We found 56 results that contain "video consultation"

After attending a learning community yesterday afternoon (and looking at MSU's online guidelines) on diversity, equity, and inclusion, I took a stab at putting together a two-minute Doodly video on the subject but pitched to the students in my courses. I've embedded it within the Week Six module of each course since part of student teamwork next week will be assessing their team dynamic, habits, and processes in the completion of Project #1, which teams are turning in on Friday, October 1st. Invariably, there will be a few teams who had interpersonal and/or work habit problems due to procrastination, poor planning, or weak organization. I've tried to use very basic DEI guidelines/definitions as a way to help teams think about their approach and improve collaboration for the latter 2/3 of the semester. See what you think. I hope I am not missing the point somehow. Here's the link: https://www.youtube.com/watch?v=UDX61xCHN74

Well, we have reached the end of the road, at least for the 2021-2022 academic year. With that in mind, here is a list, no doubt incomplete, of possible ways we might foster and improvie student motivation, engagement, and success in the classroom:

* Digital Materials and Projects
* Provide Feedback (High Impact)
* Agency and (Assessment) Choice (Universal Learning Design)
* 21st Century Skills (Relevance and Usefulness)
* Collaborative Learning (High Impact)
* Critical (Deeper) Thinking (High Impact)
* Bloom’s Digital Taxonomy (Tasks and Feedback)
* Inclusive Pedagogy (Collaboration)
* Social Justice Pedagogy (Intersectionality, High Impact )
* Animated Explainer Videos
* Universal Design for Learning (Inclusivity)
* High Impact Practices (Feedback, Collaboration, Reflection, Capstone Project,)
* Project-based Learning/Problem-based Learning
* Digital Learning (Assessment, etc.)
* Reflective Learning
* Culturally Responsive Teaching (CRT) – Empower students and expand their capabilities through ownership.
* Create Accessible Content
* Cultivate DEI Practices (Foster a sense of belonging, instill respect, and promote tolerance for ALL members of the class and related ideas.)
* Envision and enact new ways of teaching (leading).
* Multiple Modes of Assessment.
* Continuous Improvement in Our Efforts and Course Design/Presentation
* Encourage students to adopt an interdisciplinary approach in their course projects.


Considerable overlap between some of these very broad points, but if we can incorporate even a few of these ideas into our work with undergrads, we might get just a bit closer to the pot of gold at the end of the rainbow when it comes to improved student motivation, engagement, and performance in our courses. Thank you for an interesting year everyone!

Stokes and Garth

In a conscious attempt during the last two or three years to include high impact teaching practices as part of the courses I teach here at MSU, I have my students write reflections on their individual assignments each week, team reflections for their three collaborative projects, and an individual semester reflection during Week 15. Here are the guidelines I provide each week to help individual students (or student learning teams) craft their reflections:

Guidelines for Writing an Effective Reflection and Self-Critique
For your team-based project reflection that is part of this assignment – or individually written semester reflection -- develop and refine two FULL pages in which you discuss the following:
• For you introduction, describe the project in general and your respective activities associated with it.
• Briefly describe the projects, process and skills you will talk about.
• Explain three aspects of the project that your team members found most enjoyable and why.
• Explain three processes used for the project described above. Describe how the processes were challenging and rewarding for your team members.
• What are one or possibly two things you might change about your contribution to the project in question. Why?
• Explain three skills your various team members gained or improved upon during the 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.
• If there was a problem of some kind, how might you handle it more proactively next time around?
• 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 other members of your team, assignments, the course, the instructor, or previous grades. Your team should reflect on its work habits, processes, and related choices made.


In addition to the guidelines above, I have also embedded a brief video from Essay Pro into each weekly course module, which includes additional explanation and examples of what reflective essays are and how to write them. Here is the link for those who might be interested: https://www.youtube.com/watch?v=UH5W0iaayRo

#iteachmsu Release Notes: March 31st, 20202 [UAT] Version- V1.6.2(4)
1. Removed Hotjar feedback menu from application
2. Add Site map to the site standard footer
3. Timestamp update for content cards
a. Users can filter and see the recent cards on the top
4. Update Michigan State University Logo
5. Change notification message for the user connection
a. When X connect with Y user, X received the
notification message " You are now connected to Y ”
6. Update loading language from “ loading the next set of posts “
to “ Loading “
7. Change language from "Primer" to "Assessment" across the
site
a. Updated with assessment creation pages, edit
assessment pages
b. Assessment assigning emails, notifications
c. Tooltips and validation messages
8. Updated, Embedded iframe video settings in Articles
a. Can adjust the video screen size through the URL
setting on TynMCE feature

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.

Another useful (and fascinating) video on Universal Design for Learning from New Ed Tech Classroom: https://www.youtube.com/watch?v=YDFoCYQrh0I

Question #2: What is your favorite Power Automate YouTube channel? Chad Randall, who have I have leaned on heavily in my PA education, started me off with Reza Dorrani's channel: https://www.youtube.com/@RezaDorrani/videos

At last I have come across the missing link, or key to motivating and engaging students more effectively. Have a look at this brief explainer video by John Spencer on student empowerment: https://www.youtube.com/watch?v=BYBJQ5rIFjA