We found 219 results that contain "video"

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Learning Objects and Resources
Research Basics Modules: libguides.lib.msu.edu/modules 
Topics include: deciding on a paper topic, evaluating information, dealing with uncertainty, learning when to cite, and more
 
Two Minute Tips: libguides.lib.msu.edu/twominutetips
Quick introductory videos about using different library systems. Can be helpful for students who are unfamiliar with how to use the library website. 
 
News Literacy: libguides.lib.msu.edu/newsliteracy
Resources and activities around evaluating news and other online information
 
Instruction Session Request: lib.msu.edu/about/libinstr/sessreq/
May be referred to the appropriate subject librarian. 
 
Subject Librarians
 
Course Guides: libguides.lib.msu.edu/courseguides
Guides created by subject librarians for specific courses, often in conjunction with one or more in-class sessions
 
Research Guides: libguides.lib.msu.edu/researchguides
Guides created by subject librarians that cover a specific topic or discipline. Often include where to find information, search strategies, etc. 
 
Contact a subject librarian: lib.msu.edu/contact/subjectlibrarian/
 
 

Photo by Glenn Carstens-Peters on Unsplash
 
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.

What are EASE Reports?
EASE (Enhancing Academic Success Early) Reports are a great way to provide students- and their advisors- feedback on how they are doing in your class. Instructors post students' current grades, attendance and engagement, and comments. The instructor chooses if the information is sent just to the advisors or to both students and advisors. I complete the reports during the third week, fourth week (prior to the last day to drop with a refund), halfway through the semester (before the last day to drop without a grade reported), and toward the end of the semester. 
How are EASE Reports Completed?
EASE reports are completed on the Registrar's website. There are two options for posting them: entering grades and comments individually for each student in an online form or uploading a file. Uploading a file is the most efficient way to provide feedback for large classes because information can be quickly copied and pasted for multiple students. This way, you can provide feedback to every student. The tutorial below describes 1) how to download a student list EASE report template from the Registrar's website, 2) how to export grades from D2L, 3) how to combine the student list file and the D2L file, 4) tips and tricks to consider while working on the file, and 5) how to edit and upload the final file for an EASE Report upload to the registrar's website.

Notes to Consider
Make sure to upload it as a CSV.D2L calculates the final grade. Just note that if you have any drops already set up in your gradebook, that it will adjust the grade for those drops. Because of this, when I complete reports at the beginning of the semester, I manually calculate the grade so that drops are not set up. This way, they have a more accurate reflection of how they are doing in the course. Then I add a comment to anyone with a grade below 4.0 that their grade on D2L may be higher than what is reported here because the lowest grade for select assignments is dropped. In the video, I mentioned an equation that I use to check that the D2L and the EASE student list files match. Make sure to delete the demo students from the D2L list and put them both in order by NetID/email. Here is the equation: =if(G2=O2,1) You may need to change "G" and "O" depending on your columns. In my example, the MSU Net ID is in the G column of the file and the Email from D2L is in the O column of the file.I briefly went over the different columns in the EASE report file. Here is a description of each one (do not change the heading of any of the columns):

The first several columns contain information that you do not change:

Term_Code: semester roster
Subj_Code: the subject of your course
Crse_Code: the course code
Sctn_Code: the section number
Student_ID: students' PIDs
Student_Name: last name, first name of each student
MSUNet_ID: The student's Net_ID; the first part of their email address
Require: Does the student require an EASE report? There will be a "yes" for each student that requires an EASE report and nothing entered for those that do not. Try to complete a report for more than just those that require one.


You enter information for the next several columns:

Grade: Enter a grade for each student (0, 1, 1.5, 2, 2.5, 3, 3.5, 4). One easy way to calculate this is to add a percentage grade column from D2L and then put it in order of percentage (make sure to delete this extra column before uploading the file).
Attendance: enter "yes," "intermittent," or "no." If needed, add any clarifications to the comments column.
Engagement: enter "yes," "intermittent," or "no." If needed, add any clarifications to the comments column.
MeasuresDoNotApply: enter "yes" if the measures "grade," "attendance," and "engagement" do not apply to your course or for that student.
Comments: This is where you type useful feedback to the student's advisor and the student, if applicable. Try to be as specific as possible. Consider having a separate document of feedback that you can copy and paste from each semester.
ShareComments: Enter "yes" if you want students to also see the comments that you provided.



Additional information is provided on the EASE report file upload page on the registrar's website.

Designing Your Course
 
The semester will begin soon, and we’re sure you’re busy prepping your course. This design work before the beginning of the semester is an essential part of overall student learning and provides a framework you can respond to as you gather assessment evidence across the semester. As you are designing this week, we want to provide some guidance by sharing “backward design” principles from our Preparing Future Faculty for the Assessment of Student Learning (PFF-ASL) Institute. We’ve found these principles extremely helpful for making sure student learning is always in focus and all elements of our courses are aligned toward our learning outcomes.
 
Designing Your Course “Backward”
 
Initially introduced by Wiggins and McTighe (1998), “backward design” for curriculum involves building your course from end-of-course learning outcomes, through evidence you’ll gather out of assessments, and finally to the instructional activities students will engage in to help them learn towards readiness for assessments and meeting learning outcomes. In this video, Dr. Cori Fata-Hartley further outlines essential steps of backward design: 
 

 
Using Dr. Fata-Hartley’s outlining of backward design principles as our guide, here are four questions to help you this week as you’re designing your course:
 
1) What Do You Hope Students Know and Are Able to Do?: This question can help anchor your creation of learning outcomes. We’ve found “Students Will Be Able To” (SWBAT) as a helpful lead-in statement to direct the writing of our learning outcomes. And remember, your learning outcomes should be observable (and thus assessable), which leads to question # two.
 
2) What Assessment Evidence Will You Gather?: Answering this question allows you to think about how you’ll know if students have met course learning outcomes. Assessments provide the necessary evidence of learning out of which you can make decisions about where you and students are along the way to meeting learning outcomes. 
3) What Learning Experiences Will You Provide for Students?: The learning experiences you plan across your course builds towards the assessments students will do towards learning outcomes. What will students and you engage in at each step along the way? How do these steps lead towards assessments and learning outcomes?
 
4) Is Your Course Design Aligned?: Tracing across your answers to the previous three questions, you can begin to see whether your course design is aligned. This can allow you to make the necessary revisions towards best alignment and student learning, and keep elements that are already working. This alignment work is a constant process across–and even after–your course as students respond to your design.
 
Resources
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, Va: Association for Supervision & Curriculum Development.
 

Dive deeper into the intricate world of software and hardware components with our Advanced Module. In this supplementary resource, you'll explore the inner workings of the tools and technologies used in the HushPod Recording Studio, gaining a deeper understanding of how to optimize your workflow and maximize your creative potential. Whether you're fine-tuning audio settings or mastering advanced editing techniques, this module equips you with the knowledge and skills needed to take your recordings to the next level. One key pro-tip is to know the difference between the mute and the solo buttons on the Telecaster Pro II. The mute buttons are basically straightforward, but the tricky ones that can get you if you aren’t careful are those solo buttons. They can be useful if you are a producer controlling a recording in real time and need to solo the feed of one particular microphone, but for most people, I recommend to just avoid using the solo buttons entirely as it can turn off every other microphone and feed with little indication of why that is happening or how that is happening.
What You Can Explore Further on YouTube from Here:

Fine-Tuning Your Sound: Ever wanted to be an audio wizard? Now's your chance! Learn how to tweak settings like equalization, compression, and noise reduction to make your recordings sound pro-grade. We'll delve into the guts of Audacity, GarageBand, and Logic Pro, showing you how to sculpt your sound to perfection.
Mastering Advanced Editing: Ready to take your editing skills up a notch? We'll show you how! Dive into Camtasia and OBS to learn advanced techniques like seamless transitions, precise cuts, and fancy effects. With these tools in your arsenal, you'll be creating content that wows your audience in no time.
Optimizing Your Workflow: Time is money, right? Learn how to make every minute count! Discover hacks and shortcuts to streamline your recording process using software features and custom setups. Whether you're a keyboard shortcut ninja or a template guru, we'll help you work smarter, not harder.

Why It Matters:
In the fast-paced world of content creation, knowing your tools inside and out is the key to success. By mastering advanced techniques in software like Camtasia, Audacity, GarageBand, Logic Pro, and OBS, you'll be able to create top-notch recordings that stand out from the crowd. Plus, you'll save time and effort along the way!
Ready to Level Up?
Whether you're a seasoned pro or just starting out, the Advanced Module in our HushPod Recording Studio has something for everyone. So grab your favorite beverage, fire up your computer, and let's dive into the exciting world of advanced audio and video production together. Get ready to unleash your creativity and take your recordings to the next level! Go to YouTube and search specific things you would like to learn about regarding the gear you are using here in the HushPod. Happy learnings!
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Location and Map 
All in person sessions on May 10th are taking place at STEM Teaching and Learning Facility [642 Red Cedar Rd, East Lansing, MI 48824]. A map is attached to this email with rooms, presentation times and corresponding topics.  
 
Parking Information 
Parking on-campus will operate as normal. If you have an employee permit, you can park in all designated employee parking spaces. If you do not have an employee permit, you can purchase a virtual daily parking pass for $10 at permits.police.msu.edu or park in pay-by-plate lots and metered spots for $2/hour. If you have any questions regarding parking, contact the MSU Parking Services at (517) 355-2221 or email info@police.msu.edu within their operation hours Mon-Fri 8am-4pm. 
MSU Spot On app can help make parking at pay-by-plate locations easier. Enter your information in the app ahead of time. 
 
Check-In 
The Registration Desk (located at the entrance to the STEM building), will be open from 8:15 AM to 9:00 AM on Wednesday, May 10th. Attendees will find their name tags pre-printed at this station along with your welcome package.  
We invite you to connect with colleagues during our breakfast and coffee hour prior to the Keynote Session at 9 AM. 
Beverages and Meals 

Continental breakfast will be provided by MSU bakers along with coffee and water throughout the allotted time for registration. 
Lunch will be provided by Woody’s Oasis during our mid-day lunch/awards. If you have dietary restrictions and did not indicate them on your registration, please contact teaching@msu.edu as soon as possible.  
A mid-afternoon snack will also be provided between sessions.  

Special Accommodations 
If you have any special accommodations and did not note them when you registered, please email teaching@msu.edu with any arrangements you may require. 
If you cannot attend for any reason, please let us know. Space is limited and we want to allow the opportunity for others to participate in the in-person day if you are unable. 
Photography Statement 
Michigan State University staff may photograph, record, or otherwise document this event. Multimedia content gathered from this event may be published on MSU social media, websites, and other platforms. By participating in this event, you acknowledge and agree that the audio, video, film and/or print images may be edited, duplicated, distributed, reproduced, reformatted, and/or translated into other languages in any manner without payment of fees, in perpetuity. If your likeness is to be used for commercial purposes (paid advertising and print materials), you will be contacted to sign a release prior to use. 

The following is extracted from https://help.d2l.msu.edu/msu-docs/other-tools-at-msu/piazza.  Please follow that link for more or updated information
Piazza is currently a supported MSU tool for faculty to efficiently manage class Q&A. Students can post questions and collaborate to edit responses to these questions. Faculty can also answer questions, endorse student answers, and edit or delete any posted content. It aims to get high-quality answers to questions, fast. Piazza is integrated into D2L as an LTI tool.
To add Piazza to your course, follow the steps below:

Select the Contenttab
Within a module, use theExisting Activities dropdown menu
Select External Learning Tools
Click on Piazza

Below are a few examples of how you might use Piazza in your D2L Course:

Ask questions!Ask questions on Piazza rather than emailing your instructor and TAs so everyone can benefit from the response.
Edit questions and answers wiki-style.Think of Piazza as a Q&A wiki for your class. Every question has a single students' answer that students can edit collectively (and a single instructors’ answer for instructors).
Add follow-up comments or further questions.To comment on a post, start a followup discussion. Mark it resolved when the issue has been addressed, and add any relevant information back to the Q&A area.
Go anonymous.Shy? No problem. If your instructor has enabled the setting, you may be able to post anonymously.
Tag your posts. It's far more convenient to find all posts about your topic when the posts are tagged. Instructors can create folders. Click on a folder, or blue tag in a post, to filter all posts that share that tag.
Format code and equations.Adding a code snippet? Click the pre or tt button in the question editor to add pre-formatted or inline teletype text. Mathematical equation? Click the Fx button to access the LaTeX editor to build a nicely formatted equation.
View and download class details and resources. Click the Course Page button in the top bar to access the class syllabus, staff contact information, office hour details, and course resources.

Advantages:

Free Q&A discussion tool that works in real-time. Ideal for large enrollments or combined discussions across sections.
Searchable, student driven, and instructor controlled. Allows for private and/or anonymous posts, linking to existing posts, and marking questions as duplicates for merging together.
Integrated into D2L, and works on desktop or mobile devices (iOS and Android).
Community managed questions and answers: Great for student-to-student collaboration, problem solving, and exploration.

Disadvantages:

Not integrated into the D2L Gradebook.
Designed to create one PiazzaQ&A discussion per course, per semester.
Community managed questions and answers: If your discussions tend to be independent activities or graded, D2L Discussions may be a better option.

Piazza prompts users to create a separate password to initiate their account. This password allows users to login to the MSU Piazza account outside of D2L and with the Piazza Mobile App.
See Piazza Quick Steps for setup and management tips.
Looking for additional help? Check out Piazza video tutorials and quick start guide at the links below:

Piazza Quick Start Guide
How-To Videos 

For further support, contact Piazza or the MSU IT Service Desk.
 

MSU's public commitments include a commitment to providing accessible, usable, and aesthetically pleasing websites. “The MSU Web Accessibility Policy defines the accessibility requirements for university web pages and web content. The current Technical Guidelines require that pages meet Web Content Accessibility Guidelines (WCAG) 2.0 at Conformance Level AA.”
For all things digital accessibility at Michigan State, webaccess.msu.edu is the place to go! On the Course Accessibility page, educators can find a series of tutorials for “ensuring your content is usable to the greatest extent possible by all users” including this Basic Accessibility Checklist. If you’re looking for a place to start this is it. You can also learn how to create accessible Microsoft Word Documents, PowerPoint presentations, and PDFs. The webaccess.msu.edu Course Accessibility page, can walk you through key components of audio and video accessibility (namely captioning) and point you to “how to’s” on creating stable links to Library Resources (more accessible than scanned PDFs), setting special access in D2L, creating accessible equations, and more! Check out the Course Accessibility page!
Do you use D2L/Brightspace as the learning management system in your course? (If you need a reason to start using D2L, this is a good one!) Spartan Ally is a D2L/Brightspace integration that automatically scans course content for common accessibility issues and provides feedback to help faculty gauge the overall accessibility of their course, along with step-by-step guidance for fixing issues that may affect student access to content. The Spartan Ally page will lead you through all the things you need to know to optimize your use of this integrated service to promote accessibility and student success by improving course content. “Ally helps make your course experiences more accessible by providing:

On-demand alternative formats of common file types for all learners.
Instructor-specific reporting and feedback to help improve content accessibility and usability.
Institution-wide reporting to help gauge ADA-compliance and to provide metrics for identifying training and support opportunities.

If you can’t find what you need on webaccess.msu.edu, another place for digital accessibility support is the MSU IT team themselves. While webaccess.msu.edu is maintained through IT, they can also provide Information about getting connected to your local Web Accessibility Policy Liaison within your college or department. They offer consultations on Spartan Ally, can review crouse materials for accessibility with an instructional designer, and have published a new Digital Accessibility Support Cookbook! If you can’t find what you need at the MSU IT Accessibility page, you can always email them at webaccess@msu.edu. 
A final note… Accessibility isn’t only about digital accessibility. Michigan State University is committed to providing equal opportunity for full participation in programs, services, and activities. The MSU Resource Center for Persons with Disabilities (RCPD) has compiled resources that promote and advance accessibility across campus including items related to mobility aids & equipment, assistive listening devices, all gender and accessible restrooms, MSU transportation and parking, and snow removal. RCPD also maintains an online suggestion box for architectural accessibility suggestions and universal design improvements.Photo by Elizabeth Woolner on Unsplash