We found 347 results that contain "instructors"

Here is the recording of our 80-minute Blended and Hybrid Learning webinar presented by the CTLI.Here is a link to the Blended and Hybrid Learning slide deck which includes further links to resources on slides 27-30. The main external resources we recommend are:

Multimodal Instructor Guide https://hcommons.org/deposits/item/hc:46633/  
List of Big Class Discussion Strategies https://www.cultofpedagogy.com/speaking-listening-techniques/ 
Educause (7 Things You Should Know About the HyFlex Course Model) https://library.educause.edu/resources/2020/7/7-things-you-should-know-about-the-hyflex-course-model 
Online Learning Consortium (The Blended Institutions of Higher Education) https://www.everylearnereverywhere.org/wp-content/uploads/The-Blended-Institution-for-Higher-Education.pdf  
Blended Learning Guidebook https://www.blpmooc.org/guidebook 

Please feel free to follow up with Jay Loftus or Ellie Louson from the CTLI with any questions or to request a consultation.Image from Pexels by Kampus Production.

The determination of appropriate uses for generative AI can be facilitated through discussion with colleagues within and among disciplines. Discussions that can help our communities to answer 

What is the ethical use of AI in society, in a given scholarly discipline, and in instruction?  
How does generative AI pose ethical challenges to issues such as data security and privacy?  
What types of information should and should not be inputted into an AI system?  
When does generative AI-assistance become AI-ownership? What are the limits to using generative AI in support of academic work?  
How should a student cite or disclose the use of generative AI relative to their academic work?  
How does the course/instructor define plagiarism and academic dishonesty relate to AI? What are the penalties for not following the policy? Many of philosophies and policies outlined on the OSSA Academic Integrity website already apply, and additional specific guidance is available on FAQs specifically addressing generative AI. 

Photo by Joshua Sortino on Unsplash

Check out the May training courses available at no cost to all MSU students, faculty, and staff. Visit SpartansLearn for more information and to register. As a bonus, participants are invited to share their feedback on the course anonymously through our End of Course Survey! Each completed survey earns you an entry into a quarterly drawing for a prize. Don’t miss out on this chance to learn, grow, and win!

Microsoft OneNote – Getting Started
May 21, 9:30 a.m.
Instructor: Lindsey Howe
Get ready to embark on an electrifying journey into the world of OneNote! Discover the secrets of harnessing OneNote's power to seamlessly access information across countless devices and collaborate effortlessly with a legion of users. Don't miss out on this exhilarating opportunity to supercharge your productivity!
 What participants are saying...
“Lindsey is very creative and great! Her courses are interactive and help keep your attention. The activities are very different than any other offerings on campus.”
To register for the following virtual instructor-led training courses go to SpartansLearn.
 
Zoom – Meetings
May 2, 9:30 a.m.
Unlock the full potential of Zoom and revolutionize your virtual meetings! Dive into the heart of collaboration as you learn to effortlessly orchestrate breakout rooms, harness the power of seamless recording and reporting, spice up engagement with advanced polls and quizzes, and discover the art of content sharing.
 
OneDrive – Working with OneDrive
May 10, 9:30 a.m.
Expanding on the basics of OneDrive, learn more about this great storage tool. Discover navigation strategies, explore the desktop app settings and options, manage accessibility of files and folders, and more.
 
Microsoft Teams – SharePoint Site
May 13, 1:00 p.m.
Embark on your journey of digital collaboration and dive into Microsoft Teams SharePoint Site. Unlocking a world where document libraries, site pages, and lists seamlessly converge to redefine the way you work while elevating your collaborative experience and revolutionizing your productivity.
 
Microsoft Teams – Managing Teams and Settings
May 15, 1:30 p.m.
Specific to collaborating with others, this course will help you understand Team properties, Private Channels, and options for members, owners, and guests. Learn how to change status messages, participate in another Teams tenant, review saved messages, and set notifications.
 
Spartan 365 – Overview
May 29, 1:30 p.m.
Have you ever wanted to work collaboratively in a document or simultaneously on any device? Spartan 365 makes this type of teamwork easy! Spartan 365 offers robust features and a secure environment. This course will give an overview of the main Microsoft 365 apps including Forms, OneDrive, OneNote, Outlook, and Teams.
 
Can’t attend a live course? Each is available on-demand to watch anytime at SpartansLearn.
Weekly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn.
For any other questions about technology training, please contact train@msu.edu. 
 

Topic Area: Student Success
Presented By: Jon Stoltzfus, Katie Krueger, Kirstin Parkin, Mike Wiser, George Mias
Abstract:
The switch to online learning provided fourteen instructors the opportunity to collaborate and develop an evidence-based synchronous online course that enrolled over 2000 BS161 students during the 20-21 academic year. Here we present lessons learned as we worked collaboratively to create a course that focused on science practices, core ideas, and cross-cutting concepts using a highly structured format based on the flipped classroom model. In this course, students complete guided notes using a short, recorded lecture and the textbook and take a formative pre-class quiz before attending the synchronous session. During the synchronous session, small groups of students meet in Zoom breakout rooms and complete a scaffolded activity. The activity requires construction of scientific arguments to support claims and predictions leveraging reasoning and the core ideas from their notes. Groups are formed using CATME software to increase the chances of creating productive group-learning environments. Each week students complete a low-stakes summative review and integration quiz that includes construction of a scientific argument like those created during the in-class activity but focused on a slightly different biological phenomenon or process. The review and integration quizzes are formatted and timed like the exams, helping students become familiar with the on-line exam format. The number of students who did not earn credit for BS161 in FS20 was 7.2% as compared to 10.4%, 8.1%, and 6.6% the previous three fall semesters. This indicates that the course supported student success as well as or better than previous face-to-face versions of the course.
Session Resources: Supporting 3-D Learning and Student Success (PowerPoint)

Greetings from the Writing Center @ MSU!
We’re excited to announce applications for Strategies for Teaching Across Fields (STAF), running May 15-18 2023 in 300 Bessey Hall. STAF is a four-day learning community focused on incorporating effective and equitable writing pedagogy across the disciplines open to any MSU educator. 
As a learning community, STAF will provide tangible, effective support for instructors who teach with writing and will provide you with the theories and practices for implementing meaningful writing pedagogy in your classes. In particular, STAF cohort members will work on a mentored  teaching with writing project– a specific course or assignment that will be workshopped and revised for a future semester. 
Facilitators from various MSU colleges will share research and practice for engaging in effective writing pedagogy across the disciplines. Topics will include designing effective assignments, providing actionable feedback, backward design of larger projects, and accessible and equitable approaches to teaching with writing. 
This opportunity is open to any MSU educator– graduate student, faculty, and staff interested in effective and equitable ways to teach with writing across the disciplines at both the undergraduate and graduate levels. Please share widely!
Applications to this year’s cohort are open until April 3rd. Interested MSU educators should complete this brief application, designed for us to get to know your teaching interests and goals. We'll use these responses to inform the design of our learning community.  Selected participants will be contacted by mid-April. Application URL: https://forms.gle/W9TwsvmMZwK6CCnK8  
Questions? Feel free to email Nick Sanders (sande463@msu.edu) with any questions, concerns, or ideas. Learn more about STAF here. 
Nick Sanders
 

Title: Turning Your Teaching & Administration Work into Research and Publication ProjectsPresenter: Laura Smith (AAHD); Joyce Meier (Department of Writing, Reading, and American Cultures);Alexis Black (Department of Theatre); Tina Newhauser (Department of Theatre)Format: WorkshopDescription:The labor of teaching and administration are often invisible beyond their documentation in departmental annual reviews. How do we share the knowledge and expertise we acquire with colleagues and other professionals? How can we generate peer recognition for our achievements? We are proposing a sixty-minute roundtable discussion by four instructors who have converted their teaching into research and publication projects. They will discuss the outcomes, process, and the issues or challenges they faced. Black and Newhauser will discuss how their teaching collaboration grew to conference presentations and online workshops in 2020-21, then into a 266 pg book publication titled “Supporting Staged Intimacy; A Practical Guide for Theatre Creatives, Managers, and crew” published by Routledge on November 22, 2022. Their journey will provide insight into what is possible when faculty connect with other colleagues with a focus on similar interests. Smith will discuss how a couple of her art history lessons became published on an open-access website. The lessons, which she also presented at conferences, were published in 2021 on that site, as well as in MSU’s DH Commons. This discussion may prove useful to teachers who seek public recognition for their work. Meier will share three examples of how she turned teaching into scholarly publications: a two-year CIEG-supported project where a group of teachers collaboratively re-invented the curriculum for a basic writing course; our program’s twice-yearly student conference celebrating the work of our first-year writing students; and finally, her own integration of a community activity into a FYW course consisting of mostly multilingual, international students. She will then conclude with a list of practices I have found helpful to this process.Click here to view on MediaSpace

Learn the underlying principles behind the QM Rubric and the critical elements of the QM quality assurance process. Learn about drafting helpful recommendations as you apply the Rubric to an actual course.

Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)

Please refer to the Schedule & Checklist for more information on workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here. 
QM's flagship workshop on the QM Rubric and its use in reviewing the design of online and blended courses is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors. It is particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning.
In addition to learning about the QM Rubric and the course review process, participants will learn to apply the concept of alignment and draft helpful recommendations for course improvement.
The APPQMR is the prerequisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.


Recommended For:

Those looking to understand the QM Rubric and course review process.
Members with a stand-alone CPE membership.
Those who wish to complete the Higher Ed Peer Reviewer Course.



Learning Objectives:

After completing this workshop, participants will be able to:

Recognize the foundational concepts of Quality Matters.
Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
Apply the QM Rubric to review online courses.
Make decisions on whether the demo course meets selected QM Rubric Standards.
Apply the concept of alignment.
Draft helpful recommendations for course improvement by citing annotations from the QM Rubric and evidence from the course.




What Participants Need:


At least 10 to 12 hours of time per week to spend on achieving the learning objectives.
Some participants report spending at least 15 hours per week.

Tips when using Competencies
What are competencies?
Competencies help track information about the knowledge, skills and abilities learners acquire as they participate in courses or other learning experiences. Competencies are an inventory of skills and knowledge, rather than measures of how good learners are at something.
 
Why use competencies.
Use the Competencies tool to create competency structures to help you assess users' learning outcomes and determine if they have acquired the intended knowledge, skills, and abilities from a learning experience. The transparency and accountability of competency structures have an advantage over traditional grading mechanisms, because they do not mask gaps in learning with general, overall grade averages. 
 
Implementation
A competency structure is a hierarchy composed of three basic elements: 

Competencies 
Learning objectives 
Activities

You can create multiple activities, learning objectives, and competencies within a competency structure.
Create learning objective statements that are directly measurable through related activities.
 
Activities are the only elements that can be graded in a competency structure. You can use existing tools in the Learning Environment to create activities.
 
Who might use competencies in their D2L course?
Any instructor who has a need to match a student’s learning outcomes with a prescribed set of institutional competency requirements or standards.
 
Where can you place competencies within D2L?
If you create a competency structure as part of a course offering, it is accessible only within that course offering. For example, you can create a competency to represent the entire course, learning objectives to represent specific units, and associate activities to each unit. 
You can create competency structures inside org units such as departments, semesters, and the organization to track users’ achievements beyond a course offering. You can also share these competency structures with multiple course offerings and evaluate the competencies and learning objectives within specific child org units. This enables users to complete the competency in stages over time, working on different learning objectives within different courses.
 
Acknowledgments and Additional Resources

Curriculum Mapping Solution, Michael Moore, MSCIS, Dawn MacDonald, M. Math Michigan State University | D2L
Competency-Base Learning, education reimagined
A Curriculum Review and Mapping Process, American Journal of Pharmaceutical Education.
The Instructor’s Guide to Course Development & Facilitation, Minnesota State University Moorhead.