We found 411 results that contain "syllabus design"

One of the key aspects of colleting formative feedback is that the respondents are confident their responses are anonymous. Specifically, when it comes to classroom mid-semester feedback, it is imperative that students understand their comments cannot be traced back to their identity (and cannot negatively impact their course grade). Three examples of platforms you can use to build your mid-semester feedback survey include:

Qualtrics 

MSU users have access to Qualtrics with their MSU netID and password. You can see the basics for building a Qualtrics survey here.


Google Forms

Similarly to Qualtrics, MSU users can log in to Google Drive with their MSU email and passwords. Please make sure you are logged in to Drive in this manner, not with your personal Gmail, prior to building a form for class. For a step by step for setting up an anonymous Google form, visit this webapge. 


D2L

Desire2Learn (D2L) is also accessible to MSU instructors as MSU's Learning Management System. Did you know you can build a survey right in D2L? For step-by-step instructions, check out this article. 



Regardless of the platform you use to build your mid-semester feedback survey, it is recommended you include a statement similar to the following at the start: 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.

Join us for the 2025 MSU Educational Technology Summit Monday, June 2 through Thursday, June 5.
 
Visit the D2L learning community to enroll and visit the course home page to find the complete schedule and register for the sessions you plan to attend.
 
This four-day virtual event highlights the technologies that enhance teaching and learning and promote student success. In addition to demos from partner vendors, MSU educators and support staff will present and discuss the use of the powerful and helpful educational technology available at MSU.
 
Sessions include:
 
·      Online white boards: Enhancing teaching, collaboration, and community building
 
·      Call us irresponsible: Designing online curricula for the AI era
 
·      The best of both worlds: The academic security of in-person assessments and the ease of digital grading
·      And many more!
 
Sessions will take place each day in the morning and afternoon. Attend and engage in as many sessions as you wish. Participating vendors scheduled to present include TechSmith, Packback, and iClicker.
 
Hosted by MSU IT’s Educational Technology department, the MSU Educational Technology Summit is open to the MSU community for the purposes of increasing awareness of supported educational technologies, promoting IT services available to our MSU communities, and sharing useful strategies for using these technologies.

Topic Area: DEI
Presented by: Raphael Auras, Laura Bix, Cimberly Weir
Abstract:
The class learning outcomes (CLO) of the packaging bachelor’s degree at the School of Packaging (SoP) at Michigan State University (MSU) were mapped to competency-based, programmatic learning outcomes (CPLO), which are aligned with the broad learning goals of the University (MSU-LG). Six CPLOs were developed using group consensus building for the core curriculum: CPLO-1: Evaluate packaging systems; CPLO-2: Analyze tradeoffs in packaging systems; CPLO-3: Design innovative and sustainable packaging systems; CPLO-4: Manage projects in diverse teams; CPLO-5: Communicate effectively considering diverse audiences; CPLO-6: Professional and ethical manner. Relationships, from specific to broad, (CLOs to CPLOs to MSU-LG) were mapped during several group sessions with SoP packaging educators utilizing the same consensus-building process. This mapping scheme (class-specific CLOs supporting broader program CPLOs and, ultimately, MSU-LGs) was developed to guarantee alignment of expectations for learning from the course to the packaging program to the University level.Since 2018, assessment tools, including rubrics, questionnaires, and activity/assignments intended to evaluate learning were developed to evaluate core and elective courses offered by the SoP. Data collection of each student’s performance in the core and selective elective courses was conducted and assessed utilizing Watermark’s VIA software.
Assessment of student performance related to each of the CLOs and related CPLO and MSU-LG provided objective evidence of learning across the SoP curriculum as well as how CLOs, delivered and assessed at the individual student level, translate into competence achieved at the programmatic and university levels. As more instruments were implemented to assess students’ performance, areas of improvement became increasingly evident and a path forward for curriculum adjustment and development manifested.

What is a “commons”?
Teaching Commons: “an emergent conceptual space for exchange and community among faculty, students, and all others committed to learning as an essential activity of life in contemporary democratic society” (Huber and Hutchings, 2005, p.1). #iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. 
What will I find there?
You will find posts, articles, curated playlists, and a campus-wide teaching and learning events calendar. Posts are brief less formal pieces of content. Articles can be slightly more formal in nature and are usually longer with greater detail. Playlists are collections of articles that are curated by individuals or institutional units. The events calendar aims to be the “one-stop-shop” for all educator related goings-on. 
Am I an educator?
The short answer… do you contribute to the teaching and learning mission of the university? If so, then YES you are an educator. The founding partners of the #iteachmsu Commons, Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, Teaching Assistants, Undergraduate Learning Assistants, instructional designers, academic advisors, librarians, coaches, et al.) helps learning happen at MSU. #iteachmsu is hashtag, a statement, a public declaration of pride in one’s teaching practice and educator identity, and hopefully a movement. You are #iteachmsu!
Why should I join?
On such a large campus, it can be difficult to fully recognize and leverage the MSU community’s teaching and learning contributions, especially when so much of our institution is decentralized - leaving colleges, departments, and units to manage their own educator development. The #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. 
How do I join?
Visit iteach.msu.edu and click the “Log in” button in the upper right-hand corner. Use your MSU netID to log on with Single Sign-On. Now you have full access to contribute to the Commons! Build your bio. Share updates, questions, and celebrations via posts. Add to articles with your practical insights or scholarly work. Connect with others! (Note: anyone can visit the Commons and consume content, but only members of the MSU community with a netID can log in and contribute content at this time.)

Continuous Improvement
 
To get started with Quality Matters 

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

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

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

Tools for Multimedia Presentations
 
Why should students use a variety of tools?
People process information in a variety of ways, and the most effective method that information is transmitted varies depending on the audience, goals of the presenter and the information itself. By encouraging students to explore different methods of relaying information, you are also teaching them how to explain things to a diverse audience.
 
How to Get Started:
Explore the tools on the back of this sheet, or any others you know of. Pick one or two that you like and are comfortable with. Then, pick one project or presentation that is usually done in PowerPoint or as an essay, and adapt some or all of it for the new tool.  You can always contact IT and meet with an Instructional Designer if you’d like to bounce ideas off of someone else. They can also come to your class to demonstrate the tools to your students. 
 
When to Use: 
This can be incorporated into most courses, at really any level. For students who are new to the material, or the university, it would be useful to provide guidance, and restrict assignments to a few tools. As students grow more confident, the amount of freedom of choice can be expanded
 
Resources and Tools
 
Video

Davinci Resolve – Free Video Editor
Media Space – MSU’s Internal Video Platform
Adobe Spark – Free Video and Presentation
Zoom – Video Conferencing and Recording 

Audio

Audacity – Free Audio Editor and Recorder
Free Music Archive – Repository of CC Music 
Pod Bean – Free Podcast Hosting

Graphics

Pixabay – Repository of CC Images
Piktochart – Infographic Creation Tool
Canva – Image Creation Tool
Sketch Up - 3D Modeling
Sway – Online Presentations

Welcome to the CTLI's cool HushPod Recording Studio, a super high-tech spot meant to take your training experience to the next level. Tucked away in the Center for Teaching and Learning Innovation, this awesome studio is all about giving creators and educators a sweet place to work, with top-notch gear and a comfy vibe.
When you step into our HushPod Recording Studio, you're walking into a space designed to make learning awesome. Picture warm lighting and a chill atmosphere that gets those creative juices flowing. Inside our spacious and bookable Hushaccess.L booth, you can dive deep into your training materials without any distractions.
We've decked out our studio with all the latest gear to meet your needs. From top-of-the-line Shure SM7B microphones to the easy-to-use Rhodecaster Pro 2, everything's chosen to make sure your recordings sound amazing. Plus, our soundproofing tech keeps things quiet so you can focus.
But our studio isn't just a room—it's a place where you can try out different setups to suit your style. Whether you're running webinars, making screen recordings, doing two-person chats, or producing podcasts, we've got you covered.
And if you're itching to learn more about how everything works, our fifth module dives into the nitty-gritty of software and hardware. You'll pick up all the skills you need to make the most of our studio setup.
The HushPod Recording Studio isn't just about gear—it's about pushing the boundaries of education. Step inside and get ready to explore, create, and make your training dreams a reality. Welcome to a space where your ideas come alive. Welcome to the future of training in higher education. Welcome to the HushPod Recording Studio!

Module 1: Start Here :: An Introduction to our HushPod Recording Studio
Module 2: Webinar Hosting
Module 3: Screen Recording
Module 4: 2-Person Webinars
Module 5: Podcast Production
Module 6: Advanced Software and Hardware Components

Project Title: Motion Capture in Theatre - "Alter Ego"Project Leads: Brad Willcuts and Daniel Trego and Ryan Welsh





College/ Unit: Theatre





Elevator Pitch:Students wrote, voice acted, physically acted, motion capture acted, filmed and edited their own short filmed scenes using Motion Capture, Facial Capture and Augmented Reality. Inherently a complicated project, the student took the lead and created their own scene where they would act as themselves and as their alter ego. The alter ego character was captured with the MC suits and facial capture gear and them moved into Augmented Reality applications on their phones and recorded for later editing. From inception to performance, the students were in complete charge of their creative projects all the while learning brand new acting applications with modern technology. Team Bios: Brad and Ryan co-taught the New Media Laboratory class alongside Daniel Trego. Brad is Associate Professor of Musical Theatre and Choreography, Ryan is Assistant Professor of Media Acting and Daniel Trego is an Educational Media Design Specialist.What are some of the successes?

Previously:

In our last iteration we focused primarily on dance and movement. We would go only into the work that would help bring dancers and their body shapes into focus and into augmented reality, teaching with the MC suits versus real life and more.


Currently:

We have implemented the facial capture tools and combined them with the MC suits. So we have total body capture capability. Our capstone project was very difficult but ultimately very successful as the students were able to 1. write their own scenes 2. record their audio for both or multiple roles in their scene 3. capture the motion for both their "real selves" and their "alter ego" 4. merge the two audio recordings with the MC files. 5. using Augmented Reality, film B-roll to make a scene with themselves 6. ultimately edit this video into a final project. We really tested the students and made them work quite hard on a brand new project and they did exceedingly well. This was a major success from our standpoint and with our work in Catalyst again, we now know how to streamline it and make it more accessible and manageable.



What are some of the challenges that you have experienced on this project?Time management has been an issue since the MC suits take time to put on and take off. Also, some of the hardware from the computers needs some faster processing and more streamlined capability for handling these large files and immediate synchronization. We are looking into building better computers and finding ways to teach the students how to run the hardware and software themselves. This ultimately would be the dream scenario: to make these amazing and creative tools completely facilitated and rentable by the students and for the students.