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The first 48 minutes the professor spoke only in Telefolmin, a language from a remote tribe in Papua New Guinea, says Jay Loftus, curriculum development specialist who shared the story of his own experience as an undergraduate student listening to a lecture on defining culture from a professor of Anthropology. “He wouldn’t respond to questions in English, and he ignored pleas from the class to ‘explain’ what he was doing. He drew pictures on the board to try to explain things to the puzzled audience and pointed at people and objects to help us make sense of what was going on. During the last minute of the class, the professor said something to the effect that it must be disturbing not knowing the language or the culture of your surroundings.”
Such an experience is an almost perfect inversion of the inclusivity practices MSU faculty strive for. MSU’s inclusion ideal is wide-ranging; inclusion isn’t limited to identity or history, but the multi-dimensional layers that create unique individuals. Pedagogy isn’t written with formulas and checkboxes to ensure we’ve covered every facet of human experience. Inclusion is awareness of what we know and acknowledgement of what we don’t know. It’s the human side of the work, that when done well still has the risk of causing unintentional harm, and when ignored can impede a learner’s progress and ultimately student success. 
The Digital Pedagogy Lab (DPL) stresses the role that intentionality can play in mitigating negative impacts and empowering groups of learners often neglected by traditional approaches. The course Inclusive Design and Design Justice in Practice within the DPL uses the description, "Inclusive design is intentional and iterative design work aimed at supporting a range of human diversity. In education, inclusive design focuses on the creation of learning spaces and materials that support diverse learners and that help to counteract biased and exclusionary designs that pervade education.”
Those looking to center inclusivity in their pedagogy are not alone — a host of resources exists at the university to enable educators to bolster their inclusivity practices.
In the Classroom
“Every single person has their own lived experiences and truths that can be used to teach others,” said Jackie Heyman, director of the MSU Dialogues course. Student videos produced during an Integrative Studies in Social Science course highlight a few such perspectives. The “Free My Brothers” video by MSU student Naomi Johnson shares insights into the system of race and class that impact her family and many others. Dailin “James” Song provides a glimpse into “Garbage Sorting Guangzhou, China” and the change that resulted to the surrounding community. Anna Forest’s video entitled “The Blind Leading the Blind” discussed a world that so few people experience while educating them to better engage with the visually impaired population. 
A shift in focus to digital accessibility and the move to captions for video, as well as digital artifacts that can be read with a screen reader, has seen improved comprehension in overall classroom performance when made available to the entire class. As educators, there are expansive resources and ideas to implement in the classroom. Below are a few examples followed by a long list of additional resources.

Start with the “Cultural Embeddedness in Learning” assignment, recommended Dave Goodrich. This assignment pairs students with someone they do not know to interview each other using the StoryCorps app on their phones and a pre-selected set of questions. They tend to find the assignment helpful for building an inclusive community of learning together in the class early on. When we first ran it, we didn’t have it at the beginning of class which we quickly learned was a much better place for it. 
Use an intergroup dialogue model of sharing and learning to help students connect. 
Consider authors and researchers used in the curriculum to offer a variety of identities that may relate to students in different ways.
Bring DEI to the forefront in a project-based way, using technology to create a visual digital story. Eddie Boucher, Assistant Professor in the Center for Integrative Studies in Social Sciences and Hub Faculty Fellow, designed classes to complement the conversations and experiences 18-20-year-olds are already having, and to incorporate integrative studies and DEI into those experiences. 
Consider using open-format for final assessments. In Ellie Louson’s HPS classes at Lyman Briggs College, MSU, students can choose to write a standard paper or select from a variety of other formats: podcast, photo display, video, painting, presentation, or any other creative format where they can apply themes from the class and demonstrate what they’ve learned. In her experience, students enjoy and are more engaged by these projects, they’re more comfortable working in their preferred format, and they describe feeling much less pressure at the end of the term.

Resources

Academic Advancement Network resources on accessibility  
MSU Technology accessibility site 
Accessible Learning Conference 
Office of Inclusion and Intercultural Initiatives Anti-Racist Pathway resources 
MSU Hub for Innovation in Learning and Technology Medium blog
General Education with a Twist article 
Student films from their perspectives 
#iteachmsu Commons articles

LEAD - Digital Access & Inclusion, a compilation of MSU policy and resources by Nate Evans 
Keeping Identity In Mind: A Teaching and Learning Story, playlist of articles by Maddie Shellgren 
Cultivating Inclusive Classrooms: Inclusive Curriculum Design, article by Melissa McDaniels 
Seven Tips Toward Linguistic Inclusion: article by Maddie Shellgren 
Accessibility Considerations in Remote Teaching, playlist posted by Makena Neal


NATIONAL




Learning for Change - We provide free resources to educators—teachers, administrators, counselors, and other practitioners. Educators use our materials to supplement the curriculum, to inform their practices, and to create inclusive school communities where children and youth are respected, valued, and welcome participants. 
SEISMIC - sustained multi-institutional, multi-disciplinary STEM education research and development collaboration. This collaboration is motivated by a clear-eyed, openly stated focus on equity and inclusion in large foundational courses as the central goal of the reform process, harnessing a higher level of collective passion from the students, faculty, staff, and administrators who participate. We will help to define a new standard for STEM reform projects: a class cannot be successful unless it is equitable and inclusive. 
NCFDD - National Center for Faculty Development & Diversity: an independent professional development, training, and mentoring community for faculty members, postdocs, and graduate students. We are 100% dedicated to supporting academics in making successful transitions throughout their careers. MSU has institutional access to the NCFDD that is available to educators. Learn more at AAN.

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

 
 

 

 










 
Introduction
Academic integrity is critical in any teaching and learning environment, but with the move to more frequent online learning, this conversation becomes more important because of increased concern with student dishonesty on assessments, particularly exams. In this lesson, we will discuss how to promote a climate of academic integrity within your classroom. We will first examine factors that motivate students to cheat in courses. After that, we will examine strategies for minimizing academic dishonesty.
Why Students Cheat
Research shows that both students and faculty believe that cheating is more prevalent in online learning compared to face-to-face. However, many studies indicate this is not true and that cheating is no more common online than in person. Let’s examine some of the common reasons students turn to academic dishonest behaviors.
Many students enter courses with extrinsic motivation to succeed, meaning they are focused only on the end grade result and not the actual process of learning. When students tie their classroom goals to only a grade, they often view exams as not being valuable outside of a way to achieve a 4.0. Combine this view of assessments with the fact that grade competition is common, and the scenario for cheating becomes more attractive. For example, over half of medical school applicants will be denied admission, and admission prioritizes GPA, so grades are frequently a driving motivator for pre-med students.
Exam structure can also affect the likelihood of academic misconduct. When exams are high stakes, meaning they account for a significant percentage of the final grade, or cover a considerable amount of material, students are more likely to use dishonest behavior.
Student characteristics also play a role. Students may have test anxiety, preventing them from succeeding, so they rely on cheating. Students may also hold beliefs that the exams or the instructor are unfair, and so they see the effort they would put into studying as worthless. Finally, students may simply be unprepared for the exams.
There are also reasons related to academic integrity itself. An important issue discovered in integrity research is that there is a disconnect between faculty and student perceptions of what actions constitute cheating. Students will admit to dishonest behaviors, for example, asking a friend for their opinion on a question, but also claim they did not cheat, and that is because they do not view these actions as cheating. Research has also shown that students are more likely to cheat if they believe the consequences of being caught are minor.
Context Matters!
As we discuss these common reasons why students cheat, it is important to recognize that Spring 2020 was not a good example of online learning, student anxiety, or integrity. There was a significant increase in the number of faculty and student complaints regarding academic misconduct in the classroom, but the switch to emergency remote learning was challenging for everyone, and student actions in spring are not indicative of typical online learning experiences.
Strategies
Integrity Considerations
Managing discussions surrounding academic integrity can occur right at the beginning of the semester. When you inform students of the grading scale and exam dates, also mention the importance of academic integrity. Practicing integrity as a student is important for ethical practices in other courses and after graduation. Remind students about integrity expectations, particularly at the time of each exam or assessment.
Be transparent with your expectations. Define the behaviors you consider to be examples of academic dishonesty. If collaboration is allowed on some but not all assignments, make sure students understand those instructions. Likewise, explain to students the consequences of academic misconduct in your class, such as penalty grades and submission of an Academic Dishonesty Report.
Finally, have student sign an honor code or the Spartan Academic Pledge at the beginning of every assessment. Honor codes have been shown to decrease cheating particularly when they are used in a classroom or institution that promotes and values academic integrity.
Extrinsic Motivators
Universal Design for Learning (UDL) is an instructional framework that attempts to minimize barriers to allow for a diverse group of learners to all be successful in the classroom. One of the three main components of UDL is increasing student engagement in the course, which can result in an increase in intrinsic motivation and a decrease in extrinsic motivation.
Students are more likely to be engaged with content when they feel that the learning is valuable to their goals. By writing clear learning objectives for the course and having those objectives be relevant to student interests, it increases student participation and buy-in. This does not mean course content must only be limited to content students choose; it means by presenting the content chosen by the instructor as being valuable, students will become more motivated to participate. Explicitly explaining how the content of your course increases future success in another course or in a career path can motivate students that might not have seen those connections on their own. When students understand the broader purpose of a course or assessment, they are also less likely to complain about the work being unfair.
Integrating reflective or metacognitive assignments during the semester can also mitigate the effects of external motivators. These assignments allow students to think about their individual process of learning and can move focus away from getting a specific grade. Reflective work can help students self-assess their effort, determination, and persistence, and help them gain a growth mindset, which views errors and failures as learning opportunities.
Exam Structure & Student Considerations
There are multiple approaches that an instructor can take when managing exam structure, and some of these amendments can alleviate concerns related to the student characteristics as well.
Decreasing the amount of content that is covered on an exam and increasing the frequency of assessments can turn high stakes, high anxiety testing into something viewed as more manageable by the student. Additionally, deciding to make exams open book or collaborative will level the playing field for students since this removes some of the more traditional forms of academic dishonesty.
Allowing materials or collaboration, though, is more successful when exam questions are written to assess critical thinking or other higher-level skills. It is possible to write multiple choice questions that test problem solving. When this is accomplished, explaining how the assessment aligns with course learning goals and is relevant to student learning can help obtain student buy-in, which decreases the prevalence of cheating.
There are also ways to use D2L exam tools to reduce academic dishonesty during exams. Options such as selecting questions from a larger pool, randomizing questions and showing only one per page, and determining the appropriate amount of time for a student to complete the exam but not have extended time remain can take away opportunities for cheating.
Finally, scaffolding learning in the classroom with appropriate formative assessments provides students with opportunities for practicing skills and learning content. These activities will help students feel prepared when it is time for the assessment.
Conclusion
It should be noted that none of these strategies are guaranteed to stop cheating in the classroom. However, integrating these practices into your curriculum can decrease the likelihood of academic dishonesty. All decisions regarding assessment and integrity must weigh the risk of cheating with the overall effect on the course. The actions suggested here have been shown to decrease academic misconduct while also being equitable and creating a valuable educational environment.




 

 

 

 

TWINE: https://Twinery.org
What is it? 
An Open-Source Digital Tool for Telling Interactive, Nonlinear Stories
This program is browser-based, but also is also downloadable to Windows, macOS, and Linux. 
 
Implementation
A Twine project is made from “nodes” (or “passages”) and links between them. The application’s interface represents each node as a box, and links between nodes as arrows from one box to another.
 
No coding knowledge necessary. 
If you can type words, and occasionally put brackets around words [[Like This!]], you can use Twine. It operates really similarly to Prezi or Powerpoint: simply double-click on the canvas to add a new passage, type into the passage, and you’re off-and-running. This is a great tool for educators who are looking to incorporate low-stakes digital tools into the classroom. 
 
What can I do with it? 
 
Educators can use Twine for their own tools, and students can use Twine to demonstrate knowledge on a project! Potential topics include: interactive histories, choice-based learning/projects, scenario-based learning, etc. Examples can be found at https://twinery.org/wiki/twine:education  
 
 
Getting Started
 
To start, simply type in the address (https://twinery.org), click on “Use it online” on the right-hand side, read through the brief introduction (about 4 slides), and then click the +Story button on the right-hand side.  
 
Common Functions
 
To modify the look of text in a passage, place some “tags” around a given word, phrase, or sentence. These tags are just symbols that modify the text, like quotation marks or brackets: “BOLD”, //italics//, ~~Strikethrough~~, [[Link to passage]]
 
Linking Passages together…
 
To link to another passage, write the link text and the passage name in brackets like this: [[link text->passage name]]
Typing:       [[Click here to move to Passage 2->Passage 2]] 
Becomes:   Click here to move to Passage 2
 
A helpful guide for Twine
 
Check out the instructional series from Dr. Adam Hammond: https://adamhammond.com/twineguide/ 
 
Twine in the Classroom
 
I made a sample Twine game to show students how ideas like choice and agency manifest in 1984: philome.la/wigardju/1984-sample-scene
 

Academic integrity has long been a concern, and is even more prevalent with students and instructors moving courses online. Unfortunately, this is a gray area that can be difficult to define, and becomes even more difficult in the online space. What should you do if a student is wearing headphones or keeps looking off-screen during a proctored exam? Or, if a student submits a paper with writing that is inconsistent with their previous work?
The best first step is to have a conversation with the student. Begin from a place of curiosity, rather than a place of blame. A good script to follow is “I noticed this behavior happening. Can you tell me more about what’s going on?” This conversation should help to assess what’s happening in the moment. Did the student look at their phone during the exam because they were cheating, or because they were checking the time or an app that helps them track their health? Did the student look off-screen because they were looking at pre-recorded answers, or because they looked away to think through their answer? Zoom Fatigue is a real phenomenon, and being recorded or seeing themselves on screen while completing exams can add more stress for students. Looking away from the screen might be a natural human behavior as they focus on their answer.
If after talking with the student you feel the need to take action, keep the following points in mind:

The burden of proof falls on the instructor. 
If you give the student a penalty grade, you are required to file an academic dishonesty report. 
If you do need to submit an academic dishonesty report, know that our approach at MSU comes from an educational philosophy, not a punitive approach. The first step is to identify how we can help the student with their needs. If this is a first offense, students will take a class on academic integrity.

How can you prevent this? 
A proactive approach can help prevent questions of cheating. Again, the best first step is to begin with a conversation. Let students know we take integrity seriously at the beginning of the course. Open up the conversation on why integrity is important, try to connect the importance of integrity to the discipline and return to this conversation throughout the course. 
Another proactive approach is to re-think your assessment design. Consider tools like Turnitin and exam proctoring tools with a critical eye. These tools are not perfect, and if students are committed to cheating they can find ways to circumvent them. Rather than committing to an approach of assessment surveillance, look at your assessment design. Is there another way to assess what students are learning in your course? For more help with assessment design, see the resources below.
Finally, know that you can set policies for exams in your course. Set the policies you need at the beginning, such as no headphones during exams, or no technology visible on screen during an exam. 
Resources:
For more help with questions on academic integrity, contact Shannon Lynn Burton in the Ombuds office at ombud@msu.edu 
Or, check out this new book by Phillip Dawson, Defending Assessment Security in a Digital World: https://www.routledge.com/Defending-Assessment-Security-in-a-Digital-World-Preventing-E-Cheating/Dawson/p/book/9780367341527
For more help with thinking about your exam design or assessing your students beyond the exam, register for these upcoming assessment workshops: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/1367 
References:
Dawson, P. (2020). Defending Assessment Security in a Digital World. Routledge.
Jiang, M. (2020, April 22). The reason Zoom calls drain you energy. BBC. https://www.bbc.com/worklife/article/20200421-why-zoom-video-chats-are-so-exhausting

IT Training
Purpose of the team: To prioritize user experience and provide the MSU community with technical training opportunities.What we do:

We collaborate and consult with MSU IT senior leaders, managers, staff, MSU stakeholders, and subject matter experts on instructional needs for technology training.
We use instructional design and user-experience design principles and technology knowledge in order to plan, design, produce, and deliver digital training to the greater campus community.
We arrange demonstrations of new training products or services with vendors and internal stakeholders.
We collaborate with the IT Communications Team to develop content for educational awareness campaigns and promotional outreach that supports training efforts.

Services Provided:

Digital software training
Open office hours
Tangible support materials

Website: https://spartanslearn.msu.eduContact us: train@msu.edu

MSU Libraries
Purpose: The Libraries promote equal access to information and spaces for all. We lead meaningful initiatives in accessibility, diversity, equity, and inclusion. We work in a culture of transparency, experimentation, and growth.What we do:

The Libraries are at the center of academic life at Michigan State University, providing expertise, collections, and infrastructure for discovery and creation. We facilitate connections that support research, teaching, and learning in our local and global communities.

Services Provided:

Subject liaisons
Instructional support
Information literacy courses and support
Resources for curriculum integration
Open Educational Resources
OA
Copyright, books, ebooks, journals, media, training and workshops

Website:  https://lib.msu.eduContact Us

517-353-8700
Subject liaisons: https://lib.msu.edu/contact/subjectlibrarian/
Ask a Librarian: https://lib.msu.edu/contact/askalib/

MSU is asking educators to participate in the EDUCAUSE 2024 Faculty Survey.
Members of MSU faculty who participate will help the university learn about teaching experiences across different instructional modalities in higher education.
Please complete the survey here . 
This web-based survey should take less than 15 minutes to complete, and responses are completely anonymous and confidential. The survey will be open until September 30, 2024.
By partnering with EDUCAUSE and peer institutions, this survey will help MSU understand the technology needed to support teaching, learning, and student success.
EDUCAUSE is a nonprofit association whose mission is to advance higher education using information technology. They equip the community with the knowledge, resources, and community-building opportunities needed to help shape strategic IT decisions at every level in higher education.
 
Your participation is appreciated and will help guide the university as we improve the technological environment for Spartans, and peers, for years to come.