We found 49 results that contain "mediaspace"

Photo by Glenn Carstens-Peters on Unsplash
 
Research suggests that providing corrective feedback for students is highly effective (0.8 effect size).*  Here are suggested strategies for using feedback using MSU’s FREE software.  A more detailed document explaining how to implement these strategies can be found here:  https://tinyurl.com/y8tudxed
 
D2L:  Leave audio feedback on Assignment files
This tool allows an instructor to leave spoken comments on items that have been submitted to the D2L Assignments tool.  This can add a personalized feel to feedback. 
 
Zoom:  Offer virtual office hours
You can offer virtual office hours that can have up to 49 participants face-to-face online.  Correct common misunderstandings of students from afar.
 
MediaSpace:  Create a video summary of the 5 biggest mistakes in an assignment
On low-stakes assignments, looking over submissions of students and offering an overall summary of the most common mistakes can cut down on the time required to give feedback.  Capturing this on MediaSpace allows you to offer it as a resource for the next course’s preparation for the assignment.
 
Microsoft 365:  Require students to respond to inline comments
Sometimes students do not look or respond to feedback.  To improve growth from feedback, you might require that students respond to inline document comments before getting credit on an assignment.
 
Google Docs:  Set up peer review of an assignment before the final assignment is due
Giving students a rubric or guide for what they are looking for in an assignment and allowing them to apply it to another student’s submission can provide feedback for both students.  Google Docs allows for easy sharing and commenting on documents, presentations, and spreadsheets.
 
All of these techniques can help to move a course from being very lecture-centered and passive for students to being more active and student-centered.
 
Reference:
*Hattie, J., & Timperley, H. (2007).  The power of feedback.  Review of Educational Research, 77(1), 81-112.

Title: "How Can You Get A Job With That?": Practical Skills for Undergraduate Studio Art StudentsPresenter: Lorelei d'AndrioleFormat: Welcome To My ClassroomDescription:In every one of my studio classes, I ask my students the following questions: “What is a CV?” “What is an artist residency?” “What is an abstract?” Consistently, whether my undergraduate students are graduating seniors or first semester freshman, my students have no idea what I am talking about. I believe it is our duty as art professors to share practical skills that artists need to earn their livelihood. I teach my students like I want them to hire me for a project one day and this has resulted in my students’ winning awards at the University Undergraduate Research and Arts Forum, and my student’s acceptance to the National Conference on Undergraduate Research. All I have done as a mentor to these students is spend a couple class sessions sharing resources with them and looking at applications for arts funding. My argument is that this is ultimately more beneficial for our students than teaching them studio techniques. There are limitless resources available for free online on how to mix oil paint or make a plaster mold but what students need is experienced faculty to critique their work on a conceptual level and to share knowledge and skills that are not a few keystrokes away on YouTube. My workshop will demonstrate unique challenges to the creative classroom and share assignments that I give my students to contribute to long term success that I have learned in my career and as a visual arts fellow at the Leslie Lohman Museum of Art.



Click here to view on MediaSpace

Mark W. Hodginshodgins@msu.eduInstructional Technology and Development TeamResponsible for the instructional development of both video and computer-aided instruction. Joint coordination with other staff members within ITS and the Innovation HUB as well as other technical support people on campus. Technical consultant to the faculty, students and staff on the design/development/delivery of all forms of mediated instruction and administrative information systems.  Technical knowledge in the configuration and use of Learning Management Systems (i.e. Angel, Blackboard, and D2L) as well as Cloud services like Microsoft Office 365, Google Apps, Apple iCloud. Apple University and Kultura MediaSpace. Extensive experience in relational database system design and development.
 
Education:

Master of Arts in Educational Systems Development - Instructional Computing

Michigan State University, East Lansing, MI


Bachelor of Arts in Telecommunications

Michigan State University, East Lansing, MI


Associates of Applied Science (Digital Electronics)

Lansing Community College, Lansing, MI



Experience: 

Instructional System Designer - Michigan State University, IT Services | Instructional Technology and Development. Responsible for the instructional development of both video and computer-aided instruction. Joint coordination with other staff members within ITS and the Innovation HUB as well as other technical support people on campus. Technical consultant to the faculty, students and staff on the design/development/delivery of all forms of mediated instruction and administrative information systems.  2017 – Present
Training Program Developer III - Michigan State University, Health Information Technology. Responsible for the instructional development of both video and computer-aided instruction. Joint coordination with other staff members within HIT as well as other technical support people on campus. Technical consultant to the faculty, students and staff on the design/development/delivery of all forms of mediated instruction and administrative information systems.  2003 – 2017
Training Program Developer II - Michigan State University, College of Osteopathic Medicine.  Responsible for the development of video and computer-aided instructional programs. Joint-coordination with other staff members of the Learning Resource Center and Interactive Computer Lab. Technical consultant to the faculty, students and staff of COM on the design/development/delivery of all forms of mediated instruction and administrative information systems. 1991 – 2003
Television Production Engineer - Michigan State University, College of Osteopathic Medicine. Responsible for the operation of the college’s media production facility. Co-supervisor of Media Services and Learning Resource Center and in charge of Technical Services. Involved in the design and production of instructional video programs for the college's faculty. 1981-1991
Technical Production Assistant - Michigan State University, College of Osteopathic Medicine. Assisted staff engineer on television studio operations.  Involved in A/V system designs and installations. Assisted program director with the production of educational videotape programs. 1978-1980

Attended Conferences 

Interactive HealthCare Conference & Exposition - Washington, D.C. 
Information Technology in the Health Sciences - Memphis, TN, Houston, TX, New Orleans, LA. 
Society of Applied Learning and Technology (SALT) -Orlando, FL 
Slice of Life Conference - Salt Lake City, UT, Chicago, IL, Philadelphia, PA, Portland, OR, Munich, Germany 
Campus Technology Syllabus Conference -San Jose, CA, Boston, MA.
Apple World Wide Developers Conference – San Francisco, CA

Published Research 

Lovell K, Haf J, Hodgins M. Development of neuropathology interactive videodisk instructional units. Teaching and Learning in Medicine 1991;3:156-8. 
Bean P, Lovell K, Hodgins M, Parkhurst P, Sprafka S. Quantitative and Qualitative Evaluation of Interactive Videodisk Instructional Modules in Preclinical Neuropathology Education Teaching and Learning in Medicine 1993;5:3-9.
Oommen J Z, Hodgins M, Hinojosa R, et al. (June 21, 2021) Accuracy of Weight Estimation Using the Broselow Tape in a Peruvian Pediatric Population. Cureus 13(6): e15807. doi:10.7759/cureus.15807

Current Projects

Part of MSU's Institute for Global Health team working on curriculum revisions for the Armed Forces College of Medicine in Cairo Egypt.
Serving as an Instructional Technology Advisor for MSU's Global Health Studies Program.
Remediation of Medical Administrative Systems to integrate with MSU's new Student Information System.

International Travel

Travele extensively around the world to attend Instructional Technology conferences, conduct project site visits, as well as  pleasure trips to visit family.
Destinations include British Columbia, Hong Kong, Singapore, Egypt, France, Germany, England, and Ireland.

Robots Talking to Robots
5 ways to fix online discussions
We have long touted the discussion board as a way to build community in virtual classrooms: Pose a question in a thread. Two points for a post, one point for a response. These perfunctory interactions are at most an assessment of knowledge, but hardly ever the critical analysis that leads to productive conversation.
And now, with a quick copy and paste to an LLM, students can post and respond with even less effort.

In this post, I’ll give you five ways to implement human authentication to mitigate discussion posts becoming conversations between AI. Then, I'll address some general pedagogical considerations for online discussions.
Only Replies
The instructor initiates the discussion with an opening post. Students can only reply to the previous response, simulating a natural conversation. Each reply should conclude with a question or statement that encourages further dialogue.
Optional: Award points based on the engagement generated by each student's post.
Human Aspect: This approach makes it challenging to simply copy and paste responses. Students must carefully consider how their replies will stimulate ongoing discussion.
In our recent lecture on social stratification, we discussed the concept of social mobility. Consider the factors that influence upward social mobility in contemporary society. What role does higher education play in this process? You may only reply to subsequent replies. Try to end each reply with a question or a statement that others can respond to.
Source Search
The instructor provides a specific topic from class, and students must find a relevant source that meets given criteria.
Optional: Students can include a quote from their source and explain its connection to the topic.
Human Aspect: While AI tools can find sources, they often struggle with relevancy, accurate quotations, and may even hallucinate information.
Find a peer-reviewed article published in the last two years that discusses the impact of climate change on Michigan's freshwater ecosystems. Your post should include the article's title, authors, publication, and a brief summary of the findings. How do these findings relate to our recent field trip to the Red Cedar River?
Multimedia
Students post video or audio files in discussion threads instead of written responses.
Optional: Have students experiment with MSU supported tools like Flip, Mediaspace, or Camtasia.
Human Aspect: This format allows students to present their natural selves, showcasing personality and communication skills that are difficult for AI to replicate.
Create a one minute video response to today’s lecture, or post an audio response to another student’s video.
Learning Reflections
Students reflect on their progression through a concept or discuss aspects of the course they find challenging.
Human Aspect: These personal reflections on the learning process are unique to each student's experience and difficult for AI to authentically generate.
As we conclude our unit on stereochemistry, reflect on your learning journey. Discuss concepts you initially struggled with, moments of clarity, and areas where you still have questions. How has your understanding of molecular structure and its importance in organic reactions evolved?
AI Critique
The instructor posts an example provided by an LLM and asks students to critique the information.
Optional: Students use AI to critique AI-generated content, and then reflect on the patterns they observe.
Human Aspect: This exercise encourages students to analyze how generated text compares to their own work or the course material in general, fostering conversation about AI's capabilities and limitations.

“All news outlets should transition to fully AI-generated content. AI can produce articles faster and more efficiently than human journalists, covering a wider range of events without bias. This change would allow for 24/7 news coverage while significantly reducing operational costs.”
Analyze the above AI-generated statement about AI in journalism. Identify any biases, oversimplifications, or logical flaws. Then, use an AI tool of your choice to generate a critique of this statement. Compare your analysis with the AI-generated critique. What patterns or differences do you notice?

Why are We Using Discussion Posts Anyway?
At MSU, discussion forums on D2L Brightspace allow students to post and reply. This is an asynchronous discussion; an online bulletin board that simulates the same level of conversation as a Reddit post. But without a clear objective to link the activity, discussion posts just end up being public knowledge checks. Which begs the question, why not just have students submit an assignment?
It is an intimate thing to share our work, and students are more likely to turn to AI if their work is reviewed publicly. Consider then, that discussion posts do not build community, but a classroom community can use discussions to achieve collaboration-based objectives. Some examples of collaboration objectives include:

Practice giving and receiving constructive feedback.
Engage in peer-to-peer learning by responding to classmates' ideas.
Develop interpersonal communication skills through discussions.

Don’t ditch the discussion posts, just align them with a goal that will help students develop skills to engage with others. How do you run discussions in your class? Comment below or drop me a line at freyesar@msu.edu.Freyesaur out.

   Video has become an increasingly popular tool for instruction, with students frequently turning to it for both learning and entertainment. Platforms like YouTube see tremendous traffic, illustrating this trend. However, research shows that videos only retain viewer attention for a few minutes. Even brief commercial breaks can enhance engagement and retention, much like pausing a video for a single question can significantly improve memory.
   At MSU, instructors have access to a tool called playposit for creating interactive videos. It can be accessed for free via D2L. However, there is a catch: MSU has only licensed playposit for three years, and we are already nearing the end of the first year. Despite this, it's worth exploring the potential of interactive video. If enough instructors express interest, there may be a case for continued support and licensing.
   playposit offers a variety of interactive features designed to make videos more self-paced and impactful. At MSU, the most popular interactions include multiple-choice questions, reflective pauses, free responses, and discussion forums. Other options include polls, fill-in-the-blank, select all, place-in-order, and vocabulary matching. These interactions enable instructors to provide feedback and guide learners to reinforce their understanding. For a complete list of interaction types, visit this link. Additionally, templates are available for adding multiple interactions or incorporating more complex interactions automatically. You can use videos from your MediaSpace account, or you can paste in a URL from YouTube.
   playposit refers to its interactive modules as "Bulbs," aiming to illuminate the learning process for both instructors and students. These bulbs help students identify gaps in their knowledge in real-time and offer opportunities for note-taking to document questions and learnings. To see for yourself, access your D2L course, select "Content" to add a module, choose "Existing Activities," and then select "playposit Interactive Video." Afterward, be sure to come back here share your experiences with this tool. Here is an infographic to help you get started.

The Advising/Tutoring Appointment System within Campus Solutions is a platform advisors will access daily to view and manage advising appointments. It is also used by undergraduate and Osteopathic Medical students to schedule appointments with their advisors and tutors. Students, advisors, and tutors can access the appointment system by logging into Campus Solutions at https://student.msu.edu.A live training was held on January 30th, 2025 and a recording of this training can be accessed in MSU's Mediaspace. 
The following video tutorials will introduce you to different components of the Advising and Tutoring Appointment System. Watch each video in chronological order to have a better understanding of how to use the Appointment System.1. My Appointment Settings2. Creating Appointments3. Viewing Appointments 
Practice What You Learn
It's helpful to open up the Advising and Tutoring Appointment System and follow along as you progress through the modules.
In addition to this course, the following Job Aid is available as a resource to assist you with navigating the Advising and Tutoring Appointment System. 
In considering how to open your time blocks, it will be helpful to discuss the number of appointments expected with your supervisor/other advisors in your unit.
The Advising and Tutoring Appointment System is automatically synced with your Outlook calendar, so there are no additional steps you need to take to sync the two platforms.More Training and Resources
Additional video tutorials and job aids for different components of the Advising/Tutoring Appointment System, as well as other helpful guides for the Student Information System, are shared on the SIS Training Website. 

Title: Turning Your Teaching & Administration Work into Research and Publication ProjectsPresenter: Laura Smith (AAHD); Joyce Meier (Department of Writing, Reading, and American Cultures);Alexis Black (Department of Theatre); Tina Newhauser (Department of Theatre)Format: WorkshopDescription:The labor of teaching and administration are often invisible beyond their documentation in departmental annual reviews. How do we share the knowledge and expertise we acquire with colleagues and other professionals? How can we generate peer recognition for our achievements? We are proposing a sixty-minute roundtable discussion by four instructors who have converted their teaching into research and publication projects. They will discuss the outcomes, process, and the issues or challenges they faced. Black and Newhauser will discuss how their teaching collaboration grew to conference presentations and online workshops in 2020-21, then into a 266 pg book publication titled “Supporting Staged Intimacy; A Practical Guide for Theatre Creatives, Managers, and crew” published by Routledge on November 22, 2022. Their journey will provide insight into what is possible when faculty connect with other colleagues with a focus on similar interests. Smith will discuss how a couple of her art history lessons became published on an open-access website. The lessons, which she also presented at conferences, were published in 2021 on that site, as well as in MSU’s DH Commons. This discussion may prove useful to teachers who seek public recognition for their work. Meier will share three examples of how she turned teaching into scholarly publications: a two-year CIEG-supported project where a group of teachers collaboratively re-invented the curriculum for a basic writing course; our program’s twice-yearly student conference celebrating the work of our first-year writing students; and finally, her own integration of a community activity into a FYW course consisting of mostly multilingual, international students. She will then conclude with a list of practices I have found helpful to this process.Click here to view on MediaSpace

Tools for Multimedia Presentations
 
Why should students use a variety of tools?
People process information in a variety of ways, and the most effective method that information is transmitted varies depending on the audience, goals of the presenter and the information itself. By encouraging students to explore different methods of relaying information, you are also teaching them how to explain things to a diverse audience.
 
How to Get Started:
Explore the tools on the back of this sheet, or any others you know of. Pick one or two that you like and are comfortable with. Then, pick one project or presentation that is usually done in PowerPoint or as an essay, and adapt some or all of it for the new tool.  You can always contact IT and meet with an Instructional Designer if you’d like to bounce ideas off of someone else. They can also come to your class to demonstrate the tools to your students. 
 
When to Use: 
This can be incorporated into most courses, at really any level. For students who are new to the material, or the university, it would be useful to provide guidance, and restrict assignments to a few tools. As students grow more confident, the amount of freedom of choice can be expanded
 
Resources and Tools
 
Video

Davinci Resolve – Free Video Editor
Media Space – MSU’s Internal Video Platform
Adobe Spark – Free Video and Presentation
Zoom – Video Conferencing and Recording 

Audio

Audacity – Free Audio Editor and Recorder
Free Music Archive – Repository of CC Music 
Pod Bean – Free Podcast Hosting

Graphics

Pixabay – Repository of CC Images
Piktochart – Infographic Creation Tool
Canva – Image Creation Tool
Sketch Up - 3D Modeling
Sway – Online Presentations