We found 185 results that contain "kaltura"

Topic Area: Online Teaching & Learning
Presented by: Jonathan Choti
Abstract:
In this talk, I discuss the changes I made to help students transition to remote instruction and how these changes ensured student success. In the changes, I incorporated student voices and paid special attention to student severally affected by the sudden transition. The adjustments I made focused on student participation, assessment, delivery methods, materials, student-to-student interaction, and student-to-instructor interaction. I make changes in my instruction especially to accommodate students badly hit by the abrupt move to online teaching in the spring of 2020. Unexpectedly, these changes benefited the entire classes I taught and ensured student success. The COVID-19 pandemic exerted undue strain on specific categories of our student population. The most affected were students who a) had to work for many hours, b) lacked technology and technical skills, c) were traveling, d) had physical and/or mental instability, and d) operate under severely deprived conditions. To help such students succeed, I diversified my assessment tasks, liberalized grading rubrics and deadlines, varied source materials, and adapted a wide range of teaching techniques to capture and sustain student attention in class. Thus, I sought student views on some aspects of the courses and prioritized their voices. I encouraged student participation and feedback, student-to-student interaction via group projects and breakout rooms. I related course materials to students lived experiences and became better organized. Moreover, I expressed by willingness to help with assignments, posted lecture slides on D2L before class, improved my online communication and reached out to struggling students while applauding top performers.
Session Resources: Importance of Inclusion and Student Voices (PowerPoint)

After you have created an article, you may find that there is information that you want to update or maybe you want to delete the article altogether. By default, you will not see an edit or delete icon on your post once it is published. This article describes and provides a demonstration of how to edit or delete an article on the #iteachmsu commons.
 
Delete or Edit an Article Instructions:
To delete or edit an article, you have to:

Expand the Groups section, and select the group (#iteachmsu) that you posted your Article in.
Click on the Article tab for that group.
Navigate to the Article that you want to delete or edit. You should see the following icons on the post:


Click here to watch a video tutorial:

Topic Area: DEI
Presented by: Stefanie Baier, Rachel Barnard, Joanna Bosse, Rique Campa, Ellie Louson, Anna Pegler-Gordon, Sharon Combs, Corbin Livingston, and Ted Van Alst
Abstract:
Annually the Graduate School provides funding to approximately 30 graduate students from diverse backgrounds and disciplines to participate in Teaching Fellowships. Colleges across campus including Lyman Briggs, RCAH, James Madison, and other units such as the HUB are very invested in this process providing support to fellows, mentors, and fellowship leaders. The programs include the FAST, HUG, IIT, RCAH, and SUTL Teaching Fellowship Programs.Since the pandemic started, colleges are making decisions in the ways they can continue supporting these programs and their support is crucial. This is apparent as the job market for future faculty is becoming more competitive.In this session we will share about the impact of these programs, what has been learned while teaching and researching teaching practices, modes and methods of instruction and assessment. In addition, the community support received from each other and their fellowship leaders within these fellowship communities have even taken on greater value. Examples, voices, testimonials, and experiences with navigating career paths that are shaped by the new reality 2020 has brought upon everyone will be discussed. Anyone who is interested in learning more about Graduate Teaching Fellowship, mentoring teaching fellows, and supporting future faculty is invited to join this session.
Session Resources:
The Added Value of Teaching Fellowships for Future Faculty (PDF)
Teaching Communities and Fellowships webpage

Course Clean-up Tips 
 
Keep Only Active Content
You may find greater peace of mind by uncluttering your course. Try to keep only the content you are using in a semester course and place content you might use later in a dev course or save it outside of D2L.
 
Ditch Past CMS Baggage
The Manage Files area of your course may be carrying extra baggage from previous conversions or years of accumulated files. This can affect the speed of your course copy and make it hard to find items. It is not necessary to keep copying these unused files year after year. The process on the reverse side will show you how to clean these out in one fell swoop.
 
Store Video Files in MediaSpace
There are several reasons to save video files in Kaltura MediaSpace and link them in D2L. It avoids duplication if you use them in more than one course. It makes your course copy faster and less prone to errors. It may be easier to manage them and you can order free captions!
 
Resources and Tools
Clean “Course Copy”This process copies all associated files from content and activities, such as quizzes and assignments, leaving behind any lingering files not actually used in the course.

 Start in an empty course site (new dev course or new semester)
 Go to Course Admin > Import/Export/Copy Components
 Search for the course offering (to copy from)
 Choose “Select Components”
 Check the box to Select All Components
 De-select Course Files (associated files will still copy)
 Click Continue and Finish
 Check the content in the new site

Files associated with Custom Widgets and Themes are not included.
 
What is contributing to course size?

Go to Course Admin > Manage Files. 
Click twice on the "Size" column to order the list from largest to smallest (anything in KB is small and over 10 MB is large). 
If the Manage Files area contains multiple folders, you will need to look in each folder separately. 

 
If you use the clean course copy process above, look at the number of files cleaned up by comparing the numbers at the bottom of the Manage Files area.

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
 
 
 
 



 

One key takeaway of our workshop is the degree to which being aware of and thinking critically about the way that general education courses fit into a larger curriculum can set you apart as both a teacher and a job candidate.For the sake of comparison, then, we have gathered together an incomplete (by design) map of various schools in Michigan to faciliate a comparison between the ways each defines their liberal arts or general education curriculum. (Image description: Map of the lower peninsula of Michigan, with brown pins marking Kalamazoo, Alma, Albion, Hillsdale, East Lansing, Ann Arbor, and Detroit)Each of the schools marked above requires some version of a general education/liberal arts* curriculum, and you may find that it's easier to articulate your own experience of this type of teaching when you compare it to some sister institutions. To that end, use the links below to explore how these various schools in Michigan define general education, and the way they structure their curriculum as a result.* Alma College refers to this curriculum as "distributive requirements." At Kalamazoo College, it's the K-Plan.(Schools arranged alphabetically)

Albion College
Alma College
Hillsdale College
Kalamazoo College
Michigan State University
University of Michigan
Wayne State University
Western Michigan University

You may find it helpful to use the following to guide your thinking:

Albion and Alma are both small liberal arts colleges with religious affiliations. How do you see those shared characters influencing their approach to general education requirements?
In many ways, Hillsdale College is very similar to Albion and Alma, but it regularly appears on lists of the most conservative colleges in America. Do you see that political orientation influencing the school's approach to liberal arts anywhere?
Kalamazoo College and Western Michigan University are both located in Kalamazoo, Michigan. Does that shared setting promote any meaningful comparisons or contrasts between their curricula?
MSU and U of M are the two highest-rated public universities in the state (though college rankings are an inherently fraught subject). How would you differentiate between the way both programs describe their general education/humanities curricula?
Wayne State University includes a number of additional links and philosophy statements about their general education program, which makes its website fairly comparable to the Center for Integrative Studies in the Arts and Humanities at MSU. What similarities/differences do you notice about the way Wayne State and Michigan State talk about the mission and goals of general education?

Please feel free to share your response to these questions, or any of your own reflections, as comments on this article in the space provided below.

There are a variety of platforms you can consider in supporting remote learning for your students. Some are expanded upon in greater detail in other articles and playlists in the MSU Remote Teaching Group. They each offer different affordances for your consideration.  
Podcasts

Your platform for learning on-the-go.
Podcasts allow you to review workshops and training material while taking a run, walking the dog, etc.

Zoom

Zoom allows you to video conference with up to 300 students at a time by logging into https://msu.zoom.us/.
You can use Zoom to join a virtual classroom for lecture, share your screen for group projects and easily integrate your scheduled meetings with calendar integration.
Beginning April 1, 2020, all Zoom meetings will require a password in order to access the meeting room.

When setting up a meeting using a randomly-generated user ID, Zoom meetings automatically create a password.

Meeting creators can modify meeting passwords by doing the following: https://bit.ly/2xAMFss 


Meeting creators who use their Personal Meeting ID (PMI) when creating a Zoom meeting will need to manually enter a password in order to schedule a meeting.



D2L

Holds course materials, communicates course grades, hold discussions with your classmates, etc.
MSU sets up every credit-bearing course section at MSU in D2L each semester and enrolls all students.
D2L is recommended as the place to find your syllabus, readings, and engage with your classmates online.

YouTube: Your Virtual Tutor

Videos facilitate remote learning.

MediaSpace

Create screen recordings, voiceovers for presentations, podcasts, etc.
All students and faculty have free licenses for MediaSpace.
You can log in with your MSU NetID to use the resources provided and share with classmates and professors.
For tutorials and 24/7 help, please reference Kaltura MediaSpace Help.

Spartan 365
Spartan 365 makes Microsoft Office applications and files available wherever the user goes, on whichever device the user chooses. This platform – available to all MSU staff, faculty, and students – provides remote access to a user’s work and organizational tools and is essential for telecommuters. Programs available through Spartan 365 include Word, Excel, OneDrive, Teams, Outlook, and more.
 
Spartan 365 is compliant with the Family Educational Rights and Privacy Act (FERPA) and Health Insurance Portability and Accountability Act (HIPAA). This means student and health information are protected and onshore data storage is ensured. As part of this agreement, Microsoft will not mine individual data and will only access that data for troubleshooting needs or malware prevention. Spartan 365 customer data belongs to individuals and they can export their data at any time.
Learn more about Spartan 365: go.msu.edu/about365

How to save your documents to Spartan 365

Uploading your local files to Spartan 365 is simple. Microsoft OneDrive is an online storage tool that is available after logging into Spartan 365. This tool is the ideal place to upload documents, spreadsheets, and other files for personal use. Files located on OneDrive can then be shared to other users using links.



Microsoft Teams
Microsoft Teams is a program available through Spartan 365 that allows users to chat, video conference, share files, and collaboratively work on projects. It is one of the most useful tools available when collaborating remotely. Access Teams at spartan365.msu.edu or to request a team or learn more about teams, visit Microsoft Teams.

Set up a Teams meeting

If you are a member of a Microsoft Team, you can schedule a meeting in teams. Teams meetings support up to 250 people.


Record your meeting

If you are a member of a Microsoft Team, you can record your meeting.



 

Are you looking to share a quick thought or get some feedback from other educators in the MSU community? If so, the posting feature is the perfect tool.
This tutorial demonstrates the posting function in the #iteachmsu Commons.How do I post in the #iteachmsu Commons?
Under the add button at the top of the page, you are given five options to add an article, playlist, assessment, post or group.   Posts are brief updates used to explore an idea, provide a comment, pose a question, or make an announcement. Posts will appear on the public feed page or in a group feed based on your group memberships.
When you select to add a post, it takes you to the feed page where you can share your post, question or event, or even upload a file.

You can select a category that best fits your post and also add tags that are really helpful for searchability.    
You can also select for your post to appear in a particular group that you are part of, or simply the broader #iteachmsu Commons Community.Click here to watch a video tutorial: