We found 185 results that contain "kaltura"

Topic Area: Pandemic Pivot
Presented by: Ashley Maloff, Jennifer Montague
Abstract:
This presentation will discuss how the Resource Center for Persons with Disabilities (RCPD) adapted services to support students with disabilities when classes became remote due to COVID-19. We will provide information on common accessibility issues for students, both pre-COVID and now, and discuss the critical role faculty play in the student accommodation process. We will review the process for registering with the RCPD and the steps taken to determine reasonable accommodations. We will cover what is a reasonable accommodation and how to communicate with students about VISA accommodations.The presentation will also provide an overview of the innovative services offered by the RCPD to meet student needs during the pandemic. We will discuss the collective efforts of the RCPD staff to respond to student requests for more connection. These programs include peer mentoring, community building, and an enhanced program for incoming freshmen with disabilities.

Topic Area: Online Teaching & Learning
Presented by: Paul Bylsma
Abstract:
Higher education was severely disrupted by the novel coronavirus disease 2019 (COVID). In order to safely resume educational activities, classes were moved online or were subject to severe protective measures. As a result, something about post-COVID higher education simply felt different. In this paper we use affect theory, a perspective that emphasizes an embodied ontology and an epistemology defined by feelings and intensities, to explore the elements that make in-person interactions significant. We conduct an affective analysis to show how post-COVID higher education demonstrated instances of proximate ambivalence, or the simultaneous proximity and distance of any particular object. Though this analysis critiques the attempted substitution of in-person learning with online learning, we also use lessons learned during this analysis to demonstrate the prevalence of proximate ambivalence in in-person learning. We argue that post-COVID higher education was cruelly optimistic in its attempt to re-create education as it existed before the pandemic and its ultimate failure to do so. We further show how the affective lens used to critique online learning is also useful in identifying areas for improvement to access and engagement in in-person learning.

The Hub for Innovation in Learning and Technology supported a new Online Engagement & Community Building workshop on March 12, 2021. This workshop was led by Dr. Ellie Louson (Hub for Innovation in Learning and Technology and Lyman Briggs College) and Dr. Melissa Usiak (College of Education). During the workshop, participants had the opportunity to learn more about engaging their students in the online environment and creating a community online. Facilitators answered questions and shared resources. You’ll walk away with at least one strategy to try in your course. For anyone who previously completed SOIREE, this workshop will go more in-depth and build on the strategies covered in SOIREE. 
 
If you have questions related to the SOIREE workshops, please reach out to Ashley Braman (behanash@msu.edu) for additional support.Do you have tools, tactics, or approaches that have worked for you in building community online? Please share them in the comments below!

#iteachmsu Commons Brown Bag
Brown bag session on #iteachMSU recorded live on 12/16/19. Makena Schultz and Rashad Muhammad provide a brief overview of the site.

Topic Area: Pandemic Pivot
Presented by: Ashley Maloff, Abby Johnson
Abstract:
The RCPD Stern Tutoring and Alternative Techniques for Education (STATE) Program began providing innovative and important assistance for MSU students with learning disabilities in the spring of 2004. Each fall and spring, the program works with partnered colleges at MSU to invite students with learning disabilities who are on academic probation or at risk of falling on probation to participate. STATE provides disability-specific instructional, tutorial, and peer mentoring components as well as strategies for academic success. When MSU courses transitioned to remote learning, instructors transitioned the STATE seminar to weekly Zoom sessions. Even though there was a drastic change in the format of the program, students continued to support each other, build community, and displayed a high degree of resilience. Come learn how this Program was moved online and was continuously improved over the three semesters of virtual learning.

Topic Area: Student Success
Presented by: Ryan Smith, Shannon Burton
Abstract:
Where do students turn when they are not sure how to handle a conflict they are experiencing in a course, when they feel caught within the university's bureaucracy, or when they are unsure how to navigate a university policy? Who can faculty or staff members contact when they want to discuss a student related issue in a confidential space? Students who do not feel as though they are being heard or that the institution is not taking their concerns seriously may not ultimately be successful. Student frustrations may surface in academic progress, or they may simply leave the university. The Office of the University Ombudsperson is a confidential, neutral, independent, and informal resource for students and for other university community members to discuss student related concerns. In this presentation, we will discuss the role of the Ombudsperson's office in fostering student success, and how we serve as a partner to other offices and individuals on campus to ensure that students are being heard and that they feel as though their concerns are being taken seriously. We will consider some hypothetical examples for when visitors may find their way to our office, and then discuss how we would assist them in resolving or navigating their issues.

Topic Area: DEI
Presented by: Madison Sokacz
Abstract:
The coronavirus (COVID-19) pandemic brought unprecedented challenges to higher education. When utilized correctly, online education can be an efficient way of delivering instruction materials and engaging students from an array of geographical areas with instantaneous communication. Emergency responses taken during COVID-19 resulted in in-person courses suddenly transitioning to remote courses. To assess this transition, Michigan State University students completing courses within the Department of Animal Science were asked to complete a survey to assess student motivation, focus, and priorities resulting from the transition to emergency remote teaching (ERT). Responses were analyzed using the Proportional Odds Model. Student participation, motivation, and focus were significantly influenced by students’ internet speed during ERT. Students with slower internet speed were more likely to actively participate in ERT courses (P<0.0001). Students with faster internet speeds reported a decrease in focus and motivation (P<0.0001). A shift in students’ priorities was also found. While coursework remained a priority, respondents indicated that coursework was a lower priority after the transition (P<0.0001). Upper-level undergraduates tended to prioritize free time above other activities (P<0.0001). Findings from this study will aid in beneficial preparation should there be continuation of online instruction or future crises.

Topic Area: Pandemic Pivot
Presented by: Gabrielle King, Brooke Knapp
Abstract:
The pandemic brought a new sense of urgency to building quality online courses and programs. However, the urgency also brought new struggles as it relates to access and accessibility. Instructors were told to build quality courses while at the same time expected to adopt unfamiliar or new learning practices. The move to a fully digital environment raised new concerns over the balance between continuing education and providing an equitable, accessible, and effective learning environment.
Can an accessible course solve a variety of barriers within a digital environment? Can we use the experiences of our initial struggles to help mold a better outcome for both students and faculty? During this session we will explore the barriers to accessibility that have been highlighted by COVID-19. We will discuss different accessible technologies and tools and show how they can be used to benefit all students and faculty regardless of disability.
Session Resources:
Digital Environments Thrive when Accessibility is at the Core (PowerPoint)