We found 108 results that contain "international"
Posted on: #iteachmsu
NAVIGATING CONTEXT
Global Spartan Stories: International Students in the Pandemic
Through different class communications, the presenter collected MSU international students' reflections on their study and life in the pandemic and tries to reveal a glimpse of their remote learning in global contexts through a documentary report. To many international students, studying in the pandemic was just like riding a roller coaster: a great expectation of study abroad at the beginning, then disappointment as it had been changed into online classes, and then excitement again with interesting findings on Zoom class. This, however, was often followed by mid-term exhaustion after a few weeks' struggle with study pressure and time differences. First, online classes offered great convenience and mobility. Many international students could now enjoy a nice family reunion while taking online classes. When attending Zoom lectures, many international students were nervous and worried about their English. Therefore, remote teaching of international students often requires much more patience and understanding.Many students also liked the self-paced learning offered by asynchronous classes. Still, many times the class would be reduced to a routine of watching class videos and finishing follow-up quizzes.In 2020, MSU collaborated with Fudan University in Shanghai to offer some local classes during the pandemic. Though students could only take online classes from Fudan, they still enjoyed some of the classes and different activities/events organized by MSU students' association. In this way, they got to know each other better and became more familiar with MSU courses and culture.To access a PDF of the "Global Spartan Stories: International Students in the Pandemic" poster, click here.Description of the Poster :
Global Spartan Stories: International Students in the Pandemic
Xinqiang Li
Writing, Rhetoric and American Cultures
Why MSU
“My father studied at MSU 30 years ago. And surprisingly I’ve been assigned to the same dormitory building as my father’s!” – a student from Korea
“I have many friends studying here and dreamed one day I could see the beautiful snow at MSU. Because of the recent chaos, my parents worried about my future study in the US and tried to persuade me to transfer to Singapore, but I eventually chose MSU for its higher quality of education.” – a student from China
“My older brother studied at MSU and he suggested me apply to this school. He gave me a lot of advice on how to apply for scholarship (from my country) for studying abroad.” – a student from UAE
“I attended high school here in Michigan and really enjoyed the football games at MSU. Actually, it was my American host mother who drove me to campus when I moved in, as she was concerned about my safety in the pandemic.” – a student from China
Taking online classes
Zoom in – Classes on Zoom
First contact – in English
For the very first time Hua (pseudonym) clicked into Zoom class, rehearsing in her mind the self-introduction she previously wrote: “My name is…”. To many international students like Hua, this was their first time to take overseas class online. They were nervous, worried about their English expression and often kept silent until the teacher asked them to answer questions. Luckily, many times the instructors showed patience and understanding to such situation and tried to accommodate the international students in the online space.
Breakout room and groupwork
Groupwork might sometimes be a challenge, too. Coming from different cultural and educational background, many international students might still need time to adapt to different groupwork. There were inspiring conversations in Zoom Breakout rooms, but there were also awkward 15 minutes of silence before the instructor pulled them back to the main room.
On the other hand, there were happy collaborations in online class. International students often found their American classmates “friendly” and “helpful”, offering to input discussion summaries on Google doc. and never hesitating to shout out “Good job!” when their international partners finished their presentations. This was one of the sweetest cultural experiences the international students had enjoyed, even in an online space.
Camera on and off
One of the advantages of Zoom class at MSU is students were allowed to turn off their camera during the class. Such flexibility added more home comfort to the “learning-at-home” format and enhanced the learning effects. More importantly, this way international students would suffer less language difficulties and Zoom fatigue, and concentrate more on the instructor’s English speech. This actually provided one special advantage which could hardly be achieved in a traditional classroom. Admittedly, this might sometimes lead to abuse of the freedom, with students swiping cell phone or sleeping behind the camera. Still, it turned out there were few students drifting away from my class behind the black screens, and I was fine with students taking class in pajamas or drinking coffee behind the camera, if only this could make themselves at home and help to improve their learning.
Zoom inspiration and fatigueThe exciting moment on Zoom was when students from countries, despite the time difference, insisted on participating in the class and sharing their cultures, exchanging different perspectives and building constructive relationship online.
“Every class having a similar format, such as sharing a power-point presentation, and lecturing on the side, has gotten to be quite tiring. From hearing and looking at the same thing every day, I have lost interest in a lot of my classes.”
Zoom out - online classes in general
To many international students, studying in the pandemic was just like riding a roller coaster: a great expectation when getting admitted to MSU, then disappointment as it switched to online class, and then the excitement came back when they met people from different countries online while enjoying home comfort. This, however, was often followed by a mid-term burnout after a few weeks’ struggle with study pressure and time differences.
“After a few weeks, my enthusiasm waned and didn’t care about my class anymore. Since the class was recorded, I can always watch the recordings. That gave me an excuse for not paying attention to the class.”
Time difference
“Due to different time zones, I start my first class at 10 pm. If I have a class at 4 AM, I try to sleep 2 or 3 hours before the first-class starts. I usually set an alarm 15 minutes before the class starts. Waking up, I take some water, and this helps me to stay awake at 4 AM and concentrate on the class.”
“At 3am I woke up all of a sudden, and sadly found I’ve missed the CAS 110 class at 12 am. Then, I fell asleep again…”
Time difference posed many challenges to international students. Luckily, most classes offered the advantage of having class sessions recorded, which is “a useful resource for all students, not just those attending asynchronously” (Gannon). On the other hand, there were also many enthusiastic international students who expected and enjoyed the intimacy of the overseas class and insisted on participating in the synchronous lectures (instead of watching the class recordings) even when it was 3, 4am in their home countries.
Bonuses of online class
Online class offered more convenience and mobility. Now students didn’t have to get up early and wait for the bus in the cold winter morning. Even though they sometimes had to take class late at night, they could at least enjoy the delicious midnight snacks made by their moms. Despite the inconveniences of class time, they could now celebrate different festivals with their families, which was unimaginable when they studied in the US.
“In order to celebrate the Spring Festival with my family, I tried to finish all my homework on New Year’s Eve. Even though I had to leave the dinner party earlier for another online class, I was excited when hearing my American professor greet us with “Happy New Year” in the class.” In the meantime, their friends staying at MSU admired their photos of family reunion and festival celebration. These friends, however, had their own way of celebration, enjoying the spacious hall of the dormitory building, and sometimes cooking together with friends. When they missed home, their moms were always available on video chat asking about their life in the US.
The Fudan program
In 2020, MSU collaborated with different partner schools around the world to offer more classes during the pandemic. The collaboration with Fudan University in Shanghai was one of the major programs. Fudan is a well-known university in China (“it’s just like Stanford University in China”, as one student said) and Shanghai is such a vibrant cosmopolitan city. Therefore, this program had attracted many Chinese students. However, it was a pity that they could not visit the campus of Fudan as the program offered only online classes. Despite the disadvantages, many students still enjoyed some classes, and they could speak Chinese freely in the class, which was an added bonus. Even in Shanghai the MSU students could still participate in different activities/events organized by MSU students’ association, and in this way, they got to know each other better and became more familiar with MSU courses and culture.
Acknowledgments
Thank WRA 1004 classes for their contribution. All the materials come from in-class discussions and writing practices.
References
Gannon, K. (2020, October 26). Advice: Our hyflex experiment: What's worked and what hasn’t.
MSU Alumni Office (2021, April 28). Global Day of Service, Spartans Will!
Global Spartan Stories: International Students in the Pandemic
Xinqiang Li
Writing, Rhetoric and American Cultures
Why MSU
“My father studied at MSU 30 years ago. And surprisingly I’ve been assigned to the same dormitory building as my father’s!” – a student from Korea
“I have many friends studying here and dreamed one day I could see the beautiful snow at MSU. Because of the recent chaos, my parents worried about my future study in the US and tried to persuade me to transfer to Singapore, but I eventually chose MSU for its higher quality of education.” – a student from China
“My older brother studied at MSU and he suggested me apply to this school. He gave me a lot of advice on how to apply for scholarship (from my country) for studying abroad.” – a student from UAE
“I attended high school here in Michigan and really enjoyed the football games at MSU. Actually, it was my American host mother who drove me to campus when I moved in, as she was concerned about my safety in the pandemic.” – a student from China
Taking online classes
Zoom in – Classes on Zoom
First contact – in English
For the very first time Hua (pseudonym) clicked into Zoom class, rehearsing in her mind the self-introduction she previously wrote: “My name is…”. To many international students like Hua, this was their first time to take overseas class online. They were nervous, worried about their English expression and often kept silent until the teacher asked them to answer questions. Luckily, many times the instructors showed patience and understanding to such situation and tried to accommodate the international students in the online space.
Breakout room and groupwork
Groupwork might sometimes be a challenge, too. Coming from different cultural and educational background, many international students might still need time to adapt to different groupwork. There were inspiring conversations in Zoom Breakout rooms, but there were also awkward 15 minutes of silence before the instructor pulled them back to the main room.
On the other hand, there were happy collaborations in online class. International students often found their American classmates “friendly” and “helpful”, offering to input discussion summaries on Google doc. and never hesitating to shout out “Good job!” when their international partners finished their presentations. This was one of the sweetest cultural experiences the international students had enjoyed, even in an online space.
Camera on and off
One of the advantages of Zoom class at MSU is students were allowed to turn off their camera during the class. Such flexibility added more home comfort to the “learning-at-home” format and enhanced the learning effects. More importantly, this way international students would suffer less language difficulties and Zoom fatigue, and concentrate more on the instructor’s English speech. This actually provided one special advantage which could hardly be achieved in a traditional classroom. Admittedly, this might sometimes lead to abuse of the freedom, with students swiping cell phone or sleeping behind the camera. Still, it turned out there were few students drifting away from my class behind the black screens, and I was fine with students taking class in pajamas or drinking coffee behind the camera, if only this could make themselves at home and help to improve their learning.
Zoom inspiration and fatigueThe exciting moment on Zoom was when students from countries, despite the time difference, insisted on participating in the class and sharing their cultures, exchanging different perspectives and building constructive relationship online.
“Every class having a similar format, such as sharing a power-point presentation, and lecturing on the side, has gotten to be quite tiring. From hearing and looking at the same thing every day, I have lost interest in a lot of my classes.”
Zoom out - online classes in general
To many international students, studying in the pandemic was just like riding a roller coaster: a great expectation when getting admitted to MSU, then disappointment as it switched to online class, and then the excitement came back when they met people from different countries online while enjoying home comfort. This, however, was often followed by a mid-term burnout after a few weeks’ struggle with study pressure and time differences.
“After a few weeks, my enthusiasm waned and didn’t care about my class anymore. Since the class was recorded, I can always watch the recordings. That gave me an excuse for not paying attention to the class.”
Time difference
“Due to different time zones, I start my first class at 10 pm. If I have a class at 4 AM, I try to sleep 2 or 3 hours before the first-class starts. I usually set an alarm 15 minutes before the class starts. Waking up, I take some water, and this helps me to stay awake at 4 AM and concentrate on the class.”
“At 3am I woke up all of a sudden, and sadly found I’ve missed the CAS 110 class at 12 am. Then, I fell asleep again…”
Time difference posed many challenges to international students. Luckily, most classes offered the advantage of having class sessions recorded, which is “a useful resource for all students, not just those attending asynchronously” (Gannon). On the other hand, there were also many enthusiastic international students who expected and enjoyed the intimacy of the overseas class and insisted on participating in the synchronous lectures (instead of watching the class recordings) even when it was 3, 4am in their home countries.
Bonuses of online class
Online class offered more convenience and mobility. Now students didn’t have to get up early and wait for the bus in the cold winter morning. Even though they sometimes had to take class late at night, they could at least enjoy the delicious midnight snacks made by their moms. Despite the inconveniences of class time, they could now celebrate different festivals with their families, which was unimaginable when they studied in the US.
“In order to celebrate the Spring Festival with my family, I tried to finish all my homework on New Year’s Eve. Even though I had to leave the dinner party earlier for another online class, I was excited when hearing my American professor greet us with “Happy New Year” in the class.” In the meantime, their friends staying at MSU admired their photos of family reunion and festival celebration. These friends, however, had their own way of celebration, enjoying the spacious hall of the dormitory building, and sometimes cooking together with friends. When they missed home, their moms were always available on video chat asking about their life in the US.
The Fudan program
In 2020, MSU collaborated with different partner schools around the world to offer more classes during the pandemic. The collaboration with Fudan University in Shanghai was one of the major programs. Fudan is a well-known university in China (“it’s just like Stanford University in China”, as one student said) and Shanghai is such a vibrant cosmopolitan city. Therefore, this program had attracted many Chinese students. However, it was a pity that they could not visit the campus of Fudan as the program offered only online classes. Despite the disadvantages, many students still enjoyed some classes, and they could speak Chinese freely in the class, which was an added bonus. Even in Shanghai the MSU students could still participate in different activities/events organized by MSU students’ association, and in this way, they got to know each other better and became more familiar with MSU courses and culture.
Acknowledgments
Thank WRA 1004 classes for their contribution. All the materials come from in-class discussions and writing practices.
References
Gannon, K. (2020, October 26). Advice: Our hyflex experiment: What's worked and what hasn’t.
MSU Alumni Office (2021, April 28). Global Day of Service, Spartans Will!
Authored by:
Xinqiang Li
Posted on: #iteachmsu
Global Spartan Stories: International Students in the Pandemic
Through different class communications, the presenter collected MSU...
Authored by:
NAVIGATING CONTEXT
Monday, May 3, 2021
Posted on: #iteachmsu
Exploring Alternative EdTech Approaches for International Student Participation
Given that there is variability in the availability of technologies and materials and differences in time based on location (see table below) and that the availability of those technologies change over time, faculty members need to be as flexible as possible in the course requirements (technology, materials, timing), and both faculty and students need to be vigilant and clear communicators of their needs. The goal of this document is to provide possible alternatives for challenges that faculty may employ in accommodating students reporting that technologies are not available to them in their geographic location.
Alternatives for Technology
Ideally, when designing curriculum, you would work with the core learning technologies available at MSU. While not all of these technologies will work all of the time, the benefits of relying on this list are:
You and your students have more technical support
They are free to you and your students
Most are available around the world
They have been vetted for base levels of security and accessibility
They are aligned to the data protection and storage requirements outlined by the Institutional Data Policy
Most of these tools will work most of the time. However, times may arise when some of these tools are not available depending on geographic region, most often those that include real-time sharing and drafting functionality (Google apps and Microsoft 365 are the core tools most frequently reported as not working). There are many reasons for how or why this unavailability comes about, but faculty and students should not use a Virtual Private Network (VPN) as a work-around in that it may violate local laws and regulations. Instead, we are suggesting alternatives based on flexibility in curriculum and pedagogy. Some alternatives to common issues are described below. Video hosting: Most Issues with YouTube and Vimeo would be alleviated if you host your videos in MediaSpace and post them in D2L. If the materials are third party and you are not able to move them online can you check with librarians to find alternatives within the library or identify other materials that meet the same or comparable learning outcomes.You can contact them at https://lib.msu.edu/contact/askalib/ or by finding your subject matter librarian at https://lib.msu.edu/contact/subjectlibrarian/ File distribution: Difficulties with software options that promote file sharing (Google Suite, Microsoft OneDrive, and Microsoft Teams) can be substituted by D2L. By posting the files to D2L, students should have access to the content. However, they may not have all of the collaborative features of the unavailable software such as live co-editing, chat, et cetera. So, assignments might have to be shifted to be individual as opposed to collaborative in nature, or re-designed to be submitted in phases to allow for students to download, co-create, and re-submit to a new assignment dropbox. Synchronous lectures: Accommodating synchronous lectures can be difficult given time zone differences. That said, recording lectures and posting them at a later time can be helpful for not only accommodating time zone differences, but also allowing students to review materials. Alternatively, students might be able to call into the Zoom session and have access to the audio of the lecture, in some cases this may be sufficient to meet the academic goals of that Zoom session. If you are unsure about what academic technology strategies may work to accommodate your international students, request a consultation with MSU IT’s Instructional Technology and Development Team, who can help you think about the tools available and ways to think about incorporating them in your course and teaching process.
Alternatives for Webcam Assessment
Zoom (or other software like Kaltura MediaSpace app) and student smartphone
Proctoring locations
Shifting days/time of exam to accommodate availability of technology
Oral exam on phone
Alternatives for Materials
Getting materials from Amazon or other vendor: One of the biggest concerns are materials purchased from vendors such as Amazon that are not able to be shipped to all countries. A few options for potentially overcoming this hurdle include:
Use an intermediate shipping company, as described at https://borderoo.com/ . Providers can include (the followingare examples not recommendations):
MyUS
Shop2Ship
PlanetExpress
Order from a more regional service such as Taobao: https://world.taobao.com/
Or allow alternate materials that meet similar learning outcomes.
Note: Materials may take longer to arrive, so considerations may need to be made. Students engaging in the use of such services are responsible for any taxes or duties incurred. Getting access to journal articles or other course readings: Create downloadable course packs by assembling the readings of the course into a downloadable zip file that students can access and download from the course in D2L. MSU Librarians can help you with this process. You can contact them at https://lib.msu.edu/contact/askalib/ or by finding your subject matter librarian at https://lib.msu.edu/contact/subjectlibrarian/
Alternatives for Time
If there are synchronous elements in the course, can a student reach the course objectives through asynchronous methods. Synchronous lectures: Can these be recorded and posted for others at a later date? Either by recording Zoom sessions or by using the Hybrid Technology that are now available in many classrooms. Lecture participation: Can course elements such as participation in a synchronous lecture be shifted to quizzes, reflection papers or other activities that engage the student in similar cognitive practice to what they will miss not being in the synchronous experience. Office hours: If students are unable to make office hours because of timezone constraints, can you offer alternative times that might be convenient or provide sufficient support through email, phone conversations, individualized discussion forums, or other methods. If time constraints are the only constraint then finding a time (such as 7-9pm) could work for most regions.
Technologies with potential availability issues
As of 8/11/2020, and subject to frequent change:
# Students
Country
Zoom
Microsoft Teams
Skype
G Suite
Facebook
Twitter
YouTube
Vimeo
WhatsApp
MSOneDrive
Notes
total FS20, unofficial
source
source
source
source
source
source
source
source
source
3,044
China
X
X
X
X
X
X
X
X
104
Iran
X
X
X
X
X
X
X
59
Bangladesh
X
31
Indonesia
X
30
United Arab Emirates
X
X
4
Morocco
X
4
Ukraine
X
X
Apps blocked in Crimea region only.
3
Burma (Myanmar)
X
3
Syria
X
X
X
X
X
2
Sudan
X
X
X
1
Turkmenistan
X
X
Alternatives for Technology
Ideally, when designing curriculum, you would work with the core learning technologies available at MSU. While not all of these technologies will work all of the time, the benefits of relying on this list are:
You and your students have more technical support
They are free to you and your students
Most are available around the world
They have been vetted for base levels of security and accessibility
They are aligned to the data protection and storage requirements outlined by the Institutional Data Policy
Most of these tools will work most of the time. However, times may arise when some of these tools are not available depending on geographic region, most often those that include real-time sharing and drafting functionality (Google apps and Microsoft 365 are the core tools most frequently reported as not working). There are many reasons for how or why this unavailability comes about, but faculty and students should not use a Virtual Private Network (VPN) as a work-around in that it may violate local laws and regulations. Instead, we are suggesting alternatives based on flexibility in curriculum and pedagogy. Some alternatives to common issues are described below. Video hosting: Most Issues with YouTube and Vimeo would be alleviated if you host your videos in MediaSpace and post them in D2L. If the materials are third party and you are not able to move them online can you check with librarians to find alternatives within the library or identify other materials that meet the same or comparable learning outcomes.You can contact them at https://lib.msu.edu/contact/askalib/ or by finding your subject matter librarian at https://lib.msu.edu/contact/subjectlibrarian/ File distribution: Difficulties with software options that promote file sharing (Google Suite, Microsoft OneDrive, and Microsoft Teams) can be substituted by D2L. By posting the files to D2L, students should have access to the content. However, they may not have all of the collaborative features of the unavailable software such as live co-editing, chat, et cetera. So, assignments might have to be shifted to be individual as opposed to collaborative in nature, or re-designed to be submitted in phases to allow for students to download, co-create, and re-submit to a new assignment dropbox. Synchronous lectures: Accommodating synchronous lectures can be difficult given time zone differences. That said, recording lectures and posting them at a later time can be helpful for not only accommodating time zone differences, but also allowing students to review materials. Alternatively, students might be able to call into the Zoom session and have access to the audio of the lecture, in some cases this may be sufficient to meet the academic goals of that Zoom session. If you are unsure about what academic technology strategies may work to accommodate your international students, request a consultation with MSU IT’s Instructional Technology and Development Team, who can help you think about the tools available and ways to think about incorporating them in your course and teaching process.
Alternatives for Webcam Assessment
Zoom (or other software like Kaltura MediaSpace app) and student smartphone
Proctoring locations
Shifting days/time of exam to accommodate availability of technology
Oral exam on phone
Alternatives for Materials
Getting materials from Amazon or other vendor: One of the biggest concerns are materials purchased from vendors such as Amazon that are not able to be shipped to all countries. A few options for potentially overcoming this hurdle include:
Use an intermediate shipping company, as described at https://borderoo.com/ . Providers can include (the followingare examples not recommendations):
MyUS
Shop2Ship
PlanetExpress
Order from a more regional service such as Taobao: https://world.taobao.com/
Or allow alternate materials that meet similar learning outcomes.
Note: Materials may take longer to arrive, so considerations may need to be made. Students engaging in the use of such services are responsible for any taxes or duties incurred. Getting access to journal articles or other course readings: Create downloadable course packs by assembling the readings of the course into a downloadable zip file that students can access and download from the course in D2L. MSU Librarians can help you with this process. You can contact them at https://lib.msu.edu/contact/askalib/ or by finding your subject matter librarian at https://lib.msu.edu/contact/subjectlibrarian/
Alternatives for Time
If there are synchronous elements in the course, can a student reach the course objectives through asynchronous methods. Synchronous lectures: Can these be recorded and posted for others at a later date? Either by recording Zoom sessions or by using the Hybrid Technology that are now available in many classrooms. Lecture participation: Can course elements such as participation in a synchronous lecture be shifted to quizzes, reflection papers or other activities that engage the student in similar cognitive practice to what they will miss not being in the synchronous experience. Office hours: If students are unable to make office hours because of timezone constraints, can you offer alternative times that might be convenient or provide sufficient support through email, phone conversations, individualized discussion forums, or other methods. If time constraints are the only constraint then finding a time (such as 7-9pm) could work for most regions.
Technologies with potential availability issues
As of 8/11/2020, and subject to frequent change:
# Students
Country
Zoom
Microsoft Teams
Skype
G Suite
YouTube
Vimeo
MSOneDrive
Notes
total FS20, unofficial
source
source
source
source
source
source
source
source
source
3,044
China
X
X
X
X
X
X
X
X
104
Iran
X
X
X
X
X
X
X
59
Bangladesh
X
31
Indonesia
X
30
United Arab Emirates
X
X
4
Morocco
X
4
Ukraine
X
X
Apps blocked in Crimea region only.
3
Burma (Myanmar)
X
3
Syria
X
X
X
X
X
2
Sudan
X
X
X
1
Turkmenistan
X
X
Authored by:
Jessica Knott and Stephen Thomas
Posted on: The MSU Graduate Leadership Institute
NAVIGATING CONTEXT
Guidebook for International Students
Final Report: https://iteach.msu.edu/posts/preview_attachments?post_id=1503
Authored by:
Zhang Zhaoyu, Mangke Fan, Herbert Kasozi, Vafa Yunusova
Posted on: The MSU Graduate Leadership Institute
Guidebook for International Students
Final Report: https://iteach.msu.edu/posts/preview_attachments?post...
Authored by:
NAVIGATING CONTEXT
Monday, Feb 22, 2021
Posted on: PREP Matrix
NAVIGATING CONTEXT
HHMI International Student Research Fellowships
The Howard Hughes Medical Institute provides fellowships for international doctoral students. Students in their second or third years of study in biomedical or related sciences may apply for funding for their third, fourth, or fifth years of study.
Posted by:
Admin
Posted on: PREP Matrix
HHMI International Student Research Fellowships
The Howard Hughes Medical Institute provides fellowships for intern...
Posted by:
NAVIGATING CONTEXT
Thursday, Aug 29, 2019
Posted on: The MSU Graduate Leadership Institute
NAVIGATING CONTEXT
Mental Health Surveys for International Students
Final Report: https://iteach.msu.edu/posts/preview_attachments?post_id=1495
Authored by:
Jianyang Mei
Posted on: The MSU Graduate Leadership Institute
Mental Health Surveys for International Students
Final Report: https://iteach.msu.edu/posts/preview_attachments?post...
Authored by:
NAVIGATING CONTEXT
Monday, Feb 22, 2021
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Why won't international students talk in class?
This video was made by Key Chimrak, Apichaya Thaneerat (Plagrim) and Juhua Huang (Hayden). The team presented their work at the MSU Diversity Research Showcase in January 2021.This video is a part of the main content in the "Approaches to translingual pedagogy" Playlist [link]. After watching this video, please consider the reflection prompt below and respond in the article comments, then continue on to the next article in the playlist.
Please scroll down to the comments below to respond to the question below by clicking “reply”!
Please scroll down to the comments below to respond to the question below by clicking “reply”!
Authored by:
Key Chimrak, Apichaya Thaneerat (Plagrim) and Juhua Huang...
Posted on: #iteachmsu
Why won't international students talk in class?
This video was made by Key Chimrak, Apichaya Thaneerat (Plagrim) an...
Authored by:
PEDAGOGICAL DESIGN
Wednesday, Jun 9, 2021
Posted on: The MSU Graduate Leadership Institute
NAVIGATING CONTEXT
Resources & Community Building for International Grad Students
Clara is invested in building out more supportive structures for the international graduate student community at MSU. She developed a playlist (to be housed on iteach.msu.edu), and created content/collated a body of resources for international students. She also worked with Dr. Stefanie Baier of the Graduate School in the development and implementation of a needs assessment survey for international students, which informed her work.Click here for Clara's playlist!
Authored by:
Clara Graucob
Posted on: The MSU Graduate Leadership Institute
Resources & Community Building for International Grad Students
Clara is invested in building out more supportive structures for th...
Authored by:
NAVIGATING CONTEXT
Friday, Mar 19, 2021
Posted on: #iteachmsu
Multimodal Blended Events Handbook — Virtual Solutions (Internal) (Part 9 of 14)
Conducting a hybrid or virtual event isn’t solely dependent upon the use of external tools or third-party resources. Michigan State currently has several internal assets that can be used to support efforts.
D2L: You can use D2L to provide content and resources associated with your You can even provide your content in course-oriented form.
SharePoint: SharePoint is a web-based, collaborative platform that can be used to create an intranet or team sites. It can also be used to store and share You can access SharePoint at spartan365.msu.edu.
Microsoft Teams: This resource provides a means of sharing content and conducting continuous chats and engagement with attendees, participants, and team You can access Teams at spartan365. msu.edu.
Stream: Microsoft Stream is a secure video service so you can manage who views your video content and determine how widely to share within your It can be used in conjunction with Teams and SharePoint.
To help ensure inclusion of hybrid and virtual content, consider these resources from the MSU Web Accessibility page:
Captioning Resources
Spartan Ally Accessibility Tool
Classes & Workshops
Basic Accessibility Checklist
Evaluation and Validation
Web Accessibility Policy Liaisons
Contact Information
Faculty Accessibility Questions about Digital Content
For additional accessibility support, policy questions should be directed to the Digital Experience (DigitalX) team at webaccess@msu.edu.
Technical questions should be handled by your college or department’s Web Accessibility Policy Liaisons. IT staff have community support through the MSU WebDev CAFE (join the WEBDEVCAFE listserv).
D2L: You can use D2L to provide content and resources associated with your You can even provide your content in course-oriented form.
SharePoint: SharePoint is a web-based, collaborative platform that can be used to create an intranet or team sites. It can also be used to store and share You can access SharePoint at spartan365.msu.edu.
Microsoft Teams: This resource provides a means of sharing content and conducting continuous chats and engagement with attendees, participants, and team You can access Teams at spartan365. msu.edu.
Stream: Microsoft Stream is a secure video service so you can manage who views your video content and determine how widely to share within your It can be used in conjunction with Teams and SharePoint.
To help ensure inclusion of hybrid and virtual content, consider these resources from the MSU Web Accessibility page:
Captioning Resources
Spartan Ally Accessibility Tool
Classes & Workshops
Basic Accessibility Checklist
Evaluation and Validation
Web Accessibility Policy Liaisons
Contact Information
Faculty Accessibility Questions about Digital Content
For additional accessibility support, policy questions should be directed to the Digital Experience (DigitalX) team at webaccess@msu.edu.
Technical questions should be handled by your college or department’s Web Accessibility Policy Liaisons. IT staff have community support through the MSU WebDev CAFE (join the WEBDEVCAFE listserv).
Authored by:
Darren Hood