We found 113 results that contain "hybrid technology classrooms"
Posted on: #iteachmsu
Posted by
about 3 years ago
Applications are now open for the AT&T Excellence in Teaching with Technology Awards, which recognize effective uses of instructional technology to support student success in credit-bearing courses at MSU. Faculty, instructors, and teaching assistants can submit applications starting Sept. 1 through Oct. 28.
More info: https://attawards.msu.edu/
More info: https://attawards.msu.edu/
Posted on: GenAI & Education
Posted by
over 2 years ago
This blog posts covers some ethical issues with using ChatGPT in the classroom and activities to engage in before or instead of using ChatGPT: https://autumm.edtech.fm/2023/01/18/prior-to-or-instead-of-using-chatgpt-with-your-students/
Posted on: GenAI & Education
Posted by
over 2 years ago
This article includes a good overview of AI, how to reduce the likelihood of students using it in the classroom, and ways to integrate AI into student learning from IU Bloomington's Center for Teaching & Learning:
https://citl.indiana.edu/teaching-resources/academic-integrity/AI-Generated%20Text.html
https://citl.indiana.edu/teaching-resources/academic-integrity/AI-Generated%20Text.html
Posted on: Help and Support Group
Posted by
about 3 years ago
#iteachmsu Release Notes: Sep 1st , 2020 [production ] version- V1.12.0(2)
This release related to the changes of #iteachMSU site new upgrading. New
theme setup according to the iteach-Wizdn Hybrid version. The whole site
changes its new look and feel.
This release related to the changes of #iteachMSU site new upgrading. New
theme setup according to the iteach-Wizdn Hybrid version. The whole site
changes its new look and feel.
Posted on: CISAH
Posted by
over 3 years ago
Hope this is the right place to share this:
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
Pedagogical Design
Posted on: #iteachmsu
Posted by
almost 2 years ago
Pre-Class Survey
It's helpful to survey your students before class begins to learn about their accessibility and/or technology needs. This contributes to students feeling welcome in your course and gives you practical information about both learners' needs and whether to follow-up with specific resources. There is a template accessibility survey (titled "[COURSE#] Accessibility pre-start Survey") within the CTLI's library of surveys that you can copy and adapt to your own course; instructions on how to access and make your own version are here: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2810
It's helpful to survey your students before class begins to learn about their accessibility and/or technology needs. This contributes to students feeling welcome in your course and gives you practical information about both learners' needs and whether to follow-up with specific resources. There is a template accessibility survey (titled "[COURSE#] Accessibility pre-start Survey") within the CTLI's library of surveys that you can copy and adapt to your own course; instructions on how to access and make your own version are here: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2810
Pedagogical Design
Posted on: #iteachmsu
Posted by
over 2 years ago
AI Visual Art Workshop
Sunday, March 19
1:00 – 3:00 PM
Digital Scholarship Lab classroom, MSU Library 2nd floor
Was your social media full of Lensa AI portraits a few months ago? Artificial intelligence initially arose to automate mundane tasks and computations, but lately it’s been making waves in creative spheres. This brings up questions about intellectual property, ethical use of technology, bias in algorithms, and the nature of creativity itself. The MSU Museum CoLab Studio invites you to join us as we explore text-to-image generative AI, learning how to use the algorithms and grappling with the future implications of this technology. This hands-on workshop will be led by Mark Sullivan, a practicing photographer, composer, and the creative director of the MSU Museum CoLab Studio.
Registration Required
REGISTER HERE
Sunday, March 19
1:00 – 3:00 PM
Digital Scholarship Lab classroom, MSU Library 2nd floor
Was your social media full of Lensa AI portraits a few months ago? Artificial intelligence initially arose to automate mundane tasks and computations, but lately it’s been making waves in creative spheres. This brings up questions about intellectual property, ethical use of technology, bias in algorithms, and the nature of creativity itself. The MSU Museum CoLab Studio invites you to join us as we explore text-to-image generative AI, learning how to use the algorithms and grappling with the future implications of this technology. This hands-on workshop will be led by Mark Sullivan, a practicing photographer, composer, and the creative director of the MSU Museum CoLab Studio.
Registration Required
REGISTER HERE
Posted on: Help and Support Group
Posted by
about 5 years ago
iteachmsu Release Notes: Sep 1st , 2020 [production ] version- V1.12.0(2)
This release includes updates related to Updating the IteachMSU platform with a new look and feels for the Website This release related to the changes of #iteachMSU site new upgrading. New theme setup according to the iteach-Wizdn Hybrid version. The whole site changes its new look and feel. (Approved changes from UAT Version: V1.10.0 (1), V1.10.0(2), V1.11.0, V1.12.0(1), and V1.12.0(2) )
This release includes updates related to Updating the IteachMSU platform with a new look and feels for the Website This release related to the changes of #iteachMSU site new upgrading. New theme setup according to the iteach-Wizdn Hybrid version. The whole site changes its new look and feel. (Approved changes from UAT Version: V1.10.0 (1), V1.10.0(2), V1.11.0, V1.12.0(1), and V1.12.0(2) )