We found 38 results that contain "zoom"
Posted on: Digital Collaborative Learning for the 21st Century 2.0 (Learning Community for AY2023-2024)
Posted by
almost 3 years ago
Digital Collaborative Learning for the 21st Century
Co-Facilitators
Stokes Schwartz, Center for Integrative Studies in the Arts and Humanities (CISAH), stokessc@msu.edu
Marohang Limbu, Department of Writing, Rhetoric, and American Cultures (WRAC), limbu@msu.edu
Our learning community will examine the increasing importance of digital collaborative learning for 21st-century learners, student success, and a smooth transition to global digital ecology/economy after graduation. Related pedagogical activities will include how we might utilize digital collaborative learning to a greater degree in our courses for other leading-edge pedagogical intentions. Beside the OFASD website, we will publicize our community via email at the start of the 2022-2023AY in August and September and invite interested parties to join us.
First Meeting: Friday, September 30, 2022 at 10 am for approximately 90 minutes. Upcoming meeting days/times TBA according to participant needs or preferences where possible
Recurring Zoom Meeting: https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121
All who are interested in digital, collaborative, multimodal learning, and the use of technologies to enhance teaching are welcome, especially graduate students and new faculty who are interested in eventually publishing work that develops based on their participation in this learning community.
Co-Facilitators
Stokes Schwartz, Center for Integrative Studies in the Arts and Humanities (CISAH), stokessc@msu.edu
Marohang Limbu, Department of Writing, Rhetoric, and American Cultures (WRAC), limbu@msu.edu
Our learning community will examine the increasing importance of digital collaborative learning for 21st-century learners, student success, and a smooth transition to global digital ecology/economy after graduation. Related pedagogical activities will include how we might utilize digital collaborative learning to a greater degree in our courses for other leading-edge pedagogical intentions. Beside the OFASD website, we will publicize our community via email at the start of the 2022-2023AY in August and September and invite interested parties to join us.
First Meeting: Friday, September 30, 2022 at 10 am for approximately 90 minutes. Upcoming meeting days/times TBA according to participant needs or preferences where possible
Recurring Zoom Meeting: https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121
All who are interested in digital, collaborative, multimodal learning, and the use of technologies to enhance teaching are welcome, especially graduate students and new faculty who are interested in eventually publishing work that develops based on their participation in this learning community.
Posted on: Reading Group for Student Engagement and Success
Posted by
almost 4 years ago
Hello again everyone! Here are some talking points to think about in the run up our 10am meeting tomorrow (Friday, November 05, 2021).
Recurring Zoom Link: 951 4830 7886
Passcode 432210
Student Engagement in Higher Education, ch. 2-3
Chapter 2: “Engaging Students of Color”Samuel D. Museus, Kimberly A. Griffin, Stephen John Quaye [MGQ - “Magic”]
1) How would you describe the campus racial climate and/or culture of the schools where you got your degrees and/or have previously taught? Do any institutions in your background for having been successful in instilling a positive racial culture? Do any notable failures or struggles stand out in your memory? It may be helpful to recall: climate is shaped by five internal dimensions: (1) an institution’s history and legacy of inclusion or exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural diversity (Milem, Chang, & Antonio, 2005). [p. 19]
2) Museus, Griffin, and Quaye note that “two concepts provide a useful backdrop for the current discussion: campus racial climate and campus racial culture” (18). What knowledge or familiarity do you have of/with the racial climate or culture at MSU? How would you describe the local manifestation of the framing concepts Museus, Griffin, and Quaye provide?
3) What concrete steps could you take to alleviate cultural incongruence (21) and cultural dissonance (ibid) while boosting cultural engagement (22) for Students of Color in your courses?
4) The “proactive philosophies” indicator of the CECE model describes “Educators who use proactive philosophies [to] go above and beyond to actively reach out, encourage, and sometimes pressure students to take advantage of available information, opportunities, and support” (23). What does being such a faculty member/administrator look like? How does one responsibly and equitably pressure students to pursue opportunities?
5) Practical question: In several places, MGQ advocate for community-based opportunities, but also caution against the tendency towards siloing. Practically, what does/should it look like to provide opportunities for this type of contact among students that is supportive and culturally responsive, without siloing them, or making students of color serve as “ambassadors of their community”?
Chapter 3: “Engaging Multiracial Students”
C. Casey Ozaki, Marc P. Johnston-Guerrero, Kristen A. Renn [OJGR - “Jogger”]
1) It seems like today’s college students often have to enter the classroom already knowing who they are and who they will be. We can likely point to any number of institutional practices/requirements that reinforce that pressure. How can we create spaces for hybridity, ambiguity, uncertainty in our students’ perceptions of self?
2) OJGR note that “median age of the mixed race individuals is 19, compared to single-race individuals with a median age of 38” (39), which means that our students represent the age cohort closest to the “center,” so to speak, of multiracial identity discourse. What pressures might this present to college-aged students? What opportunities?
3) Studies show that “biracial students at HBCUs and non-HBCUs had poorer quality of interactions with faculty, staff, and students than Black and White students at both institutions” (40). What incentive/impetus/motivation does/should a finding like this make for us as educators? How could we productively address situations in which multi-racial students might approach us with complaints about feeling isolated and alienated from classmates in our courses?
4) The most provocative element of OJGR’s chapter comes in their final suggestion, which is to “Create a Campus Culture of Boundary Crossing.” What does this mean for you, and what would it look like at Michigan State?
Recurring Zoom Link: 951 4830 7886
Passcode 432210
Student Engagement in Higher Education, ch. 2-3
Chapter 2: “Engaging Students of Color”Samuel D. Museus, Kimberly A. Griffin, Stephen John Quaye [MGQ - “Magic”]
1) How would you describe the campus racial climate and/or culture of the schools where you got your degrees and/or have previously taught? Do any institutions in your background for having been successful in instilling a positive racial culture? Do any notable failures or struggles stand out in your memory? It may be helpful to recall: climate is shaped by five internal dimensions: (1) an institution’s history and legacy of inclusion or exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural diversity (Milem, Chang, & Antonio, 2005). [p. 19]
2) Museus, Griffin, and Quaye note that “two concepts provide a useful backdrop for the current discussion: campus racial climate and campus racial culture” (18). What knowledge or familiarity do you have of/with the racial climate or culture at MSU? How would you describe the local manifestation of the framing concepts Museus, Griffin, and Quaye provide?
3) What concrete steps could you take to alleviate cultural incongruence (21) and cultural dissonance (ibid) while boosting cultural engagement (22) for Students of Color in your courses?
4) The “proactive philosophies” indicator of the CECE model describes “Educators who use proactive philosophies [to] go above and beyond to actively reach out, encourage, and sometimes pressure students to take advantage of available information, opportunities, and support” (23). What does being such a faculty member/administrator look like? How does one responsibly and equitably pressure students to pursue opportunities?
5) Practical question: In several places, MGQ advocate for community-based opportunities, but also caution against the tendency towards siloing. Practically, what does/should it look like to provide opportunities for this type of contact among students that is supportive and culturally responsive, without siloing them, or making students of color serve as “ambassadors of their community”?
Chapter 3: “Engaging Multiracial Students”
C. Casey Ozaki, Marc P. Johnston-Guerrero, Kristen A. Renn [OJGR - “Jogger”]
1) It seems like today’s college students often have to enter the classroom already knowing who they are and who they will be. We can likely point to any number of institutional practices/requirements that reinforce that pressure. How can we create spaces for hybridity, ambiguity, uncertainty in our students’ perceptions of self?
2) OJGR note that “median age of the mixed race individuals is 19, compared to single-race individuals with a median age of 38” (39), which means that our students represent the age cohort closest to the “center,” so to speak, of multiracial identity discourse. What pressures might this present to college-aged students? What opportunities?
3) Studies show that “biracial students at HBCUs and non-HBCUs had poorer quality of interactions with faculty, staff, and students than Black and White students at both institutions” (40). What incentive/impetus/motivation does/should a finding like this make for us as educators? How could we productively address situations in which multi-racial students might approach us with complaints about feeling isolated and alienated from classmates in our courses?
4) The most provocative element of OJGR’s chapter comes in their final suggestion, which is to “Create a Campus Culture of Boundary Crossing.” What does this mean for you, and what would it look like at Michigan State?
Disciplinary Content
Posted on: #iteachmsu
Posted by
over 3 years ago
What a couple of great readings! Thank you Paul and Garth. Here is the Zoom link for Friday morning (11am):
ID 951 4830 7886
Passcode 432210
ID 951 4830 7886
Passcode 432210
Pedagogical Design
Posted on: CISAH
Posted by
about 3 years ago
Thank you to everyone who attended today's kickoff event for the 2022-3 school year! The link to the Zoom recording is below and I've attached the slides we used to guide the discussion for anyone who's interested as well.
https://mediaspace.msu.edu/media/IAH+KickoffA+Empowering+Students+Across+Modalities/1_6belze1a
https://mediaspace.msu.edu/media/IAH+KickoffA+Empowering+Students+Across+Modalities/1_6belze1a
Posted on: Reading Group for Student Engagement and Success
Posted by
almost 4 years ago
In case Masland's reference to "the most popular blog post on the topic" of resilient pedagogy makes you curious (18), here's a link:
https://tophat.com/blog/resilient-pedagogy-for-the-age-of-disruption-a-conversation-with-josh-eyler/
Looking forward to our discussion this Friday (10/8) at 10 am! Zoom link coming shortly.
- G
https://tophat.com/blog/resilient-pedagogy-for-the-age-of-disruption-a-conversation-with-josh-eyler/
Looking forward to our discussion this Friday (10/8) at 10 am! Zoom link coming shortly.
- G
Navigating Context
Posted on: Digital Collaborative Learning for the 21st Century 2.0 (Learning Community for AY2023-2024)
Posted by
over 2 years ago
As an advance reminder, Marohang and I have planned our next and final Learning Community meeting for AY2022-2023 for Friday, April 07, 2023 at 11am. Please watch this space for a related Zoom link as we get closer to the date. We hope to see you there!
Kind Regards,
Stokes and Marohang
Kind Regards,
Stokes and Marohang
Pedagogical Design
Posted on: Teaching Toolkit Tailgate
Posted by
about 5 years ago
DUSTIN - My experience with video making has consisted of recording zoom meetings and using my cell phone's front-facing camera. I'm a novice and low tech to say the least. What recommendations do you have for someone like me to get started? Are there key considerations I should reflect on before starting? Does MSU have any tools to help me? Where/how does accessibility come in?
Posted on: Digital Collaborative Learning for the 21st Century 2.0 (Learning Community for AY2023-2024)
Posted by
over 2 years ago
The ‘Digital Collaborative Learning for the 21st Century’ learning community will meet at 11am this Friday Morning (April 07, 2023) to discuss our plans moving forward with the planned special issue of The Journal of Global Literacies, Technologies, and Emerging Pedagogies (JOGLTEP). We also plan to run this learning community for the 2022-2023 academic year. Tell a friend!
In the meantime, we hope to see you this Friday morning and apologize for this reminder coming so late.
Kind Regards,
Stokes and Marohang
Join Zoom Meeting
https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121
In the meantime, we hope to see you this Friday morning and apologize for this reminder coming so late.
Kind Regards,
Stokes and Marohang
Join Zoom Meeting
https://msu.zoom.us/j/94545089588
Meeting ID: 945 4508 9588
Passcode: 851121