We found 183 results that contain "experiential learning"
Posted on: Making learning fun with H5P
Posted by
about 1 year ago
https://h5p.org/h5p-webinars-2024 Lots of new H5P Webinars available in 2024 to learn more about the latest features!
Posted on: GenAI & Education
Posted by
almost 2 years ago
just another dave… ‘learning consumes failure & poops out success’
Assessing Learning
Posted on: #iteachmsu
Posted by
over 1 year ago
The more educators can treat students as professional learners by providing them with reliable, timely, and accurate information about their progress in a course, the more likely it is that students will persist, thrive, and ultimately succeed in their educational journey.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
Posted on: #iteachmsu
Posted by
over 4 years ago
Check out my highlights on what I learned from Gary Roloff from Fisheries & Wildlife:
𝟏 critical thinking, synthesis of ideas & information, acquisition of contextual knowledge, and informed judgment results in empowered, confident decision making in students
✌🏽 teaching philosophies change over time. focusing on contextual knowledge teaches “clear answers” which is not the same as making informed arguments and decisions using that knowledge
💡connecting students to local and agency partners is a highlight for students & builds professional networks
🌪challenges: "if we fail to recognize and adjust our content and delivery to appeal to diverse learning styles we are not being fair"
🔥hot take: changing from testing structures📝 to oral exams🎤 provides an opportunity for students to demonstrate knowledge and explain answers. More time consuming, but the payoff is worth it
#iteachmsu #educatorstories #thankaneducator
Check out the full article: https://iteach.msu.edu/iteachmsu/groups/doing-the-work-featured-educators/stories/1471
𝟏 critical thinking, synthesis of ideas & information, acquisition of contextual knowledge, and informed judgment results in empowered, confident decision making in students
✌🏽 teaching philosophies change over time. focusing on contextual knowledge teaches “clear answers” which is not the same as making informed arguments and decisions using that knowledge
💡connecting students to local and agency partners is a highlight for students & builds professional networks
🌪challenges: "if we fail to recognize and adjust our content and delivery to appeal to diverse learning styles we are not being fair"
🔥hot take: changing from testing structures📝 to oral exams🎤 provides an opportunity for students to demonstrate knowledge and explain answers. More time consuming, but the payoff is worth it
#iteachmsu #educatorstories #thankaneducator
Check out the full article: https://iteach.msu.edu/iteachmsu/groups/doing-the-work-featured-educators/stories/1471
Pedagogical Design
Posted on: #iteachmsu
Posted by
over 6 years ago
An online education shouldn't feel like a 2nd rate experience. In this video, you will discover ways that telepresence robots can be used to help remote learners have a physical presence in their hybrid classes.
Posted on: #iteachmsu
Posted by
over 4 years ago
MSU purchased a campus-wide pass, so all MSU Faculty, Staff and Students can attend next week's OLC Innovate virtual conference free of charge.
Registration instructions: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/1557
Sponsored by MSU IT and MSU Hub.
Registration instructions: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/1557
Sponsored by MSU IT and MSU Hub.
Posted on: GenAI & Education
Posted by
8 months ago
AI Commons Bulletin 1/15/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.
🧬 Use Case: A Structured Framework Requiring ChatGPT Use
Graduate students used ChatGPT for a project, following specific steps and justifying their choices. The assessment emphasized critical thinking. Students appreciated the structured framework, which helped them learn ChatGPT’s use and weaknesses effectively.
Learn More: https://doi.org/10.1080/0142159X.2024.2421997
🔍 Explore a Self-Directed Learning Bot
Did you know you can create a customized version of ChatGPT for your students? An example is LearnGuide, created to add self-directed learning to a problem-based learning (PBL) medical curriculum. Students learned as well as or better than those who did not use the tool.
Learn More: https://chatgpt.com/g/g-oZ8zdPaKp-learnguide
✏️ Writing Improved When Assisted by AI
Subjects wrote stories with ChatGPT-3’s assistance. Those who modified AI suggestions produced higher-quality, less biased writing than those who accepted or rejected them outright. Researchers attribute this to higher-order thinking during modification.
Learn More: https://doi.org/10.48550/arXiv.2412.07200
🚫 Why Academics Don’t Use AI
A survey of UK academics found half did not use AI tools in their work because:
They didn’t know how to use AI or if it was allowed
Ethical issues relating to how AI works
Lack of time and interest
They prefer to do work themselves
Reject AI as dehumanizing
AI is inaccurate and can’t be trusted
Learn More: https://doi.org/10.1007/s42438-024-00524-x
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Human-curated news about generative AI for Teaching and Learning in Higher Education.
🧬 Use Case: A Structured Framework Requiring ChatGPT Use
Graduate students used ChatGPT for a project, following specific steps and justifying their choices. The assessment emphasized critical thinking. Students appreciated the structured framework, which helped them learn ChatGPT’s use and weaknesses effectively.
Learn More: https://doi.org/10.1080/0142159X.2024.2421997
🔍 Explore a Self-Directed Learning Bot
Did you know you can create a customized version of ChatGPT for your students? An example is LearnGuide, created to add self-directed learning to a problem-based learning (PBL) medical curriculum. Students learned as well as or better than those who did not use the tool.
Learn More: https://chatgpt.com/g/g-oZ8zdPaKp-learnguide
✏️ Writing Improved When Assisted by AI
Subjects wrote stories with ChatGPT-3’s assistance. Those who modified AI suggestions produced higher-quality, less biased writing than those who accepted or rejected them outright. Researchers attribute this to higher-order thinking during modification.
Learn More: https://doi.org/10.48550/arXiv.2412.07200
🚫 Why Academics Don’t Use AI
A survey of UK academics found half did not use AI tools in their work because:
They didn’t know how to use AI or if it was allowed
Ethical issues relating to how AI works
Lack of time and interest
They prefer to do work themselves
Reject AI as dehumanizing
AI is inaccurate and can’t be trusted
Learn More: https://doi.org/10.1007/s42438-024-00524-x
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Posted on: GenAI & Education
Posted by
7 months ago
AI Commons Bulletin 2/24/2025
🚫 No More Guidance from USDE
Beyond the AI guidance for schools and the toolkits for educators and developers, the entire Office of Educational Technology website is gone. tech.ed.gov now directs to the USDE website.
Learn More: https://www.ed.gov/
📽️ Try This: Create AI Video for YouTube
Short videos can be useful tools for teaching something, or that students can use to demonstrate something. YouTube now offers tools to use AI to generate video based on a text prompt.
Learn More: https://www.cnet.com/tech/services-and-software/heres-how-you-can-create-ai-videos-in-youtube-shorts-thanks-to-google-veo/
🤔 AI Operator Can Take e-Learning Courses For You
OpenAI’s Operator tool can take an online course, which means it’s time to rethink asynchronous course design.
Learn More: https://benbetts.co.uk/the-fall-of-click-next-e-learning-what-operator-means-for-training/?ref=2ndbreakfast.audreywatters.com
✍️ Should We Invent New Words to Talk to AI?
Want a fresh way to discuss AI literacy? These authors argue we need new words—not just human vocabulary—to grasp AI. Encourage students to create neologisms for human concepts AI should learn or machine ideas we must understand. What might they invent?
Learn More: Hewitt, Geirhos, & Kim, (2025). We Can’t Understand AI Using our Existing Vocabulary.
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
🚫 No More Guidance from USDE
Beyond the AI guidance for schools and the toolkits for educators and developers, the entire Office of Educational Technology website is gone. tech.ed.gov now directs to the USDE website.
Learn More: https://www.ed.gov/
📽️ Try This: Create AI Video for YouTube
Short videos can be useful tools for teaching something, or that students can use to demonstrate something. YouTube now offers tools to use AI to generate video based on a text prompt.
Learn More: https://www.cnet.com/tech/services-and-software/heres-how-you-can-create-ai-videos-in-youtube-shorts-thanks-to-google-veo/
🤔 AI Operator Can Take e-Learning Courses For You
OpenAI’s Operator tool can take an online course, which means it’s time to rethink asynchronous course design.
Learn More: https://benbetts.co.uk/the-fall-of-click-next-e-learning-what-operator-means-for-training/?ref=2ndbreakfast.audreywatters.com
✍️ Should We Invent New Words to Talk to AI?
Want a fresh way to discuss AI literacy? These authors argue we need new words—not just human vocabulary—to grasp AI. Encourage students to create neologisms for human concepts AI should learn or machine ideas we must understand. What might they invent?
Learn More: Hewitt, Geirhos, & Kim, (2025). We Can’t Understand AI Using our Existing Vocabulary.
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).