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Wrapping Up & Thinking Ahead
Our April workshops are focused on course wrap up (D2L gradebook & course activity) and planning ahead for next semester. We are hosting five workshops for faculty, each offered once. The recordings will be shared by email to all registrants and also posted to the MSU Tools and Technologies D2L self-enrollment course (enroll here).
 
If you have a few "extra" minutes, we are formulating our plans for trainings and other learning experiences, and we need your help. We're trying to see what people need from us, and if they are aware of what we have offered in the past. So, if you could take a few minutes to fill out this survey that would be really helpful! What would be even more helpful is if you could share it with people you know, especially if they didn't attend one of our workshops, as we're trying to find people we haven't reached or supported yet.
 
Monitoring Your D2L Course Activity
Friday April 9th, 10am-11:30am ET
In this 90-minute webinar, we will show you how to use D2L course analytics for monitoring your online course. D2L captures a great deal of learner activity that can be used to identify needs, prompt action, and impact course design. Some of the tools you will learn more about include:

Course Overview widget
Engagement Dashboard
Content usage reports
Class Progress

Learn more about monitoring your D2L course here: D2L Course Analytics
Register for Monitoring Your D2L Course
 
D2L Gradebook
Friday April 16th, 10am-11:30am ET
This 90-minute training will go into the details of how-to setup and use a D2L points-based or weighted gradebook. There will be time for Q&A at the end. Specifically, participants will learn how to: 

Create Categories and Grade Items.
Distribute weights within a category and drop the lowest score.
Create bonus items and work with extra credit.
Enter grades and feedback.
Connect and assess activities.
Preview and release grades.
Export and import grades.
Switch to adjusted final grades.

Learn more about using D2L here: Instructor – D2L Self-Directed Training
Register for D2L Gradebook
 
Easy, Effective online discussion with Packback
Friday April 16th, 2pm ET
Packback is an AI-supported online discussion forum designed to motivate students to explore and investigate the assigned topic, encouraging genuine curiosity and engagement. Join us to hear from faculty about how Packback saves them time moderating and grading discussion posts while giving their students live AI-based coaching on their writing.
Register for Easy, Effective online discussion with Packback
 
Using iClicker for Student Engagement and Formative Assessment
Friday April 23rd, starting at 10am ET
This event will provide opportunities to become more familiar with MSU’s chosen student response system (iClicker) and is designed to allow participants to join sessions of interest throughout the day.

10:00am-10:45am - Introduction: Why use Student Response. This session will feature guest faculty sharing their experiences of using iClicker in their courses.
11am-12:15pm - In this workshop session, we will delve into the details of setting up and using iClicker. We will include interactive demonstrations; active participants will leave with an iClicker course ready to go. Topics will include:

Creating an account and setting up an iClicker course
Integration with D2L and different presentation softwares
Scoring/grading
Running a class (face-to-face, remote, hybrid, or asynchronous)
Student experience


12:30pm-1:30pm - Digging deeper. During this informal 60-minute “Lunch & Learn” session, we will revisit the “big picture” of when and why to use iClicker with our guest faculty and open the discussion to attendees.
1:45pm-2:45pm - Breakout Sessions. After lunch, we will use self-selected Zoom breakout rooms to split up for detailed Q&A with iClicker technologists and MSU IT specialists for 1-1 iClicker support or platform-specific questions.

Learn more about iClicker here:

The MSU Tools and Technologies self-enrollment “course” has a content module with detailed resources for using iClicker at MSU.
Quick overview video

Please register if you are interested in attending any part(s) of this event or simply want the workshop recordings and associated resources emailed to you: Register for Using iClicker for Student Engagement and Formative Assessment
 
Creating and Editing Media in Camtasia
Friday April 30th, 10am-11:15am ET
This 75-minute workshop will focus on the use of Camtasia for creating and editing instructional videos. The topics covered will include:

Recording a Presentation
Editing a Video
Importing Media
Adding Effects/Annotations
Adding Quiz Questions
Exporting Video
Adding Video to Mediaspace/D2L

Register for Creating and Editing Media in Camtasia

23,000 users. 36,000 sessions. As with any new platform, users flocked slowly to the #iteachmsu Commons, a platform for educators at MSU that combines aspects of an online forum and social network. But iteach.msu.edu has seen exponential growth over the last year. Makena Neal, head of the #iteachmsu Commons team, attributes this growth, in part, to the versatility built into the platform’s core concept: that it would be whatever purpose its community of users decided. 
“We built #iteachmsu Commons, and it’s been a very informed process throughout many years of focus groups and testing, but ultimately, it’s a space that’s for educators, by educators,” says Neal. “We’ve stuck to our guns on this: how the community picks it up is how it’s going to be used. We’re not gatekeepers. People can use the platform however it’s going to be most meaningful and useful for them.”
Neal and others who worked on the project believed in the vision: that MSU educators, broadly defined, could benefit from having a digital place to ask questions, trade tips, and share ideas. But evangelizing for the platform was difficult with people already inundated with communication channels like websites and newsletters. Neal thinks the interactivity offered by the platform, and its focus on MSU educators specifically, differentiates it from other media and social networks available to Spartans.
“The Commons is meant to be a place where people can connect and share knowledge regardless of their role, regardless of their discipline, and get feedback and insights from other folx across the board,” says Neal. “MSU is a really big place. We’ve got educators working across a variety of roles and spaces. Some are physically on campus, and some are around the world, especially given today’s remote and hybrid work. Sheer size and disciplinary silos can make it really difficult to connect with people outside of our ‘home bases’. It’s also difficult to elevate and leverage the knowledge that exists in those other spaces. Iteach.msu.edu can help.”
One of the new functions driving this sharing is the threaded reply, similar to the one adopted by many social and message apps over the past few years. While a seemingly small detail, threaded replies open up entirely new formats and, accordingly, created a new recurring feature on iteach.msu.edu: “Ask Me Anythings,” or AMAs.
“Educators from around campus volunteer to host an AMA on a topic of their choosing,” says Neal. “For example, ‘Makena Neal is hosting an AMA on adult learners.’ Users can reply in a thread with questions or comments, and the host can reply directly. It’s now a much more user-friendly experience. One of the really cool things about the AMAs is that they’re repositories of knowledge, discoverable by searching iteach.msu.edu. You might search for the phrase ‘adult learners’ and find an AMA where the host shared a series of links, documents, and tips.”
Neal and her team are watching the platform evolve with continued fascination. Some of its popular components were designed and inserted by the team intentionally, such as the Thank an Educator feature. 
“Anyone can go to #iteachmsu and recognize any MSU educator that has had an impact on them. And of course, when I say ‘educator,’ I mean anyone who contributes to the teaching and learning mission of the university,” says Neal. “This includes everyone from undergraduate learning assistants to administrators, librarians to learning designers. I really love that. I think it’s really important to elevate and celebrate the amazing work we know is happening at MSU, but that we don’t always hear about.”
But other features, like the AMA, are evolving naturally from the community of users. And the platform is also serving as a way for previously seldom-connected offices to collaborate or gain more visibility with other audiences. For instance, the MSU Extension group is the fastest-growing group on the platform, and they are curating articles related to the extension and outreach side of education, including reaching diverse audiences and facilitating groups, according to Neal.
“We’re seeing units, like the Office for Faculty and Academic Staff Development, turn to iteach.msu.edu when they get questions about specific topics,” she says. “For example, if an educator has questions about what components need to be on their syllabus at the beginning of the semester, OFASD can direct them to the list of syllabus resources on the #iteachmsu Commons, or they can search iteach.msu.edu themselves. It’s a really exciting multi-unit collaboration.``
To keep the campus community apprised of everything happening on #iteachmsu Commons, Neal and her collaborators began releasing a newsletter highlighting popular content on the site, called the “#iteachmsu Digest.“ The Digest also includes a Featured Educator section to bring attention to the site’s popular Thank an Educator function.
Neal is optimistic about the site’s future now that so many groups and tens of thousands of individual users are having conversations there. She also maintains that those not inclined to use the site’s interactive features will still find useful content about their discipline or unit. 
Below is a list of the most popular content from #iteachmsu Commons during the 20-21 academic year.

How Do We Best Support Students in a Remote Learning Environment? (article)
Mid-Semester Feedback (playlist)
Student Success Contacts and Resources (playlist)
MSU Learning Communities are Spaces to Explore Ideas in Education, Teaching, and Learning (article)
Educator Development Opportunities (playlist)
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments (article)

D2L Extended Tools
Need more detailed help with quiz creation in D2L? Find tutorials on many topics here. 








Additionally, the D2L Help Line (MSU Service Desk) is always available to assist faculty with all D2L-related questions, including quiz creation and use. 
Local: (517) 432-6200
Toll Free: (844) 678-6200
D2L Quiz Overview Resources and Tips

Online Test Security (settings, time limits, and submission views)
Quiz Setup Check List
Types of Questions
Best Practices: The Quiz Tool
How To's for Quizzes
Brightspace Quick Start Webinar Series Part 6: Evaluating Your Students - Quizzes

Quiz Question Converter Tools
These tools allow you to create a CSV file for import into a quiz or the Question Library.

All D2L Quiz Question Converter Tools
Algonquin College Brightspace Test Question Generator
D2L Quiz Question Converter Tool
Quizzes - Create a New Quiz with Imported Questions - Instructor
Quiz Converter Tool - Blog

Quiz Creation
The how-to videos mention the Question Library when showing how to create each of the different question types. Keep in mind, however, that you can start in either the Library or a Quiz as you create. Any question you create can be imported (copied) to another area, regardless of where you start.
Whenever you import questions between quizzes and/or the Question Library, they are copied. They are only connected in such a way that the system remembers where they were copied from. When you edit any of the connected copies, the system will ask if you want the edit to be made in all connected questions. 

Quizzes - Create a New Quiz using the Quiz Builder
Quizzes - Customize Question Delivery using Quiz Builder
Types of questions in Question Library
Creating Question Library Questions
Quizzes - Create a New Quiz with New Questions - Instructor
Quizzes - Associate a Quiz with a Grade Item - Instructor
Quizzes - Grant Special Access to Users for a Quiz - Instructor
Quizzes – Customize Submission Views – Instructor
Quizzes - Preview a Quiz as a Learner - Instructor
Quizzes - Shuffle Questions - Instructor
Quizzes - Create Bonus Quiz Questions - Instructor
Quizzes - Create a Quiz with Randomized Pool Questions
Give each learner a random set of quiz questions - D2L Help documentation
Quizzes - Populate a Quiz with Questions from Question Library - Instructor
Quizzes - Transfer Quiz Grades to Your Grade Book - Instructor
Quizzes - Reset Quiz Attempts for Learners - Instructor
Restore a Quiz Attempt
Teaching Tips - Measure How Long a Learner Takes to Complete Quiz Questions - Instructor
Teaching Tip - Disable Spell Check During a Quiz Attempt - Administrator
Competency & Quizzes – Associate Competencies with Quiz Questions - Instructor

Question Library
Note: You can create the questions in the Question Library to organize your collection of questions, or you can simply go straight to a quiz to create your questions. You can copy (import) questions to either the Library or a Quiz, regardless of which area you start in to create them initially.

Question Library - Benefits of Question Library - Instructor
Question Library - Create a New Section - Instructor
Question Library - Create a New Question - Instructor
Question Library - Import Questions into Question Library - Instructor
Question Library & Import/Export/Copy Components – Add Questions from Other Courses – Instructor

Quizzes: Other Resources

Managing Quizzes: Reset attempts, view event logs, and manage exemptions
Assess Activities - Instructor Guide
Alternative End-Of-Year Assessment Strategies
Quizzes - Why Can't I Access a Quiz? - Learner 
Quizzes - Attach a Release Condition - Instructor
Understanding Brightspace Learning Environment Rounding Rules

Advanced Topics

Learning Environment - Making Use of the Equation Editor

Surveys and Self Assessments

Teaching Tips - Use Self Assessments as Study Aids - Instructor
Self Assessment - Create a Self Assessment - Instructor
Deciding Between Using Quizzes, Surveys Or Self Assessments

Leadership Fellows

2016-2017: Christine Pacewicz
2016-2018: Tayo Moss
2018-2020: Stephanie Aguilar-Smith
2019-2020: Adrianna Crossing
2020-2021: Briana Green & Madison Allen
2021-2022: Sarah Galvin & Amit Sharma
2021-2023: Sanfeng Miao

 
Christine Pacewicz (2016-2017) and Tayo Moss (2016-2018)The first two College of Education Leadership Fellows, Christine and Tayo, worked to build recognition for the Leadership Fellows Program among graduate students and College leadership. Tayo organized a pizza night to promote the Leadership Institute’s resources and build community among College of Education graduate students. Tayo also conducted a needs assessment survey with graduate students to gain a greater understanding of the resources needed to best support their teaching and research. He then presented these findings in a meeting with the Associate Deans. Christine and Tayo ended their Fellowship working to recruit Fellows to take their place the following year.Stephanie Aguilar-Smith (2018-2020) and Adrianna Crossing (2019-2020)Stephanie Aguilar-Smith and Adrianna Crossing worked together to identify leadership opportunities for graduate student within the College’s governance. After meeting with the department chairs in the College of Ed for the purposes of needs assessment and data gathering, Stephanie and Adrianna learned about existing structures for shared governance, graduate student opportunities represented in department bylaws, and areas of potential growth for shared governance. One example of shared governance opportunities uncovered by Stephanie and Adrianna was the Student Advisory Committee (SAC), a joint body composed of graduate and undergraduate students who bi-annually advise the dean. This Committee had never been convened. After a year and a half of work, the CoE released a call for applications for representatives of SAC.
Stephanie and Adrianna’s work inspired Associate Dean Bowman to request a graduate student advisory council to advise her office. Stephanie and Adrianna devised a plan consisting of qualifications, number of students from each department, recruitment strategy, application form, and recruitment email. Work on establishing the council was unfortunately suspended due to the COVID-19 pandemic. Stephanie and Adrianna’s work was incredibly important for both the College of Education and the Leadership Institute, as it drew attention to the tendency of undergraduate student representation to dominate the spaces of shared governance outlined in many Colleges’ bylaws.Madison Allen (2020-2021)Madison worked with seven other women PhD students to call attention to barriers to education for BIPOC students in the wake of the murders of Breonna Taylor and George Floyd. Together, they authored an open letter to the administrators, faculty, and staff of the Counseling, Educational Psychology, and Special Education (CEPSE) department. After working with College- and department-level leadership, the authors of the letter, Madison Allen, Joi Claiborne, Andryce Clinkscales, Adrianna E. Crossing, Briana Green, Brook Harris-Thomas, Lindsay Poole, and Briana J. Williams, were catalysts for change within the CEPSE department admissions requirements and student representation.Briana Green (2020-2021)Briana decided to broaden her project focus beyond the College and sought to support Teaching Assistants (TAs) across the university with digital support for their remote learning experience. In partnership with the organizers of DISC, a Digital Instruction Support Community, based out the College of Education, she increased awareness of this support community across campus and offered a mini-series of workshops this spring semester to TAs that are catered to their specific needs. Briana Green also worked with Madison Allen to author an open letter to the Counseling, Educational Psychology, and Special Education department that led to real and lasting change within the department’s admissions requirements and student representation.Sarah Galvin (2021-2022)Sarah wanted to work collaboratively with other Fellows while retaining a focus on curriculum development for her own professional development. She worked with College of Ag & Natural Resources Fellow, Liz Stebbins, to find ways to connect graduate students, old and new, to community resources within and external to MSU. They made plans for an involvement fair to be launched in the Fall of 2022. Sarah also worked as a curriculum consultant for the Leadership Fellows Program. Her goal was to center the Fellows Program curriculum around a holistic approach to leadership and to bring disparate elements of our curriculum into alignment. She met with our leadership team and began assessing the existing learning outcomes, curriculum, and assessment plans as well as exploring content organization options. She outlined ideas for how to best incorporate leadership and wellness topics into all learning experiences within the Fellowship. Her comprehensive curriculum plan included ideas for Leadership Huddles, small groups of Fellows meeting monthly around a common interest. We put all of her ideas into effect for the 2022-2023 Fellowship, and our curriculum has never been stronger or more cohesive.Amit Sharma (2021-2022)Amit wanted to increase the sense of community in his living environment on campus at 1855 Place where a number of international graduate student families live. He started a community garden last summer and wanted to extend the used of that space. He developed plans to create a community learning space.  Sanfeng Miao (2021-2022)Sanfeng was interested in learning about professional development resources and workshops for graduate students in the College of Ed. As she explored what had been done before, she got connected to Associate Dean Kristine Bowman. This interested turned into a paid position where Sanfeng is helping plan professional development workshops. She is also exploring the idea of rebooting a professional development Graduate Student Organization within the College of Ed.

Whenever new software is released there are always things that got missed or overlooked. If come across functionality that falls into this category, you can report it by clicking on the red Feedback button on the right side of the screen.
 
The Feedback tools will allow you to rate your level of dissatisfaction and screen capture the error if it is visible and send directly to our developers.
 
Help us make this site as useful as possible.
 
Here is a brief tutorial on using the Feedback tool:
 

Accesible Design Checklist: Multimedia
This checklist meant to serve as a starting place, rather than a complete list or expert regulations. Accessibility should be considered throughout all parts of the design process, and designing accessible compositions benefits all people, not just those with disabilities. This post is the third and last part of the Accessible Design Checklist series: 

Overview
Text and Content
Multimedia

Multimedia Accessibility
Multimedia includes any design that pairs text, visuals, and/or sound, such as videos, audio recordings, and graphics.
AudioA text version of the transcript is provided for all audio with accurate transcriptions. Ideally, there are also descriptive audio descriptions for users. When possible, the audio should also be high-quality audio with clear language spoken slowly.GraphicsGraphics may include images, photographs, logos, and charts and graphs. For charts and graphs, information should not be communicated with color alone to differentiate between categories. Avoid memes and screenshots of text (except in a logo). All graphics should be marked as decorative or have alternative text (alt-text), which has multiple considerations: 

Decorative images convey no meaning nor give additional information for users. Decorative images should be marked as “decorative,” “artifact,” or assigned a null attribution in the code (i.e., alt="").
Alternative text should consider the audience and purpose of the content in its description. This means that only key information is conveyed rather than every extraneous detail. 
Alternative text should be concise and generally less than 150 characters. If describing visuals such as paintings or charts, then a long description of the visual can be given within the text and the alternative text can be shorter (e.g., “Vincent van Gough’s 1889 “Starry Night.” More information in long description.”)
Alternative text should not include phrases such as “image of” or “photo of.”

VideoVideos or moving graphics should not flash more than three times per second. Videos should not autoplay, and users should also have the ability to pause the video. In addition, videos should have similar considerations to audio and graphics, including: 

A transcript is provided for all audio from the video with accurate transcriptions and descriptive audio. The transcript may also contain descriptions of visual information. 
A video has real-time captions, and when possible, sign language interpretation.

References and Resources for Accessible Design

Level Access’ Must-Have Web Content Accessibility Guidelines (WCAG) Checklist 
Michigan State University’s Create Accessible Content
University of Washington’s Accessibility Checklist
Web Accessibility in Mind’s WCAG 2 Checklist
Web Accessibility Initiative's Design and Develop Overview

Accessible Design Checklist: Multimedia © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. The cover photo, "video- (1962) 'Canon Reflex Zoom 8-3' 8mm movie camera- A Modern Rediscovery" by Crunchy Footsteps is licensed under CC BY 2.0.

Accessible Presentations Guide
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the final of three in its series: 

Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations

Delivering Accessible Presentations
Multimedia includes any design that pairs text, visuals, and/or sound, such as videos, audio recordings, and graphics. 

Access Throughout:There are two main ways of doing access throughout the presentation. The first is a holistic overview at the beginning, usually through an access statement (sometimes also called an invitation or invocation). The second are ongoing access checks. This includes asking the audience about adjustments to sounds, visuals, the space, etc. (e.g., “How’s the microphone volume? Anything we need to adjust about things right now?”).    
Audio: Always use the microphone whenever it’s available, even if you have a loud voice. For participants who may not have a microphone, repeat their question or comment into the microphone before moving on. As discussed in the previous article in this series, you will also want to have a conversational speaking speed, inclusive speech, and aural indicators.
Introductions: At the beginning of the presentation, it is best practice to introduce yourself and give a brief visual description of yourself. For example, I usually say, “Hi, I’m Bethany Meadows, and I use she/they pronouns in tandem to refer to me. Visually, I am a white femme person with glasses and dark hair, and I’m wearing [specific outfit].” That said, there can be many embodied implications and consequences for certain disclosures of identity, and your safety is also important so only share what you feel comfortable doing.
Pathways for Engagement: Consider access before requiring certain forms of engagement from participants. This includes reflection before asking them to stand up, look at visuals/listen, walk around, talk with others, etc. These pathways may be exclusionary from some who don’t have the ability to move or be in a place to communicate with others. In general, it’s recommended to have alternative pathways for engagement that will not exclude participants.

Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.

Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”

This article, Accessible Presentations Guide: Delivering Accessible Presentations © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Photo of a Woman Doing a Speech with a Microphone" by Mikhail Nilov is licensed for use by Pexels.

Consider equity and inclusion when making decisions about AI use in your course.  

How does the development and use of generative AI affect identity groups differentially? What biases exist within the development and use of generative AI? What are the potential challenges regarding AI from an equity-lens (e.g., historic issues with facial recognition and BIPOC populations)? 
What data sources does generative AI use to generate a response, and how representative is this data source?


Consider how AI content and perspectives can enhance dialogue and collaboration between diverse disciplines, departments, and individuals. 
Consider how integration of generative AI technologies into the classroom help or hinder students’ success.
Consider situations in which some students may have access to more advanced technology than others based on cost or other factors.  
Consider if generative AI technology provides accommodation for certain populations and how its use may help achieve equity for persons with disabilities.  

Photo by Pietro Jeng on Unsplash