We found 166 results that contain "photo release"

This Photo by Unknown Author is licensed under CC BY-SA-NC
In How to Build an Online Learning Community (In 2020)https://www.learnworlds.com/build-online-learning-community/ via @learnworlds 
Learners must feel free to pose questions either via email (directly to the teacher as a private communication) or by posting a discussion forum (publicly).
 
The drawback of the email approach is that the learner is relying on the teacher as the sole provider of information.
It is advisable, therefore, to set up a Q&A discussion thread for the duration of the online course. This saves time for the teacher and encourages communication:

 
"The purpose of this thread is for you to have a place to ask course-related questions. When appropriate, please feel free to post thoughts to questions posed by others as well."
 
 

Putting it into Practice

iClicker Cloud is a student response system based on the concept of the original iClicker devices, but available online and on mobile devices. MSU has purchased a site license, so there isn't any cost for Instructors and Students to integrate this into an online experience. This is great way to keep students engaged, offer synchronous participation, and you can even use this for attendance.

iClicker Options
Use iClicker Cloud for Remote Instruction
How to View Attendance with the iClicker Cloud Desktop Software

1. Consider how AI technology might compel you to revise your course assignments, quizzes, and tests to avoid encouraging unethical or dishonest use of generative AI.  



Design For Generative AI: Sample Syllabus Language
Design Around Generative AI: Sample Syllabus Language



2. Develop and integrate a generative AI course-level rules throughout the all course materials/resources:  



Provide clear definitions, expectations, and repercussions of what will happen if students violate the rule.  
Explain the standards of academic integrity in the course, especially as related to use of AI technologies, and review the Integrity of Scholarship and Grades Policy.  






Be clear about what types of AI are acceptable and what versions of the technology students can use or not use.  
Put this rule into D2L and any assignment instructions consistently.  



3. Discuss these expectations when talking about course rules at the beginning of the course and remind students about them as you discuss course assignments:  



Take time to explain to students the pros and cons of generative AI technologies relative to your course. 
Explain the development of your course-level rules and make clear the values, ethics, and philosophies underpinning its development.  






Explain the repercussions of not following the course rules and submit an Academic Dishonesty Report if needed.  



4. If you want to integrate AI in the classroom as an allowed or required resource:  



Consult with MSU IT guidance about recommendations for use and adoption of generative AI technology, including guidelines for keeping you and your data safe.  
Determine if MSU already has access to the tools you desire for free, and if not available through MSU, consider the cost and availability of the resources you will allow or require, and go through MSU's procurement process.   
If you want to require students to use an AI technology that comes with a cost, put the resource into the scheduling system as you would a textbook, so students know that is an anticipated cost to them.  



Photo by Alexander Sinn on Unsplash

This discussion of Teaching to Transgress: Education as the Practice of Freedom by bell hooks (published by Routledge in 1994) was held on April 16, 2024. Should you wish to read and reflect on your own (or in the comments) this title is available in print at the MSU Main Library (Call Number: LC196 .H66 1994) or as an eBook (via Taylor & Francis eBooks). This book was a selection of the CTLI Graduate Fellows for the 2023-24 academic year and has been a regular source of pedagogical discussion for our cohort. 

If you missed the discussion or want to continue your reflection, in addition to the great reflection questions incorporated in each chapter of the book, here are the prompts we used for our discussion:


In what ways does bell hooks advocate for the integration of personal experiences and emotions into the learning process? How might this approach impact the dynamics of the classroom?
What are your thoughts about the way bell hooks addresses the intersection of race, gender, class, and other identities in the classroom? How can educators facilitate meaningful discussions and collaboration within diverse classroom settings?
What could we take from bell hooks’ approach to teaching and learning to respond to current anti-DEI trends? 
Discuss bell hooks' perspective on the relationship between education and social change. How does she argue that education can be a tool for liberation and resistance?
What role does courage play in bell hooks' approach to teaching? How can educators foster courage for themselves and among students and create inclusive learning environments? 
Reflect on your own experiences as a student or educator. How might bell hooks' insights and strategies in "Teaching to Transgress" inform your approach to teaching and learning?


Additional resources shared:

Addy, T. M., Dube, D., Mitchell, K. A., SoRelle, M. E., Longmire-Avital, B., & Felten, P. (2021). What inclusive instructors do: Principles and practices for excellence in college teaching. Routledge.
Collins, H. P., & Bilge, S. (2016). Intersectionality. Polity Press.
King, R. (2018). Mindful of Race: Transforming Racism from the Inside Out. Sounds True.

Ideas from the discussion:

There are ways to acknowledge and express humanity through pedagogical design.
Engaged pedagogy that is inclusive of all learners' bodies and knowledge can help move the liberation needle, but only when it is authentic and not performatively. 
Engaged pedagogical design weaves inclusivity and care into the fabric of the course through learning outcomes, instructor facilitated inquiry, and the subsequent alignment of materials, assignments, and assessments.
A “culture of care" doesn’t have to be rhetorical; educators can be trained to embody that work / do that work in the classroom. Resources like the Center for Teaching and Learning Innovation can help!
Building opportunities for learners to share their experience and knowledge with the classroom community is essential. 
“It is important to think critically about who counts as knowers and what counts as knowledge.” How might educators frame or norm what is considered “knowledge” in the classroom?
When we think about engaged pedagogy and the commitments (and labor!) of doing this work, we call upon courage. How can educators courageously build a community that promotes solidarity and facilitates the dismantling of unsafe spaces in higher education?


 
“The academy is not paradise. But learning is a place where paradise can be created. The classroom, with all its limitations, remains a location  of possibility.  In  that field of possibility we have the opportunity to labor for freedom,  to demand of our­selves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move  beyond  boundaries,  to  transgress.  This  is  education  as the practice of freedom” (hooks, 1994, p.207).

If you’d like to nominate a title for a future CTLI book discussion and/or volunteer to co-facilitate a discussion, please reach out to Makena Neal at mneal@msu.edu

Cover photo by Kari Shea on Unsplash

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

Dr. Stephen Thomas was recognized via the Thank an Educator initiative "For his incredible work over the last few weeks as we have transitioned to remote learning. Stephen is a perfect person for this time in our history at MSU." Additionally, Dean of CNS, Dr. Phillip M. Duxbury, gave Stephen a verbal shout out for his contributions to the college and campus during his Spartan Fireside chat on 4/23/2020















 


Digital Curriculum Coordinator, College of Natural Sciences

Associate Director, Center for Integrative Studies in General Science
 







According to LinkedIn, Stephen has experience as a "curriculum developer and community builder" and has over time developed the great capacity for working with educators to create effective learning experiences, as mentioned by his "Thank an Educator" shout out above. He currently works for the College of Natural Science to bring together current instructors of online/hybrid courses with those interested in developing such courses to learn from one another and share best practices. He provides advice to faculty and departments as they consider online and hybrid courses, and contributes to professional development around these best practices, as well as integrating technology into his teaching. In addition to all of this, he also plays a key role in the evaluation and benchmarking of related efforts!
 Dr. Thomas did a Q/A with another faculty member (Dr. Casey Henley) during the Teacher's Lounge that you can access here: https://mediaspace.msu.edu/media/Spartan+Fireside+-+March+25%2C+2020/1_gjyl4l1w

note: you can access a downloadable file of the sample questions here.Mid-semester feedback is a way your instructor can collect information about your learning experience and how the course design impacts your experience. This survey is your opportunity to share insights about class so your instructor can make decisions on how to proceed with the rest of this semester. This is an anonymous survey. Your identity will not be shared with anyone and will in no way impact your grade in the course. Your feedback is valued and appreciated. 
Please indicate your level of agreement with the following statements: (Matrix with 1 = never, 2 = sometimes, 3 = often, 4 = always)I am prepared for class.  I understand what is expected of me in preparation for class.I have opportunities to ask the instructor questions.The course meetings and activities motivate me to learn.The way new concepts are introduced is aligned with my learning style. The activities and materials are interesting and engaging.Instructor feedback is provided in a timely manner.Instructor feedback is provided in a way that helps me learn. The instructions for completing assignments are clear.The assessments are aligned with what we are being asked to learn.Synchronous technology (e.g., live presentations and video conferences) was used effectively to achieve the goals of the course.Asynchronous technology (e.g., threaded discussions) was used effectively to achieve the goals of the course.
Overall, my learning in this course meets my expectations. 

 Disagree 
Neither Agree nor Disagree 
Agree  

What elements of class have contributed to or proved most helpful for your learning so far? (For example, describe the times in this class when you were most engaged. Or describe activities or assignments that are valuable.) open ended 
What could be added or changed to reduce barriers to learning in this class so far? open ended 
Other examples of questions:
What aspects of this course and your instructor's teaching help you learn best? open ended 
What specific advice would you give to help your instructor improve your learning in this course? open ended 
What steps could you take to improve your own learning in this course? open ended 
What would you like to see more of between now and the end of the semester? open ended 
To date, I have found my own level of participation in the class sessions to be…

High
varied
low
none

The pace of this course is...

too fast
just right
too slow

How would you rate the work-load of this course? (high = 5, low=1)

5
4
3
2
1

How much of the reading that has been assigned so far have you completed?

100%
90%
75%
50%
less than 50%

How many hours per week, outside of regularly scheduled class meetings, do you spend on this class?

1‐2
2‐4
4‐6
6‐8
more than 8


Other examples of Likert Questions that could be added to the second general question example above:
Questions of General Applicability:
I find the format of this class (lecture, discussion, problem-­‐solving) helpful to the way that I learn.
I feel that this class format engages my interest.
I feel comfortable speaking in this class.
I learn better when the instructor summarizes key ideas from a class session.
I find the comments on exams or other written work helpful to my understanding of the class content.
I find that this class stimulates my interest in reading about this subject outside of class.
I feel comfortable approaching the instructor with questions or comments.
I think that I would learn better if a different format were used for this class (suggested below).

Questions Applicable for Problem-­‐solving or Laboratory Classes:
The problems worked in this class help me in working other problems on my own.
The problems worked in this class help me in learning the content ideas in this class.
I feel that I learn how to solve problems more easily when I work with a group of students.
I find the laboratory lectures helpful in understanding the purpose of the experiment.
I find the instructor's comments during laboratory help my understanding of key steps in the experiment.
I find the comments on my written laboratory reports helpful in understanding the experiment.
I learn more from the laboratory when I am given questions about it to think about first.
I learn more from the laboratory when I am given questions about it to write about first.

Questions for Discussion-­‐Oriented Classes:
I find class discussions help me in understanding the readings.
I find class discussions help me in understanding key ideas in the course.
I learn more if class discussions are more structured.
I feel that class discussions are dominated by one or a few people.
I learn better when I have more of a chance to speak.
I learn more from discussions when I am given a question to think about first.
I learn more from discussions when I am given a question to write about first.

Questions for Classes Using Team or Group Work:
I feel that I learn more when I work with a group.
My group works well together
I feel that I need more guidance for our group work.
I find that working in a group confuses me.
I find it helpful if the instructor summarizes results obtained as part of group work.
I find it helpful to get feedback from my group on my own performance in the group.
I think that groups work better when each person has an assigned role in the group.
Photo by Dean on Unsplash

This collection of example statements are a compilation from a variety of sources including Faculty Learning Community (FLC) at Cleveland State University, Ohio University’s AI, ChatGPT and Teaching and Learning, and some of Michigan State University’s own educators! (If you have an example generative AI policy from your course that you’d be willing to share, please add it to the comments below or e-mail it to MSU Center for Teaching and Learning Innovation at teaching@msu.edu). NOTE: making your own course-level determination of "ban", "restrict", "permit", or "require" and using the sample language is the best, first place to start!
 “AI (artificial intelligence) resources such as ChatGPT can be useful in a number of ways. Because it can also be abused, however, you are required to acknowledge use of AI in any work you submit for class. Text directly copied from AI sites must be treated as any other direct quote and properly cited. Other uses of AI must be clearly described at the end of your assignment.” -Claire Hughes-Lynch
 “While AI tools can be useful for completing assignments and detecting plagiarism, it is important to use them responsibly and ethically. Practice based on these guidelines as a future or current K-12 teacher. The following are some guidelines for what not to do when using AI in your assignments and for plagiarism detection:

Do not rely solely on AI tools to complete assignments. It is important to understand the material and complete assignments on your own, using AI tools as a supplement rather than a replacement for your own work.
Do not use AI tools to plagiarize*. Using AI to generate or modify content to evade plagiarism detection is unethical and violates academic integrity.
Do not assume that AI responses are always correct. It has been noted that AI can generate fake results.* Please see the plagiarism/academic integrity policy in the course syllabus.” -Selma Koc

“Intellectual honesty is vital to an academic community and for my fair evaluation of your work. All work submitted in this course must be your own, completed in accordance with the University’s academic regulations. Use of AI tools, including ChatGPT, is permitted in this course. Nevertheless, you are only encouraged to use AI tools to help brainstorm assignments or projects or to revise existing work you have written. It is solely your responsibility to make all submitted work your own, maintain academic integrity, and avoid any type of plagiarism. Be aware that the accuracy or quality of AI generated content may not meet the standards of this course, even if you only incorporate such content partially and after substantial paraphrasing, modification and/or editing. Also keep in mind that AI generated content may not provide appropriate or clear attribution to the author(s) of the original sources, while most written assignments in this course require you to find and incorporate highly relevant peer-reviewed scholarly publications following guidelines in the latest publication manual of the APA. Lastly, as your instructor, I reserve the right to use various plagiarism checking tools in evaluating your work, including those screening for AI-generated content, and impose consequences accordingly.” -Xiongyi Liu
“If you are ever unsure about whether collaboration with others, including using artificial intelligence, is allowed or not, please ask me right away. For the labs, although you may discuss them in groups (and try using AI), you must all create your own code, output and answers. Quizzes will be done in class and must be solely your own work. You alone are always responsible for the correctness of the final answers and assignments you submit.” - Emily Rauschert on AI as collaboration partner
“Chat GPT: The use of Chat GTP is neither encouraged nor prohibited from use on assignments for GAD 250. Chat GPT is quickly becoming a communication tool in most business settings. Therefore, if you choose to use Chat GPT for assignments, please be sure to revise the content for clarity, conciseness, and audience awareness. Chat GPT is simply a tool and should not be used as a way to produce first and only drafts. Every assignment submission will be graded using the rubric provided in the syllabus. Be aware that Chat GPT may not develop high-quality work that earns a passing grade. It is your responsibility to review and revise all work before submitting to the instructor.” -Leah Schell-Barber for a Business Communications Course
“Use of Generative AI, such as ChatGPT and Microsoft Bing-Chat, must maintain the highest standards of academic integrity and adhere to the OU Code of Student Conduct.  The use of Generative AI should be seen as a tool to enhance academic research, not as a replacement for critical thinking and originality in assignments. Students are not permitted to submit assignments that have been fully or partially generated by AI unless explicitly stated in the assignment instructions. All work submitted must be the original work of the student. Any ideas garnered from Generative AI research must be acknowledged with proper in-text citation and reference. Students may be asked to save the AI chat as a PDF file for verification.” -Ohio University College of Business Generative AI Use for Academic Work Policy
“‘The policy of this class is that you must be the creator of all work you submit for a grade. The use of others’ work, or the use of intelligent agents, chat bots, or a.i. engines to create your work is a violation of this policy and will be addressed as per MSU and Broad College codes of conduct.’ - Jeremy Van Hof… Or, you might consider this, which I asked ChatGPT to write for me: ‘Sample Policy Language: Students should not use ChatGPT to complete course assignments or for any other academic activities. ChatGPT should be used as a supplemental resource and should not replace traditional academic activities.’ (ChatGPT per Jeremy Van Hof’s prompting) 
Or this much longer version, also written by ChatGPT: ‘The following course policy statement prohibits the use of Artificial Intelligence (AI) for the’ completion of assignments and activities during the duration of the course. At the Broad College, we strive to create an academic environment where learning is the foremost priority. We strongly believe that learning is best achieved through the hard work and dedication of our students. As such, we prohibit the use of Artificial Intelligence (AI) for the completion of assignments and activities during the course.  Our policy is in line with our commitment to providing a fair and equitable learning environment for all students. We believe that AI should not be used to substitute human effort, as it defeats the purpose of our educational goals, which are to encourage critical thinking and problem-solving.  We understand that AI can be a useful tool in many contexts, and we do not discourage its use in other courses. However, in this course, we will not accept assignments or activities that have been completed through the use of AI. We expect our students to be honest and to complete their work independently.  We will be monitoring student work closely to ensure compliance with this policy. Violations of this policy will be met with disciplinary sanctions. All students are expected to adhere to this policy and to abide by the standards of the University.’ (ChatGPT per Jeremy Van Hof’s prompting)” -Jeremy Van Hof, Broad College of Business
“I study AI. I research it in my role as faculty in the Experience Architecture and Professional & Public Writing majors. And I don’t think it’s inherently bad or scary, in the same way that a calculator isn’t bad/scary for math. Artificial intelligence technologies such as ChatGPT can be an excellent starting point and a place to begin inquiry. But they are not a replacement for human thinking and learning. Robots lack empathy and nuance. As such, here is my policy:
You may use AI as a tool, but you may not use AI to replace your own beautiful brain. That means that you may ask ChatGPT, for example, to give you a list of bands similar to one that you hear and appreciate in this course. You may ask ChatGPT to give you an overview of a punk scene in a geographic location at a particular time. You may ask it for the history of punk rock and punk cultures. You may ask it what happened to Sid Vicious. 
But you may not ask it to write on your behalf, and you must not turn in anything that has been written by ChatGPT and pass it off as your own for any assignment in this class, including discussion responses, papers, and exams. If you do so, I will know, and that will lead to an uncomfortable moment–and to you failing the assignment.
This is not meant to be punitive. It’s meant to reinforce how much I value you and your ideas and your intellect. In a face-to-face environment, we would have a lengthy conversation about AI, ethics, and human learning. If you want to have that conversation, I’m happy to do so via Zoom–email me!” -Kate Birdsall, asynchronous US23 course on punk-rock politics"The use of Artificial Intelligence (AI) in the interior design program is permitted with certain tasks and with attribution: You can choose to use AI tools to help brainstorm assignments or projects or to revise existing work you have written. For example, AI-generated concepts can serve as a starting point for exploration but must be substantially transformed and personalized by the student. When you submit your assignment or project, you must clearly attribute what text or images were generated by any form of AI content generator. You must save and submit to the instructor draft assignments or sketches that document your progress and originality. Final papers, projects, and design submissions must reflect the student's original work, ideas, and expression. By adhering to these guidelines, students will develop a balanced understanding of AI's potential in interior design while maintaining the integrity of their individual creativity and expression. Any misuse or misrepresentation of AI-generated content as one's own work will be considered a violation of academic integrity. Violations will be subject to disciplinary actions as outlined by MSU’s academic integrity policies. If you are unsure about whether something may be plagiarism or academic dishonesty, it is your responsibility to ask your instructor for clarification or assistance. This policy is subject to change based on the instructor's discretion. Any updates will be communicated to students through course announcements." -Linda Nubani & the Interior Design Faculty at MSU School of Planning, Design & ConstructionIf you have an example generative AI policy from your course that you’d be willing to share, please add it to the comments below or e-mail it to MSU Center for Teaching and Learning Innovation at teaching@msu.eduPhoto by Alessandro Bianchi on Unsplash 

Project Title: Unlocking 360-degree video production for the MSU Library's 360-degree theaterElevator Pitch:The Digital Scholarship Lab needed a high-powered Mac for to use for editing 360-degree videos for the theater and students taking the JRN 360-degree video course that makes videos for the theater needed one, as well. There are plenty of PCs in the DSL, but no Apples that can render content in a reasonable amount of time. Also, we needed updated video documentation of how to create 360-degree content and then display it in the theater.Team Bios: Judy Walgren in the Associate Director of the School of Journalism and teaches the RJN course to make 360-degree videos for the 360-degree theater and Meghan Kudzia is the the Interim Director for the DSL.What are some of the successes?Getting the funding and getting the documentation and tutorials going. We just got the equipment, so the real successes will be in the Fall when students return to the Macs and have the tutorials to use to learn.



What are some of the challenges that you have experienced on this project?Getting the Spaces Team in CAS to give Judy a place to put the Mac for students to use. They are considering an office next to Judy's presently.Image attribution:EA Booth 360° Video — Sims 2 Petsby pyrogenic licensed by CC-By-2.0