We found 31 results that contain "hybrid tech cart"
Posted on: New Technologies
Posted by
about 5 years ago
Are you looking for locations for the Hybrid Technology Classrooms? Check out this link: https://remote.msu.edu/teaching/hybrid-support.html#what-is-hybrid
Posted on: #iteachmsu
Posted by
over 3 years ago
Have just finished putting the final touches on the first episode in a new podcast series -- created using Audacity and AnchorFM -- that is intended to support the learning of students in my face-to-face, hybrid, and online courses from Fall 2022. . . WSTKS-FM Worldwide: Podcasts for Digital Collaborative Learning in the 21st Century. Here is a link for anyone who might find this of interest: https://www.youtube.com/watch?v=01UohhFXXCI
Additional interesting apps for creating podcasts that are worth exploring further include:
RiversideFM -- https://riverside.fm/
Soundtrap -- https://www.soundtrap.com/
Headliner -- https://make.headliner.app/create
How to Start a Podcsat -- https://www.thepodcasthost.com/planning/how-to-start-a-podcast/
New Ed Tech Classroom YouTube Channel (Lots of cools stuff, including information on creating podcasts for and by students -- https://www.youtube.com/channel/UCd6vizTYlSgpR6zJ8j5KiyA
Additional interesting apps for creating podcasts that are worth exploring further include:
RiversideFM -- https://riverside.fm/
Soundtrap -- https://www.soundtrap.com/
Headliner -- https://make.headliner.app/create
How to Start a Podcsat -- https://www.thepodcasthost.com/planning/how-to-start-a-podcast/
New Ed Tech Classroom YouTube Channel (Lots of cools stuff, including information on creating podcasts for and by students -- https://www.youtube.com/channel/UCd6vizTYlSgpR6zJ8j5KiyA
Pedagogical Design
Posted on: GenAI & Education
Posted by
7 months ago
AI Commons Bulletin 2/26/2025
🆚 AI in Qualitative Research: ChatGPT vs. Human Coders
An MSU study examined ChatGPT’s role in qualitative data analysis, comparing AI-augmented and human coding of hotel guest experiences. AI-generated themes aligned with human-coded ones but missed social interactions and safety concerns. A hybrid approach—AI for initial coding with human refinement—balances efficiency and analytical rigor.
Learn More: Sun, H., Kim, M., Kim, S., & Choi, L. (2025). A methodological exploration of generative artificial intelligence (AI) for efficient qualitative analysis on hotel guests’ delightful experiences. International Journal of Hospitality Management, 124, 103974.
🤔 VR Tool with AI Increased Student Learning and Reflection
This empirical study found that students interacting with a VR course tutor increased focus and reflection and were more likely to ask questions, “Within the dialogue with the AI virtual tutor, learners most frequently engaged in discourse centered around collaboratively building on ideas.”
Learn More: Chu, X. et al. Enhancing the flipped classroom model with generative AI and Metaverse technologies. Ed Tech Res Dev (2025).
🧠 Use LLM Prompting to Teach Computational Thinking
Many fields consider computational thinking (CT) to be essential. Hsu (2025) details how to teach this skill using LLM prompting. Also includes interesting ideas for incorporating prompting in a deeper way: meaningful, social prompting, or learner directed prompting
Learn More: Hsu, HP. From Programming to Prompting. TechTrends (2025).
🧭 AI Guidelines at Major Universities are Pretty Predictable
A content analysis of AI guidelines at the top 50 USNWR-ranked institutions reveals key themes: AI use is allowed but must not involve plagiarism or unauthorized assistance, instructors should clearly define AI expectations, and users must follow privacy guidelines by avoiding sharing sensitive or confidential information.
Learn More: Alba et al (2025) ChatGPT Comes to Campus. SIGSCE TS.
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 in Qualitative Research: ChatGPT vs. Human Coders
An MSU study examined ChatGPT’s role in qualitative data analysis, comparing AI-augmented and human coding of hotel guest experiences. AI-generated themes aligned with human-coded ones but missed social interactions and safety concerns. A hybrid approach—AI for initial coding with human refinement—balances efficiency and analytical rigor.
Learn More: Sun, H., Kim, M., Kim, S., & Choi, L. (2025). A methodological exploration of generative artificial intelligence (AI) for efficient qualitative analysis on hotel guests’ delightful experiences. International Journal of Hospitality Management, 124, 103974.
🤔 VR Tool with AI Increased Student Learning and Reflection
This empirical study found that students interacting with a VR course tutor increased focus and reflection and were more likely to ask questions, “Within the dialogue with the AI virtual tutor, learners most frequently engaged in discourse centered around collaboratively building on ideas.”
Learn More: Chu, X. et al. Enhancing the flipped classroom model with generative AI and Metaverse technologies. Ed Tech Res Dev (2025).
🧠 Use LLM Prompting to Teach Computational Thinking
Many fields consider computational thinking (CT) to be essential. Hsu (2025) details how to teach this skill using LLM prompting. Also includes interesting ideas for incorporating prompting in a deeper way: meaningful, social prompting, or learner directed prompting
Learn More: Hsu, HP. From Programming to Prompting. TechTrends (2025).
🧭 AI Guidelines at Major Universities are Pretty Predictable
A content analysis of AI guidelines at the top 50 USNWR-ranked institutions reveals key themes: AI use is allowed but must not involve plagiarism or unauthorized assistance, instructors should clearly define AI expectations, and users must follow privacy guidelines by avoiding sharing sensitive or confidential information.
Learn More: Alba et al (2025) ChatGPT Comes to Campus. SIGSCE TS.
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: #iteachmsu
Posted by
over 4 years ago
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.
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.
Posted on: Reading Group for Student Engagement and Success
Posted by
over 3 years ago
A couple of resources I want to share:
Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction 3rd Edition
by Robert F. Mager (cheap used versions available)
I've only begun digging through this, and I am hoping it will help me to clarify and target the kind of thinking I would like to promote in my teaching:
The Rationality Quotient: Toward a Test of Rational Thinking. Stanovich, West and Toplak
'Smart people do foolish things because intelligence is not the same as the capacity for rational thinking. The Rationality Quotient explains that these two traits, often (and incorrectly) thought of as one, refer to different cognitive functions. The standard IQ test...doesn't measure any of the broad components of rationality—adaptive responding, good judgment, and good decision making. The authors show that rational thinking, like intelligence, is a measurable cognitive competence....[T]hey present the first prototype for an assessment of rational thinking analogous to the IQ test: the CART (Comprehensive Assessment of Rational Thinking).
Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction 3rd Edition
by Robert F. Mager (cheap used versions available)
I've only begun digging through this, and I am hoping it will help me to clarify and target the kind of thinking I would like to promote in my teaching:
The Rationality Quotient: Toward a Test of Rational Thinking. Stanovich, West and Toplak
'Smart people do foolish things because intelligence is not the same as the capacity for rational thinking. The Rationality Quotient explains that these two traits, often (and incorrectly) thought of as one, refer to different cognitive functions. The standard IQ test...doesn't measure any of the broad components of rationality—adaptive responding, good judgment, and good decision making. The authors show that rational thinking, like intelligence, is a measurable cognitive competence....[T]hey present the first prototype for an assessment of rational thinking analogous to the IQ test: the CART (Comprehensive Assessment of Rational Thinking).
Assessing Learning
Posted on: #iteachmsu
Posted by
over 2 years ago
"Posttraumatic Stress Among Students After the Shootings at Virginia Tech" (Hughes et al., 2011) provides a discussion of findings from a cross-sectional survey of Virginia Tech students the summer/fall following the April 16, 2007 shooting of 49 students and faculty using the Trauma Screening Questionnaire to assess PTSD symptoms. The 9-page PDF article from Volume 3, Number 4, of Psychological Trauma: Theory, Research, Practice, and Policy is attached below.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
Posted on: Digital Collaborative Learning for the 21st Century 2.0 (Learning Community for AY2023-2024)
Posted by
almost 3 years ago
Ahead of our first meeting next week on September 30, I've been doing a bit of digging around and came upon two interesting resources from Dr. Monica Burns that combine EdTech with collaborative learning:
1) EdTech Fundementals: Tech-Friendly Models of Collaboration
https://www.youtube.com/watch?v=lB1dGk3BTO8
and
2) Class Tech Tips: All Things EdTech
https://classtechtips.com/
Interesting, perhaps useful, and certainly will help start our conversation when we meet next week.
1) EdTech Fundementals: Tech-Friendly Models of Collaboration
https://www.youtube.com/watch?v=lB1dGk3BTO8
and
2) Class Tech Tips: All Things EdTech
https://classtechtips.com/
Interesting, perhaps useful, and certainly will help start our conversation when we meet next week.
Pedagogical Design
Posted on: GenAI & Education
Posted by
7 months ago
AI Commons Bulletin 2/10/2025
🚨 CSU Launches “AI Commons” – Sound Familiar?
The California State University (CSU) system just rolled out CSU AI Commons, a system-wide hub for AI tools, training, and research. Backed by Big Tech partnerships, it focuses on faculty development, student literacy, and workforce acceleration. BUT: AI strategy isn’t just about resources—it’s about who controls the narrative. With corporate-backed AI in higher education, what happens to independent faculty innovation?
Learn More: https://genai.calstate.edu/
🔍Tracking AI Policies in Higher Ed
Embry-Riddle Aeronautical University has compiled a Padlet featuring AI policies and guidelines from institutions worldwide. This evolving resource provides insight into how different universities are shaping their AI approaches.
Learn More: https://padlet.com/cetl6/university-policies-on-generative-ai-m9n7wf05r7rdc6pe
📚 AI Submissions Outperform Students in Recent Study
A PLOS ONE study found that 94% of AI-generated assignments went undetected, with grades averaging half a grade higher than those of real students. There was also an 83.4% chance AI submissions would outperform a random selection of student work across modules.
Learn More: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0305354#:~:text=The%20%27Turing%20Test%27%20is%20now,a%20predefined%20set%20of%20rules
⚞ Blurry Lines in AI and Assessment
A study in Assessment & Evaluation in Higher Education highlights student and educator confusion over acceptable AI use in assessments. Many rely on personal judgment or Grammarly analogies. The authors propose the Dynamic Educational Boundaries Model to embed clear AI-use guidelines directly into assessments.
Learn More: https://doi.org/10.1080/02602938.2025.2456207
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”).
🚨 CSU Launches “AI Commons” – Sound Familiar?
The California State University (CSU) system just rolled out CSU AI Commons, a system-wide hub for AI tools, training, and research. Backed by Big Tech partnerships, it focuses on faculty development, student literacy, and workforce acceleration. BUT: AI strategy isn’t just about resources—it’s about who controls the narrative. With corporate-backed AI in higher education, what happens to independent faculty innovation?
Learn More: https://genai.calstate.edu/
🔍Tracking AI Policies in Higher Ed
Embry-Riddle Aeronautical University has compiled a Padlet featuring AI policies and guidelines from institutions worldwide. This evolving resource provides insight into how different universities are shaping their AI approaches.
Learn More: https://padlet.com/cetl6/university-policies-on-generative-ai-m9n7wf05r7rdc6pe
📚 AI Submissions Outperform Students in Recent Study
A PLOS ONE study found that 94% of AI-generated assignments went undetected, with grades averaging half a grade higher than those of real students. There was also an 83.4% chance AI submissions would outperform a random selection of student work across modules.
Learn More: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0305354#:~:text=The%20%27Turing%20Test%27%20is%20now,a%20predefined%20set%20of%20rules
⚞ Blurry Lines in AI and Assessment
A study in Assessment & Evaluation in Higher Education highlights student and educator confusion over acceptable AI use in assessments. Many rely on personal judgment or Grammarly analogies. The authors propose the Dynamic Educational Boundaries Model to embed clear AI-use guidelines directly into assessments.
Learn More: https://doi.org/10.1080/02602938.2025.2456207
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”).