (adapted with permission from UC-Boulder’s Digital Accessibility Program):

Ask for Publisher Information: Contact the publisher to ask them for details about the accessibility of your particular textbook and/or digital content. This should include all known accessibility issues, any workarounds that the student can use, a named point of contact, and any guidance on how to ensure any content you create within the platform is accessible.
Review your Assessments: If you use digital online quizzes, ask the publisher for a list of quiz question types that are accessible. Review your own quiz content to ensure that none of your questions rely on drag-and-drop actions, images without alt text, or other inaccessible mechanisms.
Consult with Digital Accessibility Specialists: Contact your local Accessibility Policy Liaison for support and reach out to the MSU IT Digital Experience (DigitalX) team for help evaluating your digital content at webaccess@msu.edu or call the IT Help Desk at 517-432-6200.
Notify your Students: If the digital content (including texts, assignments, tests, or online homework systems) used in your course are not fully accessible, please notify your students in your syllabus with the following statement: “This course requires the use of [name of software or service], which is currently not accessible. Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Accommodations for persons with disabilities, with documentation from the MSU Resource Center for Persons with Disabilities, may be requested by contacting [insert Professor name or "me"] at the start of the term and/or two weeks prior to the accommodation date (test, project, etc). Requests received after this date will be honored whenever possible. For questions, contact the Resource Center for Persons with Disabilities at 517.884.7273”

For more information on Digital Accessibility check out the “Course Accessibility: Commitments, Support, and Resources” article, visit the Accessibility Evaluation Questions for Digital Content page, or contact your college/department’s Web Accessibility Policy Liaison. 
Cost as a barrier to access
Buying school materials can cost a lot, creating a barrier for students and impacting their collegiate success. Taking measures to curtail expenses on mandatory learning resources is not only a stride towards rendering college more cost-effective and attainable but also promotes equity. Embedding no-cost course materials into a syllabus provides the avenue to diminish financial burdens on students, foster more inclusive access to education, and enables the repurposing, blending, and creation of course content specifically tailored to each class. According to MSU Libraries Open Educational Resources (OER) Program, OER are “teaching, learning, and research resources that are copyright-free (public domain) or have been released under an open license that permits others to reuse, revise, remix, retain, and redistribute them. Examples of OER include open textbooks, videos, images, course modules, lectures, homework assignments, quizzes, lab and classroom activities, games, simulations, and other resources contained in digital media collections from around the world.” 
Diversifying Course Materials: A How-To Guide on Inside Higher Ed (previously linked) shared four additional considerations for instructors when considering their course materials.

Accessibility, affordability and adaptation
Relatability and reflection
Clarity and intentionality
Alternative perspectives

Read more about each of these four considerations at the link above and check out the resources below for more in depth from authors cited throughout this article. 
Resources

Marcella Addy, Dube, Mitchell & SoRelle (2021) What Inclusive Instructors Do. Stylus Publishing. https://doi.org/10.4324/9781003448655
Schucan Bird, K. & Pitman, L. (2020) How diverse is your reading list? Exploring issues of representation and decolonisation in the UK. Higher Education, 79, 903–920. https://doi.org/10.1007/s10734-019-00446-9. 
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education. https://doi.org/10.20853/30-2-709.
Blackburn, H. (2017). The status of women in STEM in higher education: a review of the literature 2007–2017. Science & Technology Libraries. https://doi.org/10.1080/0194262X.2017.1371658.
Phillips, S. R., & Archer-Lean, C. (2018). Decolonising the reading of Aboriginal and Torres Strait Islander writing: reflection as transformative practice. Higher Education Research & Development, 38(1), 24–37. https://doi.org/10.1080/07294360.2018.1539956.
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology, 48(1), 69-79. https://doi.org/10.1177/0098628320959979


Photo by Paul Hanaoka on Unsplash

Catalyst Innovation Program
MSU is dedicated to enhancing digital learning experiences for students. The Center for Teaching and Learning Innovation (CTLI) is committed to supporting new ideas to improve the student experience through seed grant opportunities that align with the program's goals of enhancing digital learning experiences and inclusivity. By integrating digital strategies into pedagogy, we can enrich student learning and streamline assessment and analysis. Many impactful digital learning innovations at the institutional level often begin with small, experimental projects. These innovations may arise from unique pedagogical approaches in individual courses, cross-disciplinary collaborations, or responses to student feedback and needs analysis. This funding program is intended for one-time, just-in-time funding, to test ideas or achieve incremental improvement. Proposals that require recurring funding to sustain the innovation should be specific for how they are seeking on-going funding outside of the Catalyst Innovation Program.
How to Apply
Catalyst Innovation Program (CIP) proposals must be submitted through our application portal. Participants should include the following in their proposals:


Description (aim, hypothesis, and rationale) of the innovation project and idea


Implementation approach


Evaluation and assessment plan


Budget with rationale


Link to Application
Review Process and Evaluation Criteria
The Catalyst Innovation Program offers up to $10,000 in funding for creative and innovative uses of tools, technology, and pedagogical approaches. These funds are intended for experimentation in areas with the potential to enhance student learning experiences on a digitally-immersed, global campus. Please note: Funds are restricted, and designated only for one-time expenses of software, technology, equipment, and services (either external vendors or internal through a service center with a controller’s office approved ratesheet). Catalyst funds cannot be used for salary lines or recurring expenses.
Our priorities include:

Articulates clear alignment of the project to a student learning objective(s) e.g., “Students will enhance their systems thinking skills by using the virtual reality program Noda to build concepts maps collaboratively.”
Aims to increase access, as defined as “providing the means for all qualified, motivated students to complete courses, degrees, or programs in their disciplines of choice" (Online Learning Consortium, n.d.) e.g., universally designed experiences.
Fosters more equitable and inclusive digital learning environments e.g., making course materials more accessible.
Utilizes learning analytics to enable adaptive or personalized pedagogy.
Incoporates mechanisims and/or tools for implementing real-world and innovative assessment strategies.
Incorporates mechanisms and/or tools for increasing student engagement e.g., through participation, collaboration, peer learning, etc.

Project proposals will be evaluated by the following criteria:

It aligns well with one or more of our priorities
Readiness to implement
Opportunity for scalability or reuse in a different course
Well-articulated assessment and evaluation plan
Solid plan for sustainability

We will not fund proposals that:


Request funding for salary lines, direct hourly-payroll, or personal compensation.


Lack a clear plan for implementation, evaluation, or sustainability (for the future outside of the one-time grant).


Do not align with the program's goals of enhancing digital learning experiences and inclusivity.


Intend to start a software or other educational technology pilot that is used by more than one instructor or more than one course. These should seek advice from MSU IT.


Important Dates:

Preparing for Catalyst - Information Session: 2:00-3:00pm, Friday, February 28, 2025 (Online link, recording, slides)
The Call for Proposals opens: Friday, February 28, 2025 (application link)
Proposals are due: Monday, March 31, 2025 at 11:59pm
Awards will be announced: Saturday, April 12, 2025

Funding available through: In the current semester or before the next. Also, by Jun. 30, 2025 (Preference will be given to projects that can utilize the award before this deadline). *This grant happens twice a year in the Spring and the Fall.
Request a Consultation










 
 
 
 
 
 
 

The first 48 minutes the professor spoke only in Telefolmin, a language from a remote tribe in Papua New Guinea, says Jay Loftus, curriculum development specialist who shared the story of his own experience as an undergraduate student listening to a lecture on defining culture from a professor of Anthropology. “He wouldn’t respond to questions in English, and he ignored pleas from the class to ‘explain’ what he was doing. He drew pictures on the board to try to explain things to the puzzled audience and pointed at people and objects to help us make sense of what was going on. During the last minute of the class, the professor said something to the effect that it must be disturbing not knowing the language or the culture of your surroundings.”
Such an experience is an almost perfect inversion of the inclusivity practices MSU faculty strive for. MSU’s inclusion ideal is wide-ranging; inclusion isn’t limited to identity or history, but the multi-dimensional layers that create unique individuals. Pedagogy isn’t written with formulas and checkboxes to ensure we’ve covered every facet of human experience. Inclusion is awareness of what we know and acknowledgement of what we don’t know. It’s the human side of the work, that when done well still has the risk of causing unintentional harm, and when ignored can impede a learner’s progress and ultimately student success. 
The Digital Pedagogy Lab (DPL) stresses the role that intentionality can play in mitigating negative impacts and empowering groups of learners often neglected by traditional approaches. The course Inclusive Design and Design Justice in Practice within the DPL uses the description, "Inclusive design is intentional and iterative design work aimed at supporting a range of human diversity. In education, inclusive design focuses on the creation of learning spaces and materials that support diverse learners and that help to counteract biased and exclusionary designs that pervade education.”
Those looking to center inclusivity in their pedagogy are not alone — a host of resources exists at the university to enable educators to bolster their inclusivity practices.
In the Classroom
“Every single person has their own lived experiences and truths that can be used to teach others,” said Jackie Heyman, director of the MSU Dialogues course. Student videos produced during an Integrative Studies in Social Science course highlight a few such perspectives. The “Free My Brothers” video by MSU student Naomi Johnson shares insights into the system of race and class that impact her family and many others. Dailin “James” Song provides a glimpse into “Garbage Sorting Guangzhou, China” and the change that resulted to the surrounding community. Anna Forest’s video entitled “The Blind Leading the Blind” discussed a world that so few people experience while educating them to better engage with the visually impaired population. 
A shift in focus to digital accessibility and the move to captions for video, as well as digital artifacts that can be read with a screen reader, has seen improved comprehension in overall classroom performance when made available to the entire class. As educators, there are expansive resources and ideas to implement in the classroom. Below are a few examples followed by a long list of additional resources.

Start with the “Cultural Embeddedness in Learning” assignment, recommended Dave Goodrich. This assignment pairs students with someone they do not know to interview each other using the StoryCorps app on their phones and a pre-selected set of questions. They tend to find the assignment helpful for building an inclusive community of learning together in the class early on. When we first ran it, we didn’t have it at the beginning of class which we quickly learned was a much better place for it. 
Use an intergroup dialogue model of sharing and learning to help students connect. 
Consider authors and researchers used in the curriculum to offer a variety of identities that may relate to students in different ways.
Bring DEI to the forefront in a project-based way, using technology to create a visual digital story. Eddie Boucher, Assistant Professor in the Center for Integrative Studies in Social Sciences and Hub Faculty Fellow, designed classes to complement the conversations and experiences 18-20-year-olds are already having, and to incorporate integrative studies and DEI into those experiences. 
Consider using open-format for final assessments. In Ellie Louson’s HPS classes at Lyman Briggs College, MSU, students can choose to write a standard paper or select from a variety of other formats: podcast, photo display, video, painting, presentation, or any other creative format where they can apply themes from the class and demonstrate what they’ve learned. In her experience, students enjoy and are more engaged by these projects, they’re more comfortable working in their preferred format, and they describe feeling much less pressure at the end of the term.

Resources

Academic Advancement Network resources on accessibility  
MSU Technology accessibility site 
Accessible Learning Conference 
Office of Inclusion and Intercultural Initiatives Anti-Racist Pathway resources 
MSU Hub for Innovation in Learning and Technology Medium blog
General Education with a Twist article 
Student films from their perspectives 
#iteachmsu Commons articles

LEAD - Digital Access & Inclusion, a compilation of MSU policy and resources by Nate Evans 
Keeping Identity In Mind: A Teaching and Learning Story, playlist of articles by Maddie Shellgren 
Cultivating Inclusive Classrooms: Inclusive Curriculum Design, article by Melissa McDaniels 
Seven Tips Toward Linguistic Inclusion: article by Maddie Shellgren 
Accessibility Considerations in Remote Teaching, playlist posted by Makena Neal


NATIONAL




Learning for Change - We provide free resources to educators—teachers, administrators, counselors, and other practitioners. Educators use our materials to supplement the curriculum, to inform their practices, and to create inclusive school communities where children and youth are respected, valued, and welcome participants. 
SEISMIC - sustained multi-institutional, multi-disciplinary STEM education research and development collaboration. This collaboration is motivated by a clear-eyed, openly stated focus on equity and inclusion in large foundational courses as the central goal of the reform process, harnessing a higher level of collective passion from the students, faculty, staff, and administrators who participate. We will help to define a new standard for STEM reform projects: a class cannot be successful unless it is equitable and inclusive. 
NCFDD - National Center for Faculty Development & Diversity: an independent professional development, training, and mentoring community for faculty members, postdocs, and graduate students. We are 100% dedicated to supporting academics in making successful transitions throughout their careers. MSU has institutional access to the NCFDD that is available to educators. Learn more at AAN.

Section 1- Intro
Resource Overview (you are here) 
Think of this article as your table of contents for this playlist. By clicking the hyperlinked titles below or by visiting the full playlist and using the menu in the left column to navigate to articles listed here.
5 Things to do on #iteachmsu
This article is a brief introduction to five functions on iteach.msu.edu. You might want to read if... you’re new to the site and looking for different ways to engage.
Section 2 - Accessibility
Accessibility Checklist for Word-
This article describes the 5 major areas to make Word Documents accessible. You might read this article if… you create word documents that are shared with others to ensure everyone has equal access to the document content. 
LEAD - Digital Access & Inclusion
This article provides an overview of MSU’s Web Accessibility Policy and recognizes relevant units on campus involved with said policy. You might want to read if... you’re looking for ways you can take action to ensure web accessibility is being met!
Section 3 - Inclusion
Cultivating Inclusive Classrooms: Inclusive Curriculum Design
This article discusses some ways educators can make more inclusive curricular design choices. You might read this article if… you’re not sure where to start when it comes to inclusivity and/or could use a few tips for being intentionally inclusive in your design decisions.
Cultivating Inclusive Classrooms: Toward Linguistic Inclusion
This article introduces the idea of linguistic inclusive classrooms as those with nuanced understandings of linguistic diversity (both linguistic repertoire and sociolinguistic competence). You might read this article if… you are interested in practical tips for linguistic inclusion. 
MSU Resources on Civility and Community Enhancement in Academic Environments
This article is a collection of resources aimed at helping MSU Educators navigate the diverse climates and cultures of MSU. You might read this article if… you need help identifying the units and their established supports for supporting an academic environment that welcomes every individual and respects their unique talents.
Section 4 - Educational technology
Free MSU Academic Technology Tools, A-Z and by Use Case
This article is an overview of technology tools that are free for MSU educators. You might read this article if… you have an idea of your technology needs but don’t know what is available. 
Teaching with Teams
This article discusses Microsoft Teams (available to all MSU Educators) as a tool for teaching and learning. You might want to read this article if… you’re looking to learn more about teams and/or are curious about strengths Teams has in a teaching and learning context. 
Flipgrid: Bringing Conversation to Online Learning
This article introduces Flipgrid as a tool to invigorate classroom conversations in remote or blended settings. You might want to read this article if… you care about livening up your digital classroom conversations and want to learn more about the features of Flipgrid!
Producing Accessible Equations 
This article provides an introduction to requirements, tools, and technology that can help make mathematical equations accessible digitally. You might read this article if… you utilize equations in any of your instruction!
Section 5 - Classroom Teaching Tools
Storytelling for Learning 1: Creating Meaning from Chaos
This article is the first in a series of three that focuses on storytelling. You might read this article if… the idea of storytelling and its role in teaching and learning, interests you. (This article is also a cool example of an engaging way to share things on iteach.msu.edu!)
Five Ways to Make Learning Relevant
In this article, the author shares a first-hand account of discovery on ways educators can help situate their teaching in learners’ experiences. You might read this article if… you are interested in five pedagogical moves that can help you make learning more relevant for students. 
10 Tips for Your First Day of Class
This article is a fun way to center on some practical tips for kicking off a new semester. Bookmark this for Spring if you’re not teaching this summer! You might read this article if… you’re in need of a smile (it’s GIF-based) or a confidence booster!
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
This article introduces low-stakes assessments as an alternative to testing. You might read this article if… you’re looking for more information on the benefits of low-stakes assessment and/or want tips for maximizing the benefits without adding undue stress!
Section 6 - Building Community 
Building Community Engagement into Your Course: Preparation
This article is a great intro to the idea of engagement and how engagement can be intentionally integrated into learning experiences. You might read this article if… you’re new to engagement or are looking for ways to determine if integrating engagement is a good fit for your instruction. 
Planning for Cooperative Learning
This article introduces the idea of cooperative learning, an active learning strategy, in contrast to traditional lecturing. You might read this article if… you’re looking for direct and practical ways to incorporate cooperative learning into your classroom.
Three Levels of Praxis: A Model for Reflection on Teaching
In this article, the author shares their own MSU “origin story” as an example of reflection as an example to support the importance of the practice. You might read this article if… you are looking for the what, why, and how of reflection with sample prompts. 
2021 Educator Awards
This article lists all the recipients of the Provost's 2021 #iteachmsu Educator Award by college. You can click the college names to read their nomination stories. You might read this article if... you're looking for inspiration and/or other great educators to connect with!
Section 7 - Reflect & Apply note: This content was originally posted in affiliation with the Teaching Toolkit Tailgate (TTT); an annual "event" to share practical tools and tips with educators at MSU. Historically, the TTT has been hosted in-person, online, as a solo event, and in conjunction with the Spring Conference on Teaching, Learning and Student Success. In attempts to connect broader audiences with these key resources, we have retitled the collection "Getting Started- Educator Resource Overview".Photo by Gia Oris on Unsplash

Curious if the color in a graphic or text has enough contrast to be accessible to those with low vision or color blindness? If so, there are a few free online resources to help you out.The WCAG Color Contrast Checker, which you can use directly on their website or bookmark it, and the TPGI Colour Contrast Analyzer, which can be downloaded, are fairly easy to use. For either one, just use the "eyedropper" tool to grab a color from a document, webpage, etc. and it will provide you with the color contrast ratio and "pass" or "fail" results. Additionally, WAVE is a web accessibility evaluation tool in which you enter the website that you are interested in testing and it will locate any color contrast errors, in addition to other accessibility measures.If you have full color vision and would like to see for yourself how a website looks to someone who is colorblind, then try Coblis or Let's Get Color Blind. Let's Get Color Blind is a browser extension for Chrome or Firefox. It simulates reduced sensitivity to green, red, or blue for an entire webpage. If you are interested in testing a specific image, then try Coblis (The Color Blindness Simulator), which simulates reduced sensitivity and blindness for green, red, or blue as well as full-color blindness. I discovered these resources from Guide to Digital Accessibility (Ed. Mancilla & Frey, 2023, ISBN-13: 978-1-64267-453-8). Learn more about color contrast from MSU's Digital Accessibility.Feature Image: "Eight Ishihara Charts for Testing Colour Blindness" by Fae licensed under CC BY 4.0 DEED.

The American Historical Association offers tips for using cameras and scanners to create digital versions of historical documents.

Title: User Engagement Manager for Knowledge Commons and affiliated faculty of DH@MSUDepartment: MSU LibrariesBio: 
Larissa Babak is the User Engagement Manager for Knowledge Commons and affiliated faculty of DH@MSU. At Knowledge Commons, which includes MSU Commons, she leads the community team’s outreach efforts and provides user support. She has an extensive background in instructional design, digital marketing, social media management, and technical writing, with experience collaborating in arts institutions, non-profits, and business environments. Additionally, she has taught writing courses at Michigan State University, Madonna University, and Henry Ford College.website

TitleInstructional DesignerAI CoordinatorEducation

Master's Certificate, Educational & Instructional Technology
Master of Arts, English Literature & Language
Bachelor of Arts, Secondary Education English, History
Bachelor of Fine Arts, Theatre Design & Production

My WorkWith extensive experience in higher education and K-12 environments, I work to enhance course design through technology integration and develop communication strategies to foster student engagement and success. My current professional interests revolve around faculty and student digital literacy and how generative AI may change educational praxis. LinksLinkedIn ProfileSubstack