We found 24 results that contain "feedback"

Your feedback on this workshop is anonymous and appreciated!

https://forms.gle/3aDeAeMLqZkQg5Wm7

Tips for Students: Giving useful feedback
Instructors can include a link to this post or download this resource to include with their mid-semester survey introduction correspondence to students.

MSU's new Center for Teaching and Learning Innovation is surveying faculty educators about your needs and expectations for the new teaching center. Any faculty member or educator in another campus role can complete this brief survey by May 6th. https://msu.co1.qualtrics.com/jfe/form/SV_cSYf5dmcxVzLlFc

AI Commons Bulletin 1/13/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

😮 Word of the Day: “AI-giarism”
“The unethical practice of using artificial intelligence technologies, particularly generative language models, to generate content that is plagiarized either from original human-authored work or directly from AI-generated content, without appropriate acknowledgement of the original sources or AI’s contribution.” (Chan, 2024)
Learn More: https://doi.org/10.1007/s10639-024-13151-7

💚 H-Net Hosts 2025 AI Symposium: Fear, Faith, and Praxis: Artificial Intelligence in the Humanities and Social Sciences
This year’s theme, “Fear, Faith, and Praxis: Artificial Intelligence, Humanities, and Social Sciences,” focuses on student-centered approaches to the use of AI in pedagogical practice and reassessing previous assumptions about AI. This two-day event will be held on MSU’s campus on Feb 20-21, 2025, and available via live stream on the H-Net Commons.
Learn More: https://networks.h-net.org/2025-ai-symposium

💬 Try This: Use AI to Make Peer Feedback More Effective
Use this prompt: ‘‘I teach a university class where students work on teams for the semester. You are my assistant, who is going to help me provide formative feedback to my students. I collect peer comments periodically throughout out the semester, and I would like you to summarize the comments into a performance feedback review in a way that is constructive and actionable. Additionally, the students assess themselves and I would like you to compare their responses to the peer feedback. The output should be in the form of a letter, and please exclude anything that is inappropriate for the workplace.’’ [If there are less than 2 comments for a student, please provide generic feedback only.]
Learn More: https://www.ijee.ie/1atestissues/Vol40-5/02_ijee4488.pdf

🫥 AI’s That Can Read Your Student’s Emotions
Google wants its AI bots to read emotions. Critics point out the dangers from misclassifying user behaviors. AND recent research suggests the science of “universal emotions” is culturally biased.
Learn More: https://techcrunch.com/2024/12/05/google-says-its-new-open-models-can-identify-emotions-and-that-has-experts-worried/

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”).

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”).

AI Commons Bulletin 1/6/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

💚 Try This: Create Examples for Critical Analysis
Students can use AI to create an example “in the style of” something, and then evaluate the result. For example, Dickens scholar Dan Doughtery offers: “Write a story about a young man falling in love in the style of Charles Dickens’ novel David Copperfield” (Dougherty).

Learn More: https://bowiestate.edu/academics/colleges/college-of-arts-and-sciences/departments/language-literature-and-cultural-studies/ceamag/ceamar-journal-2024.pdf#page=38

🔮 Crystal Ball: “Digital Twins”
Watch for this in the next year: virtual models of a specific object, person or system updated using real-time data. Imagine it as a tool for the ultimate personalized learning system.

Learn More: https://www.ibm.com/think/topics/digital-twin

ℹ️ Students See Feedback from a “Calibrated” AI as Helpful
In this example, instructors augmented a general AI tool with research from their discipline and works from previous students (both = 35 million words). Then instructors had the AI tool give feedback on student assignments. The students loved it.

Learn More: (Numerous theories here – skip to page 17 for results). Zapata, G. C., Saini, A., Tzirides, A. -O. (Olnacy), Cope, W., & Kalantzis, M. (2024). The Role of Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory. Ubiquitious Learning: An International Journal, 18(2), 1-30. https://cgscholar.com/bookstore/works/the-role-of-ai-feedback-in-university-students-learning-experiences

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”).

MULTIMODAL BLENDED EVENTS HANDBOOK

Ever wish you had some guidelines and references to tap into when planning a hybrid or virtual event? Well, now it's available! Check out the new Multimodal Blended Events Handbook from The Hub! The handbook includes several topics and reference points to help optimize and execute the best event planning possible. Looking forward to your feedback on the document.

Here is a very handy guide, based on Bloom's Taxonomy, for helping students think about their coursework: https://www.teachthought.com/learning/metacognitive-prompts-to-help-students-reflect-on-their-learning/

In my planned weekly feedback (copy and paste) to students on their 10 short written reflections (low-risk), I include a prompt based on questions developed by The Foundation for Critical Thinking, and one based on these metacognitive prompts shared through the link above.

My intent is twofold:

1) To get students to look again at their work and foster further thought about what they have written on the specific course material for a given week;

2) To encourage students to think about their approach to coursework and concrete steps they can take to improve their learning.


We'll see how well this works. "Kryss fingrane!" (cross your fingers) as they say in Norway.

Hi folks -

Thanks to everyone who attended our faculty kickoff on Friday! I've posted a link to the meeting recording below, as promised. I've also included links to the kickoff feedback form and survey for fall professional development interests/preferences. If you could take a few minutes to fill either (or ideally both) out, it would be greatly appreciated!

Kickoff recording: https://mediaspace.msu.edu/media/IAH+Fall+2023+Faculty+Kickoff/1_gkwfi7eo
Kickoff feedback: https://forms.gle/cXjVv1B5ju3675kr8
Fall programming preferences: https://forms.gle/1h2Z1UjdozcnDE6z6