We found 353 results that contain "online"

TitleInstructional Technologist, Instructional Technology & Development DepartmentEducation

Master's in Education with a Concentration in Curriculum and Instruction, Central Michigan University
Secondary Mathematics Education Teaching Certification, Oakland University
Bachelor's in Mathematics and Chemistry, Oakland University

Work ExperienceI have a rich background in instructional design, course development, and technology integration. At Cleary University, I led the development and maintenance of online courses, significantly improving user experience through expert-level support and training on Learning Management Systems. Additionally, I worked as a Mathematics Educator at Waterford and Brandon School Districts, where I utilized data-driven approaches to enhance student learning and effectively managed hybrid teaching modes. My work is driven by a commitment to leveraging technology to enhance learning and operational efficiency, bringing a wealth of knowledge and skills in educational technologies and project management to every project I undertake.Professional Interests




I am passionate about leveraging gamification to enhance student engagement, believing that interactive and game-like elements can make learning more dynamic and enjoyable. My interest in artificial intelligence stems from its potential to personalize education, providing tailored learning experiences that meet individual student needs. Additionally, I am committed to effective project management, ensuring that educational projects are completed efficiently and meet the highest standards.




LinksLinkedIn Profile

Title: Incorporating equitable pedagogy into your classroomPresenter: Valerie Hedges (Physiology); Casey Henley (Neuroscience & Physiology)

Description: Increasing diversity, equity, and inclusion initiatives in higher education aim to cultivate learning spaces where all students have the ability to thrive and succeed. Our learning community, Equitable Pedagogy: Removing Barriers to Learning, has spent the year reviewing methods for making the classroom more inclusive. In this workshop, we want to share those practices with our participants. Many components of our course design can affect our students’ perceptions of belonging. This workshop will explore how we as instructors can choose to be more equitable in our classrooms towards the creation of more inclusive learning environments. Our focus will be on the course syllabus as a framework to discuss the many ways in which we as instructors can better address issues of equity. Topics will include language and tone of the syllabus, flexible course structure options, fair attendance and late work policies, providing opportunities for collaboration and social connectedness, instructor presence, and equitable grading policies. Participants should bring their course syllabus to the workshop to annotate as we openly discuss practical ways to increase equity and inclusion within our courses. The workshop is relevant to in-person, online, and hybrid courses.

Here is the recording of our 80-minute Blended and Hybrid Learning webinar presented by the CTLI.Here is a link to the Blended and Hybrid Learning slide deck which includes further links to resources on slides 27-30. The main external resources we recommend are:

Multimodal Instructor Guide https://hcommons.org/deposits/item/hc:46633/  
List of Big Class Discussion Strategies https://www.cultofpedagogy.com/speaking-listening-techniques/ 
Educause (7 Things You Should Know About the HyFlex Course Model) https://library.educause.edu/resources/2020/7/7-things-you-should-know-about-the-hyflex-course-model 
Online Learning Consortium (The Blended Institutions of Higher Education) https://www.everylearnereverywhere.org/wp-content/uploads/The-Blended-Institution-for-Higher-Education.pdf  
Blended Learning Guidebook https://www.blpmooc.org/guidebook 

Please feel free to follow up with Jay Loftus or Ellie Louson from the CTLI with any questions or to request a consultation.Image from Pexels by Kampus Production.

In this workshop we discuss some basic tenets of disability-inclusion, why it's important, what it should look like, and what tools and resources are available to help you. We briefly go over how to navigate accommodations documentation ("VISAs") with the Resource Center for Persons with Disabilities (RCPD). We also introduce the basic principles of Universal Design for Learning (UDL) and show in various examples how it can be used to proactively address some barriers to student learning in multiple interfaces (face-to-face, online, and hybrid).
By the end of this session, GTAs will be able to: 

Articulate the importance of disability inclusion in higher education. 
Identify accessibility and inclusion resources on and off campus. 
Recognize some barriers to student learning. 
Respond to “VISA” accommodations requests generated by the Resource Center for Persons with Disabilities on behalf of students. 
Navigate the implementation of accommodations. 
Draw upon the principles of Universal Design for Learning (UDL) in their course design. 
Implement various strategies in tandem to address barriers. 


 
 

Continuous Improvement
 
To get started with Quality Matters 

Download the QM Higher Education Rubric, Sixth Edition
Browse all of the specific standards in the QM Rubric and look for ideas to improve your online course design.
The points in the rubric represent level of importance. 
Three point standards are essential. 
See the Checklists in the QM @ MSU Community site to guide you through a course improvement process.

Tools on the QM site to review your course
 
Faculty and staff can use a private Self Review tool within the MyQM Course Review Management System (CRMS). Annotations explaining each standard in greater detail are provided and only available to subscribers, including MSU.
 
The tool will calculate the points awarded, allow you to make notes for improvements, and provide the option to send a report by email once completed.
 
Resources and Tools
 
Enroll in the QM@MSU Community site
To learn more about how QM is used at MSU, search for “quality matters” on the D2L Help site, help.d2l.msu.edu, and enroll in the QM @ MSU Community by using the self-enrollment link included on the page, and listed below.
 
https://apps.d2l.msu.edu/selfenroll/course/772732
 
Find resources and engage with others
The site includes:

QM Information
QM Discussion and Networking
QM Professional Development
QM Webinars, Videos, and Research
Class Examples to meet specific standards

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

Background:
All public institutions are required by law to make their educational experiences accessible to those with disabilities.  Anecdotes and research both point to the fact that making materials more accessible helps all students regardless of capabilities.  For simple documents that are text and images only this process has been relatively straight forward.  However, when we start looking at embedded equations in text it starts to get more complicated.  This overview is meant to serve as a brief guide to the issue and give you some recommendations for how to improve your accessibility with documents that contain mathematical equations.
 
Overview of technology:
 
In general, technologies for equations fall into three categories: production, translation, and output.  See samples of each of these technologies in the table below.  Technologies that produce equations in text such as LaTex, may have to go through a translation technology to be formatted as MathML that allows for multiple outputs (and thereby accessible).  Ideally, this translation step could be skipped to allow production to be directly outputted in the various formats, but for some disciplines the culture is to use technologies that are not capable of doing this.




 


Workflow elements




 


Production


Translation


Output




Sample Technologies for accessible equations


MS Word


MathJax (to web)


Kurzweil 3000




D2L


Equatio (handwriting to digital)


Nemeth Braille




LaTex


MSU Math Online (LaTex to html)


Screen readers (e.g. JAWS, NVDA, etc.)




Excel


MS Word with MathType add-on (many formats to MathML


 




Written on paper


 


 




Proposed suggestion:
Faculty and staff who are looking to make accessible documents should consider converting documents into MS Word.  In light of the issues with PDFs discussed in the 2/19 letter from Provost Youatt, the main recommendation is to use the MathType add-in for MS Word.  Because it can import LaTex equation and translate those to MathML that can then be outputted in various formats depending on the need of the student.  This tool seems to be the most robust to translate prior work to be more accessible.   
 
You can learn more about the MathType add-in MSU’s accessibility site: webaccess.msu.edu/Tutorials/mathtype.html
 
Take home message:
Ideally, faculty and staff should create a workflow that allows their work to be accessible by its nature, where it does not need further processing by the faculty, staff, or student to be accessible.  We realize that different discipline’s culture of technology and publishing may drive inaccessible practices, but identifying this goal and moving towards it at any opportunity will not only help those with disabilities, but will also increase the dissemination of intellectual work more broadly, which is ultimately tied to our mission as an institution of higher learning.