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What is active learning?
When visualizing a “traditional” college classroom, what often comes to mind is a room filled with students being lectured to by an instructor. Although some students have come to expect this type of model, the majority of students prefer (or may come to prefer) opportunities in class to discuss, test, or apply their knowledge. Through the incorporation of active learning strategies, a shift in learning occurs; classrooms shift from instructor-centered environments to student-centered ones, with students now more engaged with the material.
 
This process can occur in many different ways, and thus, active learning can also take on a variety of forms, some of which may be more feasible in specific teaching environments. According to Bonwell and Eison (1991), who popularized the idea of active learning, there are certain characteristics of active learning, including more involvement and engagement from students, a greater emphasis on skill development, and increased participating in higher orders of thinking (applying, analyzing, evaluating, creating) instead of memorization and recall. Overall, these types of strategies have led to a “better and deeper understanding of the material and the development of learning skills that extend beyond the subject matter at hand and into lifelong learning” (Hettler 2015). Clearly, these strategies are beneficial to students; however, there has still yet to be a complete redesign of college classrooms, mostly due to administrative and logistical roadblocks.
 
Strategies:
“Bookending”
One simple method is to frame brief lectures (10-15 minutes) by short periods of discussion (3-5 minutes), usually by providing the students with some type of discussion-based question. By breaking up the class, students are able to evaluate their knowledge. Questions can be complex, or could follow a multiple-choice format, but they need to be thought-provoking and discussion worthy.
 
Think-Pair-Share
In this method, after a question is posed, students individually work through the problem, then pair with neighboring student(s) to discuss, then these groups share their answer with the class. Discussion can then occur at the classroom level, with multiple groups sharing and discussing their solutions.
 
Formative Assessment
By interrupting lecture to ask a question, not only can you determine if you have been effective in teaching, you can also use the opportunity for further discussion, if needed. Technology, such as clickers, are helpful in this measure, as it provides instant feedback, as well as anonymity. If it is clear students know the answer to the question, you may move on to a new idea, while if students appear to be struggling, you may need to revisit that topic or use the opportunity for student discussion.
 
Problem-Based Learning & Case Studies
Finally, methods of problem-based learning, such as case studies provide a way for students to apply their knowledge to real-life situations. With these types of exercises, students engage in more active, as opposed to passive, learning where they can apply their knowledge with the help of others in the class. Not only does this encourage group skills, but it allows students to think about things in ways they may have not otherwise.
 
Further Reading

Allen, Deborah, and Kimberly Tanner (2005) Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. Cell Biology Education 4:262-268.
Bonwell, Charles C., and James A. Eison (1991) Active learning: Creative excitement in the classroom. ASHE-ERIC Higher Education Reports.
Hettler, Paul L. (2015) Active learning in economics: increasing student engagement, excitement and success. International Advances in Economic Research 21(4):357.

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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.

There are a variety of considerations when it comes to course content. Now, if you’re close to the start of the semester, it is likely that you have already chosen (and submitted to the Registrar Office) your textbook and/or required materials for student purchase. Please consider the following when selecting your supplemental course content (additional materials, case studies, scenarios, etc.)... and for your primary texts next term. 
Diversifying voice - who is represented?
“Does your syllabus demonstrate to students that everyone has a place in your field of study? … Pedagogically, we might find it challenging to create a sense of belonging in a course when some students cannot imagine themselves as part of the community of scholarship and practice” (Marcella Addy et al., 2021, p. 52). Wow, that statement is really powerful, especially considering some recent scholarship. Schucan Bird and Pitman (2020) found, after an analysis of reading lists, that the reading lists did not represent the diverse local student body but came closer to representing the demographic profile of academic staff (dominated by white, male, and Eurocentric authors). Despite challenges across disciplines and settings, educators should make every effort to center students in their course design and make course materials a descriptive representation of the student body itself (Schucan Bird & Pitman, 2020). This shift can include showcasing the contributions of marginalized groups (Blackburn, 2017) with greater representation of perspectives, histories and approaches of scholars (Le Grange, 2016), along with adopting efforts to decolonialize teaching and learning (Phillips & Archer-Lean 2018). 
Looking for ways to get started? Colleagues at Tufts University Libraries (according to this Inside Higher Ed article) have noted that diversifying your course materials to include content about and by marginalized scholars (groups whose characteristics result in the systematic denial of equal rights and opportunities within a community or society including but not limited to race, socioeconomic status, gender identity, sexual orientation)  helps to “foster an environment that includes knowledge that has been systematically excluded from academia.” You might…

Considering diverse authorship of readings (ethnicity, gender, geographic location)
Inviting guest speakers who bring different perspectives
Using diverse audio and visual materials, such as films, interviews and TED talks
Incorporating readings that challenge standard approaches
Using primary research with authorship that reflects local collaborators
Offering multiple perspectives in assigned readings and letting students choose what to read or discuss at times.

Faculty members “can identify resources that highlight historically underrepresented researchers and activists in our fields,” she suggests. “We can include statements and topics in syllabi to decode our courses, structures and expectations. We can work to decolonize the power dynamics of our classrooms so what students already know and experience is also seen as a valuable contribution to the learning environment,” said Bridget Trogden (presently serving as Dean of Undergraduate Education at American University). Improving diversity and inclusion of voices in educational materials isn’t necessarily difficult, educators just need to be intentional. Fuentes et al. (2021) go beyond centering authors of mariginalized backgrounds, and recommend educators transparently acknowledge their intentional material selections. The example they provide in their article Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion is, "The following text/articles for the course have been chosen in efforts to highlight the important work of historically underrepresented and marginalized scholars in the field" (Fuentes et al., 2021, p.75).
“The proof is in the data: children are more likely to have a more productive learning experience and thrive in the classroom, throughout the school and in their communities when they see themselves represented in curriculum and library materials,” said Lessa Kanani'opua Pelayo-Lozada, President of the American Library Association. If data supports diversifying reading may boost a student’s development and well-being, WHILE ALSO increasing a sense of belonging and breaking down barriers to collegiate success… what reasons do we have not to reimagine our course materials?
Accessibility of digital content
The experts at MSU IT who manage the Digital Accessibility page recommend that educators ask the following questions before adopting digital content (adapted with permission from UC-Boulder’s Digital Accessibility Program):

Ask for Publisher Information: Contact the publisher to ask them for details about the accessibility of your particular textbook and/or digital content. This should include all known accessibility issues, any workarounds that the student can use, a named point of contact, and any guidance on how to ensure any content you create within the platform is accessible.
Review your Assessments: If you use digital online quizzes, ask the publisher for a list of quiz question types that are accessible. Review your own quiz content to ensure that none of your questions rely on drag-and-drop actions, images without alt text, or other inaccessible mechanisms.
Consult with Digital Accessibility Specialists: Contact your local Accessibility Policy Liaison for support and reach out to the MSU IT Digital Experience (DigitalX) team for help evaluating your digital content at webaccess@msu.edu or call the IT Help Desk at 517-432-6200.
Notify your Students: If the digital content (including texts, assignments, tests, or online homework systems) used in your course are not fully accessible, please notify your students in your syllabus with the following statement: “This course requires the use of [name of software or service], which is currently not accessible. Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Accommodations for persons with disabilities, with documentation from the MSU Resource Center for Persons with Disabilities, may be requested by contacting [insert Professor name or "me"] at the start of the term and/or two weeks prior to the accommodation date (test, project, etc). Requests received after this date will be honored whenever possible. For questions, contact the Resource Center for Persons with Disabilities at 517.884.7273”

For more information on Digital Accessibility check out the “Course Accessibility: Commitments, Support, and Resources” article, visit the Accessibility Evaluation Questions for Digital Content page, or contact your college/department’s Web Accessibility Policy Liaison. 
Cost as a barrier to access
Buying school materials can cost a lot, creating a barrier for students and impacting their collegiate success. Taking measures to curtail expenses on mandatory learning resources is not only a stride towards rendering college more cost-effective and attainable but also promotes equity. Embedding no-cost course materials into a syllabus provides the avenue to diminish financial burdens on students, foster more inclusive access to education, and enables the repurposing, blending, and creation of course content specifically tailored to each class. According to MSU Libraries Open Educational Resources (OER) Program, OER are “teaching, learning, and research resources that are copyright-free (public domain) or have been released under an open license that permits others to reuse, revise, remix, retain, and redistribute them. Examples of OER include open textbooks, videos, images, course modules, lectures, homework assignments, quizzes, lab and classroom activities, games, simulations, and other resources contained in digital media collections from around the world.” 
Diversifying Course Materials: A How-To Guide on Inside Higher Ed (previously linked) shared four additional considerations for instructors when considering their course materials.

Accessibility, affordability and adaptation
Relatability and reflection
Clarity and intentionality
Alternative perspectives

Read more about each of these four considerations at the link above and check out the resources below for more in depth from authors cited throughout this article. 
Resources

Marcella Addy, Dube, Mitchell & SoRelle (2021) What Inclusive Instructors Do. Stylus Publishing. https://doi.org/10.4324/9781003448655
Schucan Bird, K. & Pitman, L. (2020) How diverse is your reading list? Exploring issues of representation and decolonisation in the UK. Higher Education, 79, 903–920. https://doi.org/10.1007/s10734-019-00446-9. 
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education. https://doi.org/10.20853/30-2-709.
Blackburn, H. (2017). The status of women in STEM in higher education: a review of the literature 2007–2017. Science & Technology Libraries. https://doi.org/10.1080/0194262X.2017.1371658.
Phillips, S. R., & Archer-Lean, C. (2018). Decolonising the reading of Aboriginal and Torres Strait Islander writing: reflection as transformative practice. Higher Education Research & Development, 38(1), 24–37. https://doi.org/10.1080/07294360.2018.1539956.
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology, 48(1), 69-79. https://doi.org/10.1177/0098628320959979


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The following are a collection of publicly sourced articles related to the recent rise of artificial intelligence in everyday applications. note: following each [hyperlinked] title/subtitle are abstracts generated by ChatGPT after receiving prompts from M. Neal. "Write an abstract for [article link]" is indicated with [URL] abstract. "Write an abstract for [article text]" is indicated with [text] abstract. These very similar prompt-responses are shared consecutively in the hope that reading the abstracts will showcase the variations in ChatGPT output (despite similar input). Big Tech was moving cautiously on AI. Then came ChatGPT.
Google, Facebook and Microsoft helped build the scaffolding of AI. Smaller companies are taking it to the masses, forcing Big Tech to react.
[URL] Abstract: "ChatGPT, the Large Language Model developed by OpenAI, has been acquired by Google for an undisclosed sum. The acquisition has been widely seen as a move to improve Google's AI capabilities and stay ahead of competitors in the field. The ChatGPT model will be integrated into various Google services and products, including search, voice assistants, and translation services. This acquisition highlights the growing importance of AI technology and the increasing demand for advanced language models like ChatGPT."
[text] Abstract: Meta's Blenderbot, a chatbot released by Facebook's parent company three months before OpenAI's ChatGPT, was deemed a failure due to its over-cautious content moderation. In contrast, ChatGPT's conversational style, which allows for discussion on controversial topics, has made it a mainstream success. As ChatGPT continues to grow in popularity, tech giants such as Meta and Google are feeling pressure to speed up their own AI processes, potentially disregarding safety concerns. This has sparked concerns among AI ethicists, who fear that big tech's rush to market may expose billions of people to potential harms before they have been fully studied. Despite these concerns, companies like OpenAI continue to release their AI tools to the public, viewing it as the only way to assess real-world harm. The fast pace of AI progress requires companies to prioritize making the right decisions and releasing AI models that best serve the community, while considering the broader societal impacts of these innovations.ChatGPT Is Dumber Than You Think
Treat it like a toy, not a tool.
Abstract: "The deployment of AI language models like ChatGPT, developed by OpenAI, in writing and journalism raises questions about the ethics of AI-generated content. ChatGPT is capable of producing human-like text, making it difficult to distinguish between AI-generated content and content written by a human. The ethical concerns include issues of accuracy, accountability, and bias in AI-generated writing, as well as the potential for AI systems to manipulate public opinion. The article highlights the need for transparent and responsible deployment of AI language models in journalism and writing, and the importance of considering the ethical implications of AI-generated content."
ChatGPT could be used for good, but like many other AI models, it's rife with racist and discriminatory bias
[URL] abstract: ChatGPT, a large language model developed by OpenAI, is prone to biases like many other AI models. Despite its impressive performance in generating human-like text, the model has been found to have biases based on the training data it was exposed to. These biases can be a result of various factors such as the demographic representation in the training data, cultural norms and values, and other systemic biases present in society. It is crucial for developers and users to be aware of these biases and take steps to mitigate them.
[text] abstract: ChatGPT, an advanced artificial intelligence chatbot developed by OpenAI, is at the forefront of the debate on the potential and dangers of AI. Although the chatbot can assist with writing and speaking tasks and provide entertainment, it has also been used to cheat, plagiarize, spread misinformation, and enable unethical business practices. Furthermore, like many chatbots, it has a history of being biased. OpenAI added guardrails to prevent problematic responses, but these were easily bypassed by users. As AI is increasingly used to make important decisions in various industries, such as healthcare and law enforcement, the issue of bias must be addressed to prevent amplifying existing inequalities. This problem is not unique to ChatGPT and is well-documented, with studies showing the negative effects of biased algorithms. The AI industry is divided on who should be held responsible for these biases and whether harmful models should be released. Despite these concerns, AI models are becoming more prevalent in our lives and researchers are urging caution on the potential for harm due to AI biases.
The US Copyright Office says an AI can’t copyright its art[text] abstract: The US Copyright Office has rejected a request to copyright a work of art created by an AI algorithm named Creativity Machine. A three-person board determined that the AI-generated image lacked the necessary "human authorship" required for protection under copyright law. The board emphasized the vital role of the human mind in creative expression, citing past court decisions which have consistently found that non-human expression is ineligible for copyright protection. This decision highlights the importance of human agency in machine-produced works and raises questions about the limits of AI in the realm of art and copyright.[Google] An important next step on our AI journey[URL] abstract: This blog post provides an overview of BARD (Bidirectional Attention Representation for Documents), a new AI-powered search system developed by Google. BARD leverages the latest advances in natural language processing and machine learning to deliver more relevant and accurate search results, even for complex queries. The system utilizes a bidirectional attention mechanism to better understand the context of each word in a document and make connections between words, which helps to improve the relevance of search results. With BARD, Google aims to provide users with a more intuitive and seamless search experience, enabling them to find what they're looking for more quickly and easily.[text] abstract: Google has opened up its experimental conversational AI service, Bard, to trusted testers ahead of wider availability. Bard aims to combine the world's knowledge with the power, intelligence and creativity of large language models, drawing on information from the web to provide high-quality responses. Bard will initially be released with a lightweight version of LaMDA, the company's language model for dialogue applications. The release will be used to gather feedback and improve quality and speed. AI-powered features in Google Search, which will distill complex information and multiple perspectives, will soon be rolled out. Google also plans to onboard individual developers and enterprises to build on top of its best AI models.
last updated on 02/06/2023

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1. Invite student input into the course syllabus
 
2. Have students describe their learning
 
3. Make students partners in the assessment of their learning
 
SPECIFIC STRATEGIES AND TECHNIQUES
 
1. Invite student input into the course syllabus:
Obviously, there are things students cannot change about your syllabus but there are probably some things that they could change. You could ask students If they have ideas for making the attendance policy more fair or inclusive, if they think assignments are weighted appropriately, or if there are texts they'd like to read.
 
2. Have students describe their learning:
Replace a traditional assignment with one of the following reflective activities: 1) Ask students to describe something they’ve learned 2) Ask students to describe how their mind has changed about a course concept, or 3) Ask students to describe some ways in which what they are learning in class is connected to their life outside of class.
 
3. Make students partners in the assessment of their learning
You are the final word on their grades, but students can be your partner in evaluating learning. Here are two ways to do this: 1) Ask students to grade themselves on either an assignment or the course as a whole and explain their choice. 2) Ask students to help create the grading rubric for a qualitative assignment.

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Background
After watching Kimberle Crenshaw’s Ted Talk “The Urgency of Intersectionality”  and reading Crenshaw’s “Mapping the Margins”, this is a fun activity to explore the concept ‘intersectionality’ as a framework. This activity may feel similar to Twister given the color-based instructions.
 
For a class size of ~30 students, split the class into small groups where each do the following:
Use the different colors of yarn, various intersections of yarn, starting position of each volunteer, and the larger web to discuss limitations of a single frame and additive frames (i.e. you just have to look at race + gender or red + blue), then ultimately a need for a complex web or framework like intersectionality. Connect the activity of navigating the web to navigating various systems of oppression, noting the problem of simplifying such complicated systems to pieces of yarn one steps across. 
 

Ask students to form a circle, then ask for five volunteers to be in the middle of the circle. 
Using (3-4) different colored pieces of yarn, students who form the circle will form a complex web of yarn by tossing large balls of yarn to each other randomly for 3 minutes. 
Once the 3 minutes end, ask the circle students to drop the yarn on the ground. The five volunteers should then find a place in the web along one edge of the circle. They can share a space as they feel comfortable, though ideally the five volunteers will select different gaps in the yarn web.
The race is on! First group to help all five volunteers cross the yarn circle/web and return to the edge wins. Each group should select one color to help the five volunteers exit the web during the following rounds:

Three Rounds
 

Each volunteer can only move one space at a time based on the one color the group selected, i.e. everyone step forward, if you have a red strand before you. Some students may not be able to exit the web based on the color selected. This is a teachable limitation.
The group may select a different color to repeat the steps in round one. 
The group should put the 3-4 colors in order, i.e. red first, blue second, green third, yellow last. Volunteers may move forward as before, but may now also move across the additional colors in order, i.e. everyone may move forward with red until they face a different color, and may only move if the next color is blue, otherwise they must wait until the other volunteers cross all the blue before them.

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Assessing Your TeachingAt the end of a semester, we know it’s tempting to completely disconnect from all that happened in your classes as soon as you submit grades. While we certainly hope everyone has had a chance to recharge, we also hope you’ll set aside some time to assess your teaching before next semester begins.This practice is a crucial piece of your overall development as an educator and can greatly impact your work with the next group of students. Below are some suggestions for reflecting on the past semester: taking stock of where you’ve been with students this semester and using that information to guide your decisions next semester.
Learning From Your Final AssessmentWe can’t underscore enough how important assessment is in teaching and learning. It’s the means with which you gather the necessary info you need on student learning and make evidence-based decisions on where to go next. Now, in ending the semester, you have the focal point of your final assessments to provide evidence out of which to base future teaching decisions. And whether you’re teaching the same course or a completely different one, there’s still much to be gained from this kind of reflection. To help your reflection in connection to your final assessments, we offer the following questions:
Three Questions for Reflecting Forward:1) Did you meet your learning objectives? 
You hopefully set out work in your course with some specific overall learning objectives for students. Did students meet them? What evidence do you have in your final assessments? In what areas were they strongest? In what areas did they struggle? In meeting or not meeting your learning objectives, you have some clear areas of focus and further development. 
And by connecting back across your objectives and final assessments, you can take stock of what you believe worked well for teaching and learning and what did not.
 2) What instructional practices worked best?
Think back to the instructional practices and activities connected to the strongest and weakest areas of your final assessments.  Perhaps students struggled most with synthesizing certain elements of your course or analyzing a key text. Or maybe you realized students just weren’t able to adequately back up the claims they made in the final paper as you hoped. What instructional activities did you design in order to support them? By identifying these specific practices and activities, you can begin to address any common patterns or clear areas for future focus.3) Where do you need to grow next semester?
Answering this final question–in light of the previous two above–can send you into next semester with clear teaching goals and areas for your own development. If you’re teaching the same course again, then we’d suggest you start proactively identifying and adjusting areas of your course you know need to work better. If you’re teaching a completely different course, you can still make sure you’re focusing in on similar learning outcomes and/or areas of instructional practice even if the content isn’t the same. For help, in addition to seeking out the assistance of other instructors in your college, we’d encourage you to take advantage of the digital resources we offer on the #iteachmsu Commons website (iteach.msu.edu), and The Graduate School and MSU Academic Advancement Network workshops. We regularly offer resources and opportunities on our blog, as well as via social media and through in-person workshops. If you aren’t already engaged with us across those spaces, perhaps make that part of your development goals for next semester.

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No matter what courses you teach, you have probably found yourself in a situation where you are looking for better ways to express a complicated idea or complex phenomenon. Whether it be the theory of evolution, the inner-workings of a human mind, or how an internal combustion engine works, we have found ourselves in a position where we are thinking, “Hmm…how can I best explain this?” Out of many things we care about — when it comes to our students — one of the most critical challenges is to teach with clarity, without opening new doors for misconceptions, and without increasing their cognitive load. Engaging with multimodality is one approach to accomplishing this.
 
Multimodal?
The word multimodal means multiple modes of representation. In other words, using more than one mode of representation to convey the same idea. For example, written text or alphabetic text is one mode of representation. But, it is only one mode. There are obviously more. Some scholars have defined five modes of representation as important to teaching. These are written text, aural, visual, spatial, and gestural (Anstey & Bull, 2010). Each of these modes has its own affordances and constraints. Alphabetic texts are great at sending a message across, but they can also lead to multiple interpretations or ambiguity at times, and lead to further misconceptions. Visuals, which we all knowingly or unknowingly use in our instruction, are better at giving a sense of size, color, space, etc. When looking at a picture, you do not have to start from left to right or top to bottom. You are free to explore the space as you “read” the image. The rules are obviously different. What is even better is that using two or more of these modes of representation together can enrich our understanding of a topic as they can be designed to act as complementary to each other.
 
Beginning Your Multimodal Journey
No matter how complex or simple-looking the concepts we teach, we need to look beyond the use of traditional alphabetic texts. We need to understand it is natural for students to ask for the look and feel of concepts, even especially when we are dealing with the more abstract. Students can use multimodal texts to get an overall understanding of the topic and create a picture of how things work in their heads. By limiting ourselves to alphabetic texts, we make it harder for students to fathom some of the topics we may take for granted. If you are interested in integrating multimodal texts in your classrooms, I recommend searching for copyright free content that is easily available online. For instance, for images, you can start with Creative Commons search, and for sounds, I recommend Incompetech. Using these, you also choose to make videos using YouTube’s free video editor. Giphy.com is also a fun resource to create GIFs from existing videos. 
 
Let us start thinking beyond traditional texts, and find new ways to including multimodal texts in our instruction. As we wrap up this semester and begin to think about designing our curriculum for the next semester, I urge you to consider the following questions:

What are some of the most complicated topics to teach next semester?
How can I best explain these topics to my students?
What modes of representation would allow me to capture the essence of these topics and make them easier to understand without losing their complexity?
Out of the five modes of representation shared here, which ones will be the most essential?
Finally, can I spare 15 minutes to play with creating these multimodal texts for my class?