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iteachmsu Commons Release Notes V1.6.1

We worked on accessibility updates related to the following WCAG standards:
1.4.11 Non-Text Contrast (AA)
1.4.12 Text Spacing (AA)
1.4.13 Content on Hover or Focus (AA)
2.5.1 Pointer Gestures (A)
2.5.3 Label in Name (A)
2.5.5 Target Size (AAA)

Post tag searching
○ User can view tags in search results.
● Accessibility updates
○ Issues fixed related to the 1.4.13 Content on Hover or Focus
(AA)
■ Applied in Group details page, connections, changes
on Browse and Home pages, playlist creating pages,
primer creating pages, saved and Assignment pages
■ Issues fixed related to Links in user preferences
changed to dark colors on Home login page.
■ Focus and clickable actions and color changes when
hovered over.
■ Icon color changes with text when links hovered
○ 2.5.1 Pointer Gestures (A)
■ Applied to group creation page, Playlist creation
pages, primer creation and profile editing pages
■ Hoverable actions on cards and buttons to focus on a
specific item

If you have a research writing/information finding component in your class, the MSU Libraries Peer Research Assistant program is equipped to help. These undergraduate students can help their peers:

Plan for a research project (such as developing a search strategy)
Find information for research papers (like scholarly articles or books)
Evaluate information (is this paper scholarly?)
Understand citation styles and create citations (MLA, APA, etc.)
Get connected to library services

Appointments and walk in hours are available in Hubbard and the Main Library: https://libguides.lib.msu.edu/engage

Good morning! I'm today's AMA Host on Making/Using Videos. I believe adding videos to any course (online or face-to-face) can provide students with a number of benefits. Videos can often provide deeper connections to course content, inspire and engage students, and put more autonomy into the hands of learners. The key becomes making videos effective, efficient, and adaptable. I have lots of tips that I've learned from so many experts on campus. Looking forward to your questions, your own suggestions, and any advice we can all use.

"Many people experience a traumatic event during their lifetime. Over the course of the last few years, reports of mass violence and shootings have plagued the news. Although people are resilient and often bounce back after difficult times, these events nearly always interrupt our sense of order and safety. The impact often extends to individuals who live far outside of the affected area with no personal connections to the event. This is especially true when the event is human caused with the intent of harming others. The following resources are taken from the American Counseling Association (ACA) to cope with the aftermath of a shooting."

You can access "Coping in the Aftermath of a Shooting" shared with MSU by Lyra Health via the 1-page PDF attached below.

ASK ME ANYTHING - Kristen Mapes - Building your digital presence and website development

There are many ways to cultivate your digital presence as a scholar, and it often comes down to making decisions about what audience you are trying to reach and what activity will be manageable for you now and moving forward. In my work, I lead an 8-week long Digital Fellows program that works with faculty, staff, and graduate students to strategically develop their digital presence based around their own professional goals. I can speak to the Domains Initiative at MSU, which provides server space and website creation support, as well as to the brand-new MSU Commons, a social network and open access platform that connects MSU scholars with a wider community of over 23,000 scholars from around the world, and which also serves as MSU's institutional repository for open access materials.

Example Basic Needs Syllabus Statement

Any student in this class who experiences difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in our course, is urged to contact an academic advisor for support. You may also contact the MSU Student Food Bank (http://foodbank.msu.edu) for help getting access to healthy foods. Furthermore, if you are experiencing any other challenges with basic needs, you may also notify me, and I will work to connect you with any further resources that I have access to.

The above is an example of a basic needs statement that you can include in your syllabus, from an actual course, using language developed from an MSU Basic Needs & Advising Workshop. The CTLI is working on a template Basic Needs statement for our syllabus resources playlist https://iteach.msu.edu/pathways/364/playlist and I'll update this post once it's available.

Tried a new discussion with my 200-level course on the first day! Brief explanation about what generative AI is and asked - "Is it better to be a robot or a human? Why?" After lots of responses about emotional connection, empathy, and outlets for our personal experiences, I asked, "How do you plan to bring your human-ness to our class?" They talked about wanting to hear others' personal experiences, perspectives, and ideas about solving social problems. They want to show empathy for their peers and they want to receive it. Part of my syllabus AI policy reads, "The use of AI robs us all of the opportunity to learn from our human experiences and from each other, to play with our creative freedoms, to problem-solve, and to contribute our ideas in authentic ways. In a nutshell, college is a place for learning and critical thinking. AI simply cannot do that learning for us. Use of AI (like ChatGPT) to complete any class assignment is considered academic misconduct in this class." I used the discussion as a way for them to do this rationalizing for themselves.

Assessment in my class includes weekly quizzes (which could pretty easily be answered with AI; just meant to be a concept check) and semester-long project-based skills development assignments.