We found 18 results that contain "facilitation"

Want to gain experience sharing your work with a wider audience? This workshop is designed to help you describe your research project in three minutes using only a single Powerpoint slide. Participants will also gain experience providing helpful feedback to others on their presentation skills. The Translating Your Thesis to the World workshop, facilitated by Lauren Collier-Spruel, is now live! Check it out on MSU MediaSpace here: https://mediaspace.msu.edu/media/Translating+Your+Thesis+to+the+World/1_8ve9tomp

Recorded Webinar on Generative AI and Teaching at MSU:
Event: An Introduction to Teaching and Generative AI
Facilitators: Stephen Thomas, Jeremy Van hof, and Jake Kasper

https://mediaspace.msu.edu/media/Introduction+to+teaching+with+generative+AI/1_7sww2tmu link

Part 1
The first hour will be focused on general concepts and implications of generative AI (genAI) to your current course. This workshop will introduce you to the concept of genAI and Large Language Models (LLM). We will look at what can be done with them, how students might use them, and how you might think about them in your classroom. You will be given a chance to reflect and discuss how these tools might interact with your assignment prompts and how you might think about your assessment structure.

Part 2
The second hour will be more open for exploration of tools and specific examples of curriculum. Examples will be given for incorporating genAI into disciplinary objectives and what additional genAI skills might be added to course goals. As part of this discussion, we can examine three genAI tools: ChatGPT, Midjourney, and Khanmigo.

For more genAI resources from across campus, visit: https://edli.commons.msu.edu/2023/08/16/generative-ai-resources-msu/

Digital Collaborative Learning for the 21st Century

Co-Facilitators
Stokes Schwartz, Center for Integrative Studies in the Arts and Humanities (CISAH), stokessc@msu.edu

Marohang Limbu, Department of Writing, Rhetoric, and American Cultures (WRAC), limbu@msu.edu

Our learning community will examine the increasing importance of digital collaborative learning for 21st-century learners, student success, and a smooth transition to global digital ecology/economy after graduation. Related pedagogical activities will include how we might utilize digital collaborative learning to a greater degree in our courses for other leading-edge pedagogical intentions. Beside the OFASD website, we will publicize our community via email at the start of the 2022-2023AY in August and September and invite interested parties to join us.

First Meeting: Friday, September 30, 2022 at 10 am for approximately 90 minutes. Upcoming meeting days/times TBA according to participant needs or preferences where possible

Recurring Zoom Meeting: https://msu.zoom.us/j/94545089588

Meeting ID: 945 4508 9588
Passcode: 851121

All who are interested in digital, collaborative, multimodal learning, and the use of technologies to enhance teaching are welcome, especially graduate students and new faculty who are interested in eventually publishing work that develops based on their participation in this learning community.

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.

My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.

Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.

But there might be another way.

In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.

For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.

For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:

1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.

2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.

3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.


Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.

Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:

Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic

Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) a Digital Flipbook OR Podcast

Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) an Interactive E-Poster OR Digital Scrapbook.

Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.

If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.

Takk skal dere ha!

Are you an active leader in an organization, club, or in your community? In this workshop, you will learn how to leverage your service experience to transferable skills to add to your CV or Resume.

The Leveraging your Membership workshop, facilitated by Chastity Gaither, is now live! Check it out on MSU MediaSpace here: https://mediaspace.msu.edu/media/Leveraging+your+membership/1_sb2ekx5f

Hi folks! We're excited for our discussion of Ch. 5 and 6 of the Quaye, Harper, and Pendakur text. Stacia has graciously volunteered to serve as our facilitator for this discussion; you can scroll down in the Feed to see the notes and questions she's uploaded. Alternately, I should point out that you can always see the running list of meeting agendas in the "Logistics" section of the Playlists tab; you should be able to see Stacia's material there too.

I also want to send out a word of welcome to Joyce Meier, who joined the group sometime after our last discussion. Joyce, the MSU Library has digital copies of the QHP book we're working through together available. You can check out the proposed reading schedule (if you haven't already) in the aforementioned Logistics Playlist.

See everyone Friday!
- G

Hi folks!

You should see an email going out about this workshop shortly, but I wanted to post some details here as well. On Friday, October 14, from 10-11:30 am, Piril Atabay and I will be facilitating a workshop focusing on the Universal Design for Learning (UDL) framework and the role it plays in IAH general education classes. We'll be running this event with attendance options for in-person (Linton Hall Room 120) and Zoom (details below), and the meeting will be recorded and posted to this iteach page for folks to refer to later.

I've attached the flyer for this event below, as well as an RSVP link and the Zoom credentials for anyone who will be logging in from home. If you have any questions, please feel free to reach out to Piril (atabaypi@msu.edu) or myself (sabogart@msu.edu); otherwise, we hope to see you on the 14th!

- GJS

RSVP: https://forms.gle/jCtGZyQiTtJFCC6p9
Zoom link: https://msu.zoom.us/j/94995585197?pwd=dkFWRWtrYVR4N096QWxFbDJxd1V1Zz09

Meeting ID: 949 9558 5197
Passcode: IAH!