We found 514 results that contain "instructional design"

Topic Area: Information Session
Presented by: Casey McArdle, Jessie Borgman
Abstract:
Casey McArdle and Jessie Borgman will share what they have learned over their years of experience teaching online in this session and will present on their approach to teaching writing online via PARS: Personal, Accessible, Responsive, Strategic. This session will go in depth with each letter and provide an opportunity for participants to see the approach in action via examples and give attendees an opportunity to ask questions. McArdle and Borgman will offer several quick and easy strategies that online instructors and administrators can incorporate into their classes to facilitate a better user experience for both faculty and students. This session and the PARS approach, while developed for teaching writing online, can be applied to numerous disciplines. They have two recently published books, one that discusses the PARS approach and how it can be applied to teaching online, and another that is an edited collection of educators who have applied PARS to their online classrooms. This session will consist of a brief presentation of the PARS approach, a few small activities, and then a question and answer portion.

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.



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The Open University provides a free course that focuses on developing teaching skills, managing the demands of academic life, and assessing student learning.

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Dr. Cierra Presberry

Title
Curriculum Development Specialist, Instructional Technology and Development Team
Education

Bachelor’s in Special Education, Michigan State University
Master’s in Teaching and Curriculum, Michigan State University
PhD in Curriculum, Instruction, and Teacher Education, Michigan State University

Work Experience
My career started in Detroit, where I was a special education teacher at the elementary and secondary levels. During my doctoral program at MSU, I taught a variety of courses within the teacher preparation program in the areas of literacy and social studies. In my current role as a curriculum development specialist, I work with instructors to improve the quality of the online components of their courses.
Professional Interests
I am particularly interested in addressing issues of equity and ensuring that all students have access to the education they deserve.

Dr. Cui ChengTitleOnline Learning Specialist with the Instructional Technology and Development Team, MSU ITEducationPh.D. in Educational Psychology and Educational Technology, Michigan State UniversityM.A. in Foreign Linguistics and Applied Linguistics, Tianjin UniversityB.A. in English, Tianjin UniversityWork ExperienceA major part of my work is to assist faculty in course design and technology integration. I enjoy working with faculty from different disciplines across the campus and exploring a variety of course design contexts. I gained my Ph.D. from the Educational Psychology and Educational Technology program in the College of Education at MSU in 2020. During my doctoral studies, I had the opportunities to teach, design, and research courses of different modalities. Before coming to MSU, I worked in Beijing for several years in a technology company, focusing on user demand analysis and user experience design.Professional InterestsBroadly, I am interested in how technologies can facilitate, enhance, and even transform teaching and learning in higher education. Under this broad umbrella, I am specifically interested in user experience design and research, new literacies of reading and learning on the open Web for complex problem solving, and teaching and learning in online, hybrid, and synchronous hybrid courses, where face-to-face and online participants interact in real time through technologies.
 

Title: Designing Against the Hidden Labors of Adult LearningPresenters: Makena Neal (CTLI); Benjamin D. Espinoza (Roberts Wesleyan College)Originally presented on May 11th, 2023Description:This session aims to expand upon the work published in "The Hidden Labors of Adult Learning: Emotional, Gendered, and the Intersection" (Neal & Espinoza, 2022) by describing the ways gendered labor- in addition to emotional labor- can show up in learning environments and examine how these expected and performed labors can impact adult learning; especially for women-identifying, black and brown, and other historically marginalized groups. Together, we'll collectively ideate ways we can more intentionally design learning experiences to combat the pervasiveness of this labor.Neal, M., & Espinoza, B. D. (2023). The Hidden Labors of Adult Learning: Emotional, Gendered, and the Intersection. Adult Learning, 34(2), 91–100. https://doi.org/10.1177/10451595211051079Original article available via the MSU Library's Sage Publishing access at: https://journals.sagepub.com/doi/abs/10.1177/10451595211051079 



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Topic: Keynote
Presented By: Lisa Laughman, LMSW & ACSW
Abstract:This session will offer a helpful vantage point from which to live life that transcends some of the dominant cultural narratives and expectations that can lead us to separate from our own humanity and wellbeing while in pursuit of our academic and professional goals. The session will include skill building and grounding practices designed to help you navigate the difficult terrain of work-life responsibilities with less wear and tear on yourself. The conversation will also illuminate the importance of extending and demonstrating empathic concern to others in our learning communities.Session Resources:white supremacy culture by Tema Okun (www.dismantlingracism.org)
On the home page of D2L (or through the content tab) you can access the schedule by day, to find record of each session abstracts and presenter information, as well as the full recordings.
Note: you must self-enroll in D2L to access the schedulehttp://bit.ly/2021SpringConfEnroll