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Oral exams (or viva voce) are practiced in many disciplines. In the course of an oral exam, an examiner poses questions to a student; the student then has to answer the questions orally, thereby demonstrating their knowledge of the subject matter. In this class, you will participate in a “collaborative” oral exam, where you will prepare as a team to answer a series of open-ended questions (see below) in a discussion format. The purpose of this assignment is to assess your ability to:
 

Apply close-reading skills developed in class;
Synthesize ideas encountered in course materials and class discussion to create original arguments andinterpretations; and
Practice conversation, collaboration, and consensus

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 weeksDelivery 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)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

In the fall of 2019, on an inauspicious October day, a banner hung on the Red Cedar Bridge on Farm Lane that simply read You Are Enough. In the middle of a busy semester, the banner was a powerful, yet simple, reminder of care and worth in a space where it is sometimes easy to forget these things. This banner, and its message, gave us (Rachel Robinson and Cameron Michael Chase, 19-20 Leadership Fellows for CAL) the idea of extending the feelings in the banner to as many students as we could, still in quiet and simple ways, so that more students could feel the care we felt that October day.
 
Therefore, we planned to launch CAL Care Week during the spring 2020 semester. The College of Arts and Letters (CAL) Care Week was to be a week-long initiative created by the 2019-2020 CAL Leadership Fellows that highlighted various iterations of care fundamental to students’ lives (self-care, collegiate-care, etc.). With low-stakes events, activities, and take-aways planned throughout the week that encouraged participants to care for themselves and others, CAL Care Week 2020 was going to show participants simple, unobtrusive ways they can (re)introduce care into their lives. Each day of the week was themed around a specific aspect of care: Collective Care (caring for ourselves in community); Collegiate Care (caring for/in the academy); Self Care (caring for ourselves); and Community Care (caring for others).
 
Five days before our launch, MSU moved entirely online. Obviously, CAL Care Week was canceled, which meant cancelling months of work, but we knew we’d laid the foundation for something great. 
 
Here are our suggestions for organizing your own Care Week-style event:
 
Think Big, Plan Small
When we first dreamed up CAL Care Week, we asked ourselves a question: How big do we want to make this thing, especially if it’s only us carrying it out? Our answer was BIG, but also small. We knew that the entire week--originally planned as just one day--might have to be executed by just us two, and with that in mind, we decided to plan big enough events that would make students feel cared for but that were small enough for us to carry out. One example of this was our Care Compliments. The premise was simple: we’d planned to have pieces of candy wrapped with encouraging messages (like: YOU MATTER) and the CAL Care Week logo. We would then walk around campus handing these out. We wanted no big booth, table, or sign to draw attention to us; the attention needed to be on the message. This question--how big is too big?-- became a recurring one for us as we made plans big enough to have an impact, but small enough that just the two of us could carry out and keep the focus on care, and that’s what we’d suggest: don’t let the event outshine the message. 
 
Talk to Stakeholders Early and Often
Ultimately, stakeholders can make or break a plan like ours. As soon as we had an inkling of an idea for our week, we set up a meeting with our college’s dean to talk through the concept, hear his ideas, and make sure we were all on the same page. We were really fortunate to have a supportive dean, and as soon as we heard his ideas--all about showing grad students resources for support and how we actually do care for them--we knew we’d hit a jackpot. We pitched our idea and got full support to move forward, but we kept our dean in the loop with every decision we made. In the end, he also wanted to be part of the week in some capacity, so we had him scheduled to give a workshop on our “Collegiate Care” day. But we didn’t stop our stakeholder conversations at him; we talked to our fellow graduate students every chance we got, too. And they go excited about the week! The more we talked about it to anyone who would listen, the most the word spread, and by the time the week was about to launch, we had people asking us about it, which ultimately helped us recruit folks to help out during the week.
 
Involve as Many People as You Can
As we continued to talk to our stakeholders, we recruited people to help us throughout the week. We offered to tie into existing events happening in colleges during that week (like the Eli Clare visit) and we partnered with places on campus that we could also publicize, like the Kresge Center. And we relied on our fellow Leadership Fellows for help, too. Again, we found ourselves thinking big with recruits, and we imagined all kinds of jobs for people. We recruited folks to tie compliment cards on candy and bananas, to pass out these things all over campus, to make stencils for the Rock, to help make a bridge banner, to help make our publicity, etc. Ultimately, we decided no job was too big or too small to ask for help with, and people didn’t disappoint us in volunteering their time.
 
Make Splashy Publicity
One of the ways we recruited help was through our publicity. We knew we needed to make sure we got the word out about CAL Care Week, but neither of us excelled at document design, so we asked for help. We also sought out help creating a couple of hashtags for the events: #CAREWEEK and #CALCARES. We talked to MSUToday, we met with the directors of CAL grad programs, and flyered all over the CAL buildings on campus prior to the events. All of these moves helped us get the word out about CAL Care Week, but they also helped us to recruit partners for the week.
 
Keep the Theme Central
From the beginning, our week revolved around the concept of care. We wanted it to be central in everything we did, from the names of the themes, to the ways we recruited people, to how we carried out the week. When the event got canceled because of the COVID-19 pandemic, we realized that care needed to shift into something else--care for ourselves in an unprecedented time. While the week didn’t end up happening, we feel lucky to have planned it, and are hopeful that MSU will see #CAREWEEK in the future.

The general sample questions provided in the "process" section of the mid-semster feedback playlist are centered around three themes. Here you can find quick tips for interpreting the data related to those themes, as well as links to other #iteachmsu articles. Remember the sample questions were written generally and with the audience, students, in mind. If you see (or don't see) jargon that would(n't) be typical in your field or discipline, keep in mind we attempted framing items in ways that would make sense for survey participants. 
Thanks to our colleagues from the Enhanced Digital Learning Initiative at MSU who provided the information adapted to this article: Scott Schopieray (CAL), Stephen Thomas (Nat. Sci.) Sarah Wellman (CAL & Broad), Jeremy Van Hof (Broad)!
Theme 1: Perceptions on purpose and alignment
This theme encompasses the sample questions where students indicate if they feel that they are prepared for class and understand expectations. Ideally, answers would trend toward “4. always” If that is true and students voice needs that they have in later answers, then you can explore relationships between, say, students who generally understand what is expected of them but (might be) confused about what assignments are asking of them (this is a curious relationship worth exploring with students).Theme 1 example questions: I am prepared for class. I understand what is expected of me in preparation for class.
If responses raise concerns, consider: 

Clearly re-stating your course’s learning outcomes verbally and in writing 
Clearly indicating how an activity fits into the broader course structure, prepares students for the working world, or aligns with the outcomes 
Ensuring that the content assessed on tests & quizzes is content that’s been previewed in prior course activities 
Before any course event (lecture, activity, test, etc) state clearly what course objectives are addressed 

As you process the data from your students, be sure to focus on trends across feedback - both celebrations of what’s working and opportunities for change. This information provides you with an opportunity to highlight what is working for your own planning,in addition to providing supportive rationale for using certain teaching strategies (which you should share with your class.
Other resources include...

SOIREE 
Introduction to Backward Design
Writing Measurable Outcomes for Students

Theme 2: Perceptions of structure, community, and workload
This theme relates to questions that explore students’ perceptions of the class community, structure, and workload. These are powerful descriptive questions that enable you to explore a number of issues with students (and/or with your colleagues), depending on the nature of student responses. Theme 2 example questions: I have the opportunity to ask questions. The material is interesting and engaging. Feedback is provided in a manner that helps me learn. Instructions are clear. 
If responses raise concerns, consider: 

Narrowing the toolset students need to use to complete required activities 
Using the full suite of native tools in D2L – including the discussion board, the calendar, and the checklist 
Providing opportunities for students to interact with you and each other in a no-stress, non-academic setting (perhaps via Zoom before or after class) 
Re-visiting assignment and project descriptions to very clearly indicate how students use tools, seek assistance, and can contact you and/or their peers 


Building in multiple points of clarification and reminders of due dates and work processes  

You can also check out this from SOIREE:

Resources to Build Inclusivity and Community 

Theme 3: Perceptions of learning environment 
Questions in this theme indicate students' self-perception of their learning and the learning environment. Three of these questions are open-ended, so you want to make sure you’re recognizing the time it takes students to provide this type of feedback.  An easy way to find patterns in the open ended responses is to paste all them into a word cloud generator. Consider using this tool: https://worditout.com/word-cloud/create Theme 3 example questions: This course's meetings and activities motivate me to learn. The way new concepts are introduced is aligned with my learning style. Overall, my learning in this course meets my expectations. What elements of class have contributed to or proved most helpful for your learning so far? What could be added or changed to reduce barriers to learning in this class so far?
After you consider the responses to these questions in addition to the items in the themes above, you have information to adapt your plan for the remainder of the semester. Be sure to tell your students what you’re changing and why (based on what feedback). Asking for feedback without following up can suggest to students that their opinions might not matter, and harm your relationship. Instead, address opportunities for what you and they can do to make the most of the semester, share your intended plans for utilizing the feedback, and thank students for their honesty, inviting them to continue working with you to improve the course.
You can also consider checking out these additional resources from SOIREE:

Student to Instructor interactions & engagement 
Student to student interactions & engagement 

Updated text accessible any time via the Registrar's Office. Also, visit the HR Faculty Handbook for more policy information. posted 08/19/2021Satisfaction of teaching responsibilities by instructional staff members (herein referred to as instructors) is essential to the successful functioning of a university. This University conceives these responsibilities to be so important that performance by instructors in meeting the provisions of this Code shall be taken into consideration in determining salary increases, tenure, and promotion.

Course content:  Instructors shall be responsible for ensuring that the content of the courses they teach is consistent with the course descriptions approved by the University Committee on Curriculum and the University Council. Instructors shall direct class activities toward the fulfillment of course objectives and shall evaluate student performance in a manner consistent with these objectives.
Course syllabi:  Instructors shall be responsible for distributing a course syllabus (either in print or electronic form) at the beginning of the semester. The syllabus shall minimally include:(a)    instructional objectives;(b)    instructor contact information and office hours;(c)    grading criteria and methods used to determine final course grades;(d)    date of the final examination and tentative dates of required assignments, quizzes, and tests, if applicable;(e)    attendance policy, if different from the University attendance policy and especially when that attendance policy affects student grades;(f)     required and recommended course materials to be purchased, including textbooks and supplies; and(g)   any required proctoring arrangements to which students must adhere. 
Student Assessment and Final Grades:  Instructors shall be responsible for informing students, in a timely manner so as to enhance learning, of the grading criteria and methods used to determine grades on individual assignments.  Instructors shall be responsible for assessing a student’s performance based on announced criteria and on standards of academic achievement. Instructors shall submit final course grades in accordance with University deadlines. Assessment methods should be appropriate to the learning objectives of the course. In that context, instructors are expected to take reasonable steps to create an assessment environment that promotes academic integrity. When proctoring or other security measures are necessary to ensure integrity of assessments, then such measures should be administered in a manner consistent with the design and delivery of the course.
Testing Documents:  Instructors shall be responsible for returning to student's answers to quizzes, tests, and examinations with such promptness to enhance the learning experience.  Instructors shall retain final examination answers for at least one semester to allow students to review or to retrieve them.  All testing questions (whether on quizzes, tests, or mid-semester or final examinations) are an integral part of course materials, and the decision whether to allow students to retain them is left to the discretion of the instructor.
Term Papers and Comparable Projects:  Instructors shall be responsible for returning to student's term papers and other comparable projects with sufficient promptness to enhance the learning experience.  Term papers and other comparable projects are the property of students who prepare them.  Instructors shall retain such unclaimed course work for at least one semester to allow students to retrieve such work.  Instructors have a right to retain a copy of student course work for their own files.
Class Meetings:  Instructors shall be responsible for meeting their classes regularly and at scheduled times.  To allow units to take appropriate action, instructors shall notify their units if they are to be absent and have not made suitable arrangements regarding their classes.
Applicability of  the Code of Teaching Responsibility to Student Assistants:  Instructors of courses in which assistants are authorized to perform teaching, grading, or other instructional functions shall be responsible for acquainting such individuals with the provisions of this Code and for monitoring their compliance.
Instructor Accessibility to Students:  Instructors shall be responsible for being accessible to students outside of class time and therefore shall schedule and keep office hours for student conferences.  Office hours should be scheduled at times convenient to both students and instructors with the additional option of mutually convenient prearranged appointments for students whose schedules conflict with announced office hours.  Each teaching unit shall determine the minimum number of office hours for instructors in that unit.  Instructors who serve as academic advisors also shall be responsible for maintaining appropriate office hours before and during enrollment periods.  In addition to office hours, instructor accessibility through e-mail and other means is encouraged.
Commercialization of Course Notes and Materials:  The University prohibits students from commercializing their notes of lectures and University-provided class materials without the written consent of the instructor.  Instructors may allow commercialization by including permission in the course syllabus or other written statement distributed to all students in the class.

Hearing Procedures

Students may register complaints regarding an instructor's failure to comply with the provisions of the Code of Teaching Responsibility directly with that instructor.
Students may also take complaints directly to teaching units' chief administrators or their designates. If those persons are unable to resolve matters to the student's satisfaction, undergraduate students may request a formal grievance hearing before the University Academic Grievance Hearing Board (see SRR Article 7. III). Unsatisfied graduate students may request a formal grievance hearing before their department hearing board (see GSRR Article 5). Before doing this, all students are encouraged to meet with the University Ombudsperson.
Such complaints must normally be initiated no later than the middle of the semester following the one wherein alleged violations occurred. Exceptions shall be made in cases where the involved instructor or student is absent from the University during the semester following the one wherein alleged violations occurred.

Photo by NeONBRAND on Unsplash

Title: Engagement & Assessment Educator Development SpecialistDepartment: Center for Teaching and Learning InnovationBio: 
Monica L. Mills (she/her) is an Academic Specialist at MSU’s Center for Teaching and Learning Innovation who specializes in providing educational development on classroom assessments and engaging instructional practices. Monica’s research interests include innovative and real-world assessment strategies, learner engagement, learning analytics, learning with Extended Reality (XR), educational technology, collaborative learning, competency-based learning, digital accessibility, first-generation students, adult learners, and user/learner experience. Prior to joining MSU, Monica was a Senior Instructional Designer at the University of Michigan-Ann Arbor and taught undergraduate courses in Cognitive Psychology, Research Methods, and Statistics in-person, online, and remotely at Alma College. Monica has a BS in Psychology and a minor in Cognitive Science from the University of Central Florida. She also has an MA in Cognitive-Social Psychology with a minor in Teaching, Learning, & Teacher’s Education with a specialization in Innovative Learning Technologies from the University of Nebraska-Lincoln, where she is also a Ph.D. candidate. Monica is a Quality Matters (QM) certified course peer reviewer and serves on the 2023-2025 EDUCAUSE Young Professionals Advisory Committee. Monica enjoys spending time with her young daughter and husband on their small family farm and trail riding/camping with her horses.
website

Title
Instructional Technology & Design Team Manager Instructional Technology and Development TeamEducational TechnologyMSU IT
Education
Michigan State University, East Lansing, MichiganMasters of Arts, May 2014 — Major: Education Technology  Michigan State University, East Lansing, Michigan  Bachelor of Arts, May 2010 — Major: Elementary Education  Michigan State University, East Lansing, Michigan  Bachelor of Science, May 2002 — Major: Food Industry Management  

Work Experience
My years of experience within the public educational system as a teacher of both young and adult learners in combination with my experience as a Technology Coach and trainer within a large-scale school district and finally as an Instructional Designer and trainer in both a corporate setting and a public university setting has given me a solid work history foundation. My Bachelor’s degrees along with a Masters in Educational Technology, rounds out the educational component to my skill set and aligns my skills perfectly.   
I am very familiar with designing, facilitating and overseeing learning and development of staff training processes and procedures. In one of my position at Michigan State University I worked on the Student Information Systems (SIS) Project as a Training Program Developer III. My role was to produce training materials for the campus in a variety of formats. I produced training material for end users. To date I have produced self-guided trainings, videos and reference guides for the SIS Project. In another previous position as an Instructional Designer at XPO, I developed, scripted and shot all the training videos for the Less than a Truckload division, in addition to training videos I have also developed and cohosted interactive seminars and a learning summit using Skype, Zoom, Go To Meeting and Adobe Connect for worldwide audiences comprised of Executive Management, Management and Vice Presidents. I also created onboarding e-learning materials and curriculums for both new hires and current employees. This material is comprised of a mixture of webinar, e-learning and on the job training materials that focus on the core subject matters that employees need to become proficient at for their 30, 60 and 90 day evaluations.  
Professional Interests
There are several interests that capture my attention, but only a few garner my full dedication. With Mixed Realities and what they can offere, Learning and Development (L&D) can provide the best growth and experience. My goal is to make L&D engaging, entertaining, and rewarding. Because if we increase our potential for success when making L&D easier with technology, we maximize our knowledge which allows use to be more.
Links to Useful Resources/Articles
 VR/AR Global Summit
The Third Teacher

The following are a collection of publicly sourced articles related to the recent rise of artificial intelligence in everyday applications. 
note: following each [hyperlinked] title/subtitle are abstracts generated by ChatGPT after receiving prompts from M. Neal. "Write an abstract for [article link]" is indicated with [URL] abstract. "Write an abstract for [article text]" is indicated with [text] abstract. These very similar prompt-responses are shared consecutively in the hope that reading the abstracts will showcase the variations in ChatGPT output (despite similar input). 
How to Productively Address AI-Generated Text in Your Classroom 
[URL] abstract: The article on "AI Generated Text" from Indiana University's Center for Innovative Teaching and Learning (CITL) discusses the increasing use of artificial intelligence (AI) technology in generating text and its potential impact on academic integrity. It highlights the importance of understanding the limitations and biases present in AI generated text and the responsibility of educators and students to critically evaluate and verify the authenticity of such text. The article provides practical tips and resources for identifying AI generated text and emphasizes the need for maintaining ethical standards in the use of AI in academic settings.
[text] abstract: “text too long”
How to Identify chatGPT stories?
[text] abstract: An editor shares insights on how to detect AI-generated text using GPT and offers alternatives such as observing telltale signs of machine-generated text, reading the story carefully, and comparing it to other sources. The editor notes that detectors are often wrong, and suggests using common sense and considering the value the text provides to the reader. The article concludes that the best way to identify texts produced by GPT is through layout and writing style, but the ultimate goal is to satisfy informational, entertainment, and emotional needs.
[URL] abstract: This article provides tips on how to identify AI-generated text produced by OpenAI's ChatGPT model. The article suggests to look for repetitive phrases, lack of detail, and absence of realistic human emotion as signs of machine-generated text. It also suggests using a plagiarism checker and comparing the story with other sources to check for inconsistencies and factual errors. The author acknowledges that detectors may not be entirely accurate and advises to use common sense and consider the value the text provides to the reader. The article concludes by emphasizing that what matters is how well the text satisfies our informational, entertainment, and emotional needs, rather than who or what wrote the text.Additional Resources for Identifying AIThe CheckGPT tool developed by Packback appears to be useful in guiding instructors on their responses to potential usage of AI-generated materials. More information about the tool can be found at https://labs.packback.co/originality.last updated on 03/02/2023