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Please join us for the next meeting of the Online Faculty Learning Community is Tuesday, December 10 from 9-11 a.m. @ East Fee Hall in the Patenge Room (C-102).

The December meeting will feature a conversation about the future of online learning with Thomas Jeitschko, Dean of the Graduate School.

As you are designing learning experiences in or out of the classroom, what are your “go-to” resources? (Please share details and a link to more information if you have it!)

Our first meeting is tomorrow morning at 10am: Friday, September 30, 2022, and we hope you'll join us! IN the meantime, here is another recent book title that might be interesting to peruse more closely since it seems to be about designing inclusive online learning experiences for students.

1) Designing Accessible Learning Content: A Practical Guide to Applying best-practice Accessibility Standards to L&D Resources 1st Edition (2021) -- Susi Miller

2) Dive Into UDL, Second Edition: Immersive Practices to Develop Expert Learners 2nd Edition (2022) -- Kendra Grant and Luis Perez

3) What Inclusive Instructors Do (2021) -- Tracie Marcella Addy et al


Amazon has a number of buying options. As with the previously shared titles, these are not required, but they might make for interesting reading and exploration given our learning community's focus.

I first learned about ungrading from my the APA's Society for Teaching of Psychology facebook group, and they had so many conversations around this that they started a slack channel. I haven't kept up with it but they use specs grading, which is perhaps a better fit for larger courses. I tried a version of this during remote learning in 2020. Here's the slack channel if you're interested in joining those conversations: https://join.slack.com/t/specsgradingi-pm17499/shared_invite/zt-1wqybjovp-RXBIkLwF0vxmERppKBMGWw

Learning about design sprints and the function of How might we statements.

Syllabus as a Learning Tool Rubric

Recently, I have been working on how we might provide instruction in DEI principles to the students in our courses. Here is what I have come up with:

"Timely Team Tips: Stealthy DEI Instruction through Brief Animated Explainer Videos

Fostering Inclusive Practices within the Student Learning Teams Organized for My IAH Courses"

Timely Team Tips #1 - https://www.youtube.com/watch?v=sa18WLyz3tQ
Timely Team Tips #2 - https://www.youtube.com/watch?v=sLzV0yFgX6E
Timely Team Tips #3 - https://www.youtube.com/watch?v=ZOGTEdf54CI
Timely Team Tips #4 - https://www.youtube.com/watch?v=m7wemM9h2zk
Timely Team Tips #5 - https://www.youtube.com/watch?v=ITKHb5TtdV4
Timely Team Tips #6 - https://www.youtube.com/watch?v=6GHwB3Dw8vc&t=7s
Timely Team Tips #7 - https://www.youtube.com/watch?v=BjwCSyHhTKs&t=5s
Timely Team Tips #8 - https://www.youtube.com/watch?v=TG53U-5QYe4
Timely Team Tips #9 - https://www.youtube.com/watch?v=nxngV78pgsU
Timely Team Tips #10 - https://www.youtube.com/watch?v=GwuikDDsRSI

The recently created explainer videos above are now embedded into my online course modules for Week 3-Week 12 and are presented to students in the context of fostering student learning team “cohesion” (I have made to conscious decision to avoid the terms diversity, equity, and inclusion in most instances) during weekly collaborative assignments and three larger digital projects students are asked to complete as part of my currently asynchronous online courses.

Part of my thinking behind this project has been to help prepare students for professional life after graduation – think 21st century employability skills -- given the attention paid to DEI principles and practices within the business and corporate world. The information presented in these animated explainer videos is a synthesis of other information from many different academic and corporate sources online by the way. I take no credit for it other than in the way I present it to my students, using the Doodly app. The project is developing, so I anticipate adjustments as I continue the work.

When I move to a hybrid modality as we transition back to the physical classroom next fall (???), I plan to keep and retain all of the online materials developed during the last two years of the pandemic to better support, motivate, and engage the students in my (gen. ed.) courses, another ongoing project of long standing.

If ever you would like to talk in more detail about my ongoing work with this, just drop me a line. As difficult as the last couple of years have been for everyone, I have really enjoyed the turbo charged push forward it has provided when t comes to how I think about my courses, teaching, and related points here at MSU.

Walden University has shared...
"There are many different scenarios for classroom conflicts, and not all can be resolved in the same manner; however, there are five key conflict resolution strategies that should be understood. Often a topic among teachers in online master’s degree programs, these strategies, when implemented appropriately, can help create a classroom that is more conducive to learning. They also help teach students valuable lessons for conflict resolution that can last a lifetime."

To learn more about the five conflict resolution strategies (Problem-solving negotiations, Smoothing, Forcing or win-lose negotiations, Compromising, Withdrawing) visit: https://www.waldenu.edu/online-masters-programs/master-of-arts-in-teaching/resource/five-strategies-for-managing-conflict-in-the-classroom link