We found 112 results that contain "masking matters"

Covid-19 aka Corona Virus - 
I wanted to start with "Dear ...," but really, there's nothing dear about you. Nothing!  Ever since you went viral you have turned the world upside down.  - Oh what you have done! Even though we can't see you, you have left your mark everywhere! Everywhere!
You infected us, you affected us, and now you are trying to make operations ineffective!?!? Not going to happen! This is temporary, and we will live through this supporting each and everyone to get through this new reality the best we can. 
We have had a strict stay-at-home requirement for a week now, but we will not let you divide us, destroy our community, delete our social gene. At this you will not succeed. We will find ways to connect, to continue community, and we look forward to be reunited with all those we see on Zoom at this time. We will once again move out of Zoom rooms into dorm rooms and visit with others in their living rooms. 
You, Covid-19, will not succeed in breaking our spirit. - You will not!  We may feel down at times, and tired of looking at the two-dimensional versions of our loved ones, but you will not sever our ties. We are still with each and everyone we love and care about, and those are our elderly parents, our families abroad, our friends, colleagues, our students, our classmates, our Spartan Community, our human and non-human communities.  
We will grow through this challenge, and we will grow closer to each other, maybe a little differently. This situation will require much more adjustment than we ever thought we were capable of. 
There is a quote I recently read: "The best view comes after the hardest climb." This is what I will keep in mind, because, no matter how difficult this situation is right now, we will all enjoy that view and will take it in in all it's glory.  
 

One of the possible ways to have students work on a course project throughout a semester is to have periodic concept map assignments. Journals were framed as homework assignments to be done individually. The purpose of these assignments was to help students prepare for their final project in ISB202.
 
Journal Assignment #1 Overview: What do you think regarding de-extinction as a conservation tool? Which evidence do you find most persuasive? Have your views changed or been reinforced by the TEDTalks? To address these questions, you will create a reflection. A reflection incorporates a critical and personal reflection of an issue, supported with evidence. What matters is what you think, which is highly personal and unique, but your opinion is based on your understanding of the evidence and arguments.
 
Each journal assignment will be a model that includes a position statement and supporting evidence (except for journal assignment #2, which is an annotated bibliography). The models will be concept maps (see example below). There will be three “levels” to the concept map. 1) The first “level” will be a position statement, such as “De-extinction should be used as a conservation tool.” 2) Then the next level will be evidence supporting the position statement. Each piece of evidence will be in its own bubble. For this journal assignment, the evidence will be primarily from the TEDTalks viewed in class. Aim for at least three pieces of evidence. 3) Finally, the third level will include details about each piece of evidence. For this journal assignment, consider which pieces of evidence or examples are most persuasive and additional questions or clarifications that may need to be considered with each piece of evidence. Aim for twice as many details as pieces of evidence overall (e.g., one piece of evidence may contain three details and another may have only one)
 
For a full description of this assignment, including the grading rubric, check out the attachment. You can also check out full descriptions of the annotated reference list journal assignment and the following journals for the semester.

Topic Area: Pandemic Pivot
Presented by: Mary Beth Heeder, Annie Heeder
Abstract:
"My family” “My parents/supporters” These are two of the most frequent responses to Who most impacted your college experience? a question a Western Michigan University professor has asked college seniors for many years. Productive partnerships between students, families, and schools are foundational to student success. The pandemic, however, has disrupted this partnership at all levels of education, including higher ed. An analysis of government data by Zillow indicates that about 2.9 million young adults moved in with a parent/grandparent between March 2020 and May 2020. For most students and their families there was little choice in the matter and little time to prepare. “Welcome home! You’re our kid in our house; these are our rules” “Well I’m not a kid and I didn’t really ask to be in your house right now” were common exchanges. During this session a faculty-staff member along with one of her MSU students will talk about their experience living under the same roof and how this experience has impacted them, including their wellbeing, student success, work, and relationships. As we reflect on the complexity of the familial system, which has the potential to bring new closeness but also old tensions, participants are invited to ask questions and share stories to inform lessons learned that can help us navigate this surreal experience. Although there is little precedent to guide us out of this pandemic, we can consider lived experience to help us support each other, student learning and success.

Here’s what you can do in Teams: you can make a voice or video call to a person, or you can have many people join your online event. You can chat with one person or with a group of people. You can collaborate on documents in real time. You can share files. Those are the basics. Perhaps an easy way to think about Teams is as a combination of Zoom and Google Docs, but with integration with all those Microsoft tools you likely use, including Outlook Mail & Calendar, Word, Excel, and PowerPoint.
The hardest part about Teams is that it is called ‘Teams’. It makes it hard to talk about. For example, I’m in a team on Teams that has as its subject matter, Teams. Well, maybe the hardest part about Teams is just getting started. For me, getting started was accelerated by that pandemic that is becoming a more distant memory. Since those times, I can’t imagine working without Teams. If you are among those folks I encounter that somehow have managed to avoid Teams, I have an offer for you for a gentle introduction: I want you to send me a chat in Teams. Or even call me in Teams. Go to spartan365.msu.edu. You might need to log in to MSU.
Eventually, after all that signing-in business, you should come to a page that has the Teams icon on the left. That will open the web version of Teams. There is an app to download to your computer or your phone, but we can leave that for now. Now that you are in the web version of Teams, you should see a button on the left called ‘Chat’. Select that. In the window that opens, you should see the word ‘Chat’ in bold. To the right of that, there is a series of icons. Click the one that looks like a paper and pencil. This will open a new chat. In the ‘To’ line, begin typing my name: David Howe. I’m the David Howe with the email address davehowe@msu.edu. I’ll leave the rest for you to figure out. Send me a note, and then we can chat more about Teams, just the two of us. Or even better, we can have a video call. I promise to respond to every chat I receive.

Bring your online course to this workshop and get a framework for developing an online course plan. You'll use a framework and explore the QM Rubric to design one module for your online course.

Course Length: Two weeks (April 4th-15th)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)// --> REGISTER HERE <-- //




Refer to the Schedule & Checklist for more information on the workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here. 
The “Designing Your Online Course” (DYOC) workshop includes an overview of the QM Rubric and provides a framework for participants to design an online course plan. An integral element of the workshop is an exploration of the eight General Standards of the QM Rubric, focusing on learning objectives and overall course alignment. Participants will complete a Course Development Plan. The plan includes all of the essential Specific Review Standards (SRS) with a column for how the participant will meet the SRS in their course and what resources they will need.


Recommended For:

Faculty and Instructors who are new to online teaching 



Learning Objectives:

Recognize the foundational concepts of Quality Matters.
Apply the essential QM Rubric Specific Review Standards to online course design.
Discuss the structure to be used for organizing your online course.
Create a course plan for developing your online course.
Align one module for development.



What Participants Need:

A course you plan to develop for online delivery
8 to 10 hours of time per week to spend on achieving the learning objectives

Dive deeper into the intricate world of software and hardware components with our Advanced Module. In this supplementary resource, you'll explore the inner workings of the tools and technologies used in the HushPod Recording Studio, gaining a deeper understanding of how to optimize your workflow and maximize your creative potential. Whether you're fine-tuning audio settings or mastering advanced editing techniques, this module equips you with the knowledge and skills needed to take your recordings to the next level. One key pro-tip is to know the difference between the mute and the solo buttons on the Telecaster Pro II. The mute buttons are basically straightforward, but the tricky ones that can get you if you aren’t careful are those solo buttons. They can be useful if you are a producer controlling a recording in real time and need to solo the feed of one particular microphone, but for most people, I recommend to just avoid using the solo buttons entirely as it can turn off every other microphone and feed with little indication of why that is happening or how that is happening.
What You Can Explore Further on YouTube from Here:

Fine-Tuning Your Sound: Ever wanted to be an audio wizard? Now's your chance! Learn how to tweak settings like equalization, compression, and noise reduction to make your recordings sound pro-grade. We'll delve into the guts of Audacity, GarageBand, and Logic Pro, showing you how to sculpt your sound to perfection.
Mastering Advanced Editing: Ready to take your editing skills up a notch? We'll show you how! Dive into Camtasia and OBS to learn advanced techniques like seamless transitions, precise cuts, and fancy effects. With these tools in your arsenal, you'll be creating content that wows your audience in no time.
Optimizing Your Workflow: Time is money, right? Learn how to make every minute count! Discover hacks and shortcuts to streamline your recording process using software features and custom setups. Whether you're a keyboard shortcut ninja or a template guru, we'll help you work smarter, not harder.

Why It Matters:
In the fast-paced world of content creation, knowing your tools inside and out is the key to success. By mastering advanced techniques in software like Camtasia, Audacity, GarageBand, Logic Pro, and OBS, you'll be able to create top-notch recordings that stand out from the crowd. Plus, you'll save time and effort along the way!
Ready to Level Up?
Whether you're a seasoned pro or just starting out, the Advanced Module in our HushPod Recording Studio has something for everyone. So grab your favorite beverage, fire up your computer, and let's dive into the exciting world of advanced audio and video production together. Get ready to unleash your creativity and take your recordings to the next level! Go to YouTube and search specific things you would like to learn about regarding the gear you are using here in the HushPod. Happy learnings!
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Step into the world of Screen Recording, where you'll unlock the power to capture and share your screen with precision and clarity. From software demonstrations to instructional videos, screen recording is a versatile tool that enhances the learning experience for both educators and learners. In this module, you'll master the art of screen recording, learning how to create polished and professional videos that resonate with your audience.
What You'll Learn:

Choosing the Right Software: Dive into the world of screen recording software and find the perfect fit for your needs. We'll explore the most popular option Camtasia, free to faculty, staff, and students at MSU, discussing their features, pros, and cons to help you make an informed decision.
Setting Up Your Recording Environment: Create a conducive environment for screen recording success! Learn how to optimize your workspace, adjust your screen resolution, and set up your microphone for crystal-clear audio. We'll also cover tips for minimizing distractions and ensuring a smooth recording experience.
Crafting Engaging Content: Screen recording isn't just about capturing what's on your screen – it's about telling a story and engaging your audience. Discover techniques for structuring your content, writing engaging scripts, and incorporating visuals to create videos that resonate with your viewers.
Editing and Enhancing Your Recordings: Take your recordings to the next level with editing and post-production techniques. Learn how to trim and cut footage, add annotations and captions, and enhance your videos with music and sound effects. We'll also explore tips for optimizing video quality and file size for easy sharing.
Sharing and Distribution: Once your masterpiece is complete, it's time to share it with the world! Explore different platforms and distribution channels for sharing your screen recordings, from YouTube and Vimeo to learning management systems and social media. We'll also discuss strategies for promoting your content and reaching a wider audience.

Why It Matters:
Screen recording is more than just a technical skill – it's a powerful communication tool that can transform the way you teach, learn, and share knowledge. Whether you're an educator looking to create engaging online lessons, a trainer sharing software tutorials, or a content creator showcasing your expertise, mastering the art of screen recording opens up a world of possibilities for enhancing the learning experience and reaching your audience in new and exciting ways.
Ready to Get Started?
Whether you're a seasoned content creator or brand new to the world of screen recording, the Screen Recording module in our HushPod Recording Studio has something for everyone. So grab your favorite beverage, fire up your computer, and let's unlock the power of screen recording together. Get ready to capture, create, and share your screen like never before!
--> Module 4: 2-Person Webinars

1. Review the feedback
You want to ensure students feel their feedback is valuable to you and the course, so keep your students abreast on where you are in the review process. Are you synthesizing data? Noting key themes? Maybe you're working on a way to present the anonymous findings back to your class. Regardless, review the data, share it back, and make a plan for change. 
 
2. Quick Tips on How to Interpret the Data 
Review our article on how to interpret the data. These tips are adapted from the Enhanced Digital Learning Initiative at MSU: Scott Schopieray (CAL), Stephen Thomas (Nat. Sci.) Sarah Wellman (CAL & Broad), Jeremy Van Hof (Broad). Additional sources: Faculty Innovation Center at University of Texas at Austin 
 
3. Discuss with a Colleague 
Review this article on debriefing with peers. 
There is a body of literature that indicates biases are real and problematic in students’ evaluation of teaching. The goal of this mid-semester instrument is not evaluative of the instructor, but instead is focused on feedback surrounding the learning experience. That being said, be aware that a host of factors including (but not limited to) gender, race, and subject matter, stress, and load can lead students to make statements that imprecisely reflect the actual quality of instruction.
We recognize it can be difficult to look past the most impassioned individual feedback and consider all the data holistically, but remember that the “loudest” voice or the longest comments may not reflect the overall feelings of learners. One helpful strategy is to have someone you trust read the comments before you do, then provide you their overall impressions and filter out any inappropriate remarks.  
 
4. Share with students the common themes surfaced in the data
When you collect mid-semester feedback, you are asking your students for feedback. You want to make sure they feel valued and heard, that they have a voice in your class space, and that their input isn’t being collected just “for show.” You should clearly indicate which elements of their feedback you will and will not act on (and why). We know that students who feel empowered and who see their voice reflected in class activities feel more engaged and are more likely to show positive learning outcomes.