We found 21 results that contain "syllabus template"
Posted on: #iteachmsu
Posted by
over 1 year ago
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.
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.
Posted on: Ungrading (a CoP)
Posted by
over 2 years ago
the Center for Integrative Studies in the Arts and Humanities invites you to attend a workshop on Alternate Grading April 21st, from 10 to 11:30 am via Zoom.
We are honored to welcome Prof. Nicole Coleman of Wayne State University to run the workshop. If you are interested in learning ways to prioritize learning over grading and to make assessments more meaningful for students, you may want to consider a new grading system. Coleman will lead an interactive program on her experiences with teaching courses in both the Specs Grading and Ungrading structures. She will provide some information on how each system works and the theory behind them. She will then guide educators in adjusting an assignment or a syllabus to work with these methods. Please bring a rubric and/or a syllabus to the session to be able to participate fully in this workshop.
We are honored to welcome Prof. Nicole Coleman of Wayne State University to run the workshop. If you are interested in learning ways to prioritize learning over grading and to make assessments more meaningful for students, you may want to consider a new grading system. Coleman will lead an interactive program on her experiences with teaching courses in both the Specs Grading and Ungrading structures. She will provide some information on how each system works and the theory behind them. She will then guide educators in adjusting an assignment or a syllabus to work with these methods. Please bring a rubric and/or a syllabus to the session to be able to participate fully in this workshop.
Posted on: Teaching Toolkit Tailgate
Posted by
about 5 years ago
Good morning! I'm Shannon Lynn Burton, your #AMA host for September 2nd, 2020! I am the University's Ombudsperson and can help answer questions related to the Code of Teaching Responsibility, Syllabus design, academic integrity, as well as navigating difficult conversations with students in the classroom (and more!). For more information on our office, please visit www.ombud.msu.edu. Let me know what questions you have around student rights & responsibilities!
Navigating Context
Posted on: GenAI & Education
Posted by
about 2 years ago
Tried a new discussion with my 200-level course on the first day! Brief explanation about what generative AI is and asked - "Is it better to be a robot or a human? Why?" After lots of responses about emotional connection, empathy, and outlets for our personal experiences, I asked, "How do you plan to bring your human-ness to our class?" They talked about wanting to hear others' personal experiences, perspectives, and ideas about solving social problems. They want to show empathy for their peers and they want to receive it. Part of my syllabus AI policy reads, "The use of AI robs us all of the opportunity to learn from our human experiences and from each other, to play with our creative freedoms, to problem-solve, and to contribute our ideas in authentic ways. In a nutshell, college is a place for learning and critical thinking. AI simply cannot do that learning for us. Use of AI (like ChatGPT) to complete any class assignment is considered academic misconduct in this class." I used the discussion as a way for them to do this rationalizing for themselves.
Assessment in my class includes weekly quizzes (which could pretty easily be answered with AI; just meant to be a concept check) and semester-long project-based skills development assignments.
Assessment in my class includes weekly quizzes (which could pretty easily be answered with AI; just meant to be a concept check) and semester-long project-based skills development assignments.
Pedagogical Design
Posted on: GenAI & Education
Posted by
9 months ago
AI Commons Bulletin 12/18/2024
Human-curated news about generative AI for Teaching and Learning in Higher Education.
🍔 Try This: Use AI to generate scenario examples
If you often use examples and scenarios in your lectures, AI can refresh them or generate new ones quickly.
BUT: Characters in gen AI scenarios can display a bias toward western culture. To mitigate, add this to your prompt “Ensure that the name used is gender inclusive and representative of a diverse cultural/ethnic background” (Mirowsky, 2024)
Learn More: https://pubs.acs.org/doi/suppl/10.1021/acs.jchemed.4c00844/suppl_file/ed4c00844_si_001.pdf
🧲 Google Releases New “Learn About” AI Tool
The tool “helps you explore academic topics & concepts.” The layout resembles a textbook, includes additional audio and video sources, and further topics are even organized by terms that Bloom’s uses under comprehension: Understand, Explain, Describe.
BUT: Learning is not saved. Once you close the page, the session is gone.
Learn More: https://learning.google.com/experiments/learn-about
📗 Syllabus Statements
Students want to know what is or is not allowed in using AI for a course:
1. No AI
2. AI Planning
3. AI Collaboration
4. Full AI
5. AI Exploration
Learn More: Perkins, M., Roe, J., & Furze, L. (2024). The AI Assessment Scale Revisited: A Framework for Educational Assessment (No. arXiv:2412.09029). arXiv. https://doi.org/10.48550/arXiv.2412.09029
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”).
Human-curated news about generative AI for Teaching and Learning in Higher Education.
🍔 Try This: Use AI to generate scenario examples
If you often use examples and scenarios in your lectures, AI can refresh them or generate new ones quickly.
BUT: Characters in gen AI scenarios can display a bias toward western culture. To mitigate, add this to your prompt “Ensure that the name used is gender inclusive and representative of a diverse cultural/ethnic background” (Mirowsky, 2024)
Learn More: https://pubs.acs.org/doi/suppl/10.1021/acs.jchemed.4c00844/suppl_file/ed4c00844_si_001.pdf
🧲 Google Releases New “Learn About” AI Tool
The tool “helps you explore academic topics & concepts.” The layout resembles a textbook, includes additional audio and video sources, and further topics are even organized by terms that Bloom’s uses under comprehension: Understand, Explain, Describe.
BUT: Learning is not saved. Once you close the page, the session is gone.
Learn More: https://learning.google.com/experiments/learn-about
📗 Syllabus Statements
Students want to know what is or is not allowed in using AI for a course:
1. No AI
2. AI Planning
3. AI Collaboration
4. Full AI
5. AI Exploration
Learn More: Perkins, M., Roe, J., & Furze, L. (2024). The AI Assessment Scale Revisited: A Framework for Educational Assessment (No. arXiv:2412.09029). arXiv. https://doi.org/10.48550/arXiv.2412.09029
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”).