We found 407 results that contain "article"
Posted on: Online Faculty Peer...
Introductory Resources for Teaching Online
The articles that constitute this playlist were pulled together as a very BASIC overview of considerations for online instruction. If you're interested in more articles like the ones here, please visit the "MSU Remote Teaching" group (where there are additional posts, articles, and playlists)!
PEDAGOGICAL DESIGN
Posted on: MSU Online & Remote...
Audio Recording for Remote Teaching
This is a collection of all remote teaching articles that relate directly to considerations, best practices, and/or tools for audio recording.
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Semester Start Roadmap
This is a collection of resources aimed at supporting instructors as they prepare for the start of the semester. Each section of the playlist contains a short list of articles on discrete topics to support your semester preparation. Photo by "delfi de la Rua" on Unsplash.
NAVIGATING CONTEXT
Posted on: MSU Academic Advising
Professional Development for Academic Advisors
The Professional Development for Academic Advisors Playlist comprises a comprehensive repository of articles and resources designed to foster the career advancement and growth of MSU advisors.
DISCIPLINARY CONTENT
Posted on: MSU Online & Remote...
Accessibility Considerations in Remote Teaching
This is a collection of all remote teaching articles that relate directly to considerations, best practices, and/or tools to support accessible digital content in remote teaching.
Posted on: MSU Online & Remote...
Using ZOOM Video Meetings
This is a collection of all remote teaching articles that relate directly to considerations, best practices, and/or tools for ZOOM Meetings.
*The time approximation for this playlist assumes you'll be going through these articles while simultaneously clicking through your ZOOM account. Just consuming the articles will take less time.
*The time approximation for this playlist assumes you'll be going through these articles while simultaneously clicking through your ZOOM account. Just consuming the articles will take less time.
Posted on: New Technologies
High-Use, Free Academic Technologies from MSU IT: An Introduction
This playlist assembles a list of introductory articles to a selection of MSU's most frequently used suite of free academic technology tools.
Posted on: #iteachmsu
Spring Conference on Teaching, Learning & Student Success 2021
This is a collection of all the sessions presented at the 2021 Spring Conference on Teaching, Learning, and Student Success. You can continute the conversation by logging in with your MSU netID and commenting on articles here. To view the full presentation recordings, please return to the Spring Conference page on D2L.
note: you must self enroll to access this page.
http://bit.ly/2021SpringConfEnroll
note: you must self enroll to access this page.
http://bit.ly/2021SpringConfEnroll
PEDAGOGICAL DESIGN
Posted on: Help and Support Group
Writing an article in the #iteachmsu Commons
If you are looking to blog or share your detailed thoughts on a topic, creating an article is the best way to do that.
This brief tutorial will demonstrate the features of the article feature and how to apply additional formatting:
This brief tutorial will demonstrate the features of the article feature and how to apply additional formatting:
Authored by: David Goodrich
Pedagogical Design
Posted on: #iteachmsu
Writing an Article in the #iteachmsu Commons
If you are looking to blog or share your detailed thoughts on a topic, creating an article is the best way to do that.
How do I write an article in the #iteachmsu Commons?
To create an article, you can either select the add button at the top of the page or select "Write an Article on #iteachmsu" from the feed.
An article is larger than a post, similar to a blog entry, detailed opinion piece, research report, or maybe a news article. You will be given an option to provide a title, the author, and you may choose to include a featured image.
You can publish an article to specific groups, set the visibility of the article as public or private, add your category that the article falls into, and create tags for better searchability on the site.
The description field is where you can create the body of your post.
When finished creating your article draft or if it is ready to publish, you can select the publish button to post it, or the draft button to complete it at another time.
Click here to watch a video tutorial:
How do I write an article in the #iteachmsu Commons?
To create an article, you can either select the add button at the top of the page or select "Write an Article on #iteachmsu" from the feed.
An article is larger than a post, similar to a blog entry, detailed opinion piece, research report, or maybe a news article. You will be given an option to provide a title, the author, and you may choose to include a featured image.
You can publish an article to specific groups, set the visibility of the article as public or private, add your category that the article falls into, and create tags for better searchability on the site.
The description field is where you can create the body of your post.
When finished creating your article draft or if it is ready to publish, you can select the publish button to post it, or the draft button to complete it at another time.
Click here to watch a video tutorial:
Authored by: #iteachmsu
Pedagogical Design
Posted on: Help and Support Group
Editing or deleting an article in #iteachmsu
After you have created an article, you may find that there is information that you want to update or maybe you want to delete the article altogether. By default, you will not see an edit or delete icon on your post once it is published. This article describes and provides a demonstration of how to edit or delete an article on the #iteachmsu commons.
Delete or Edit an Article Instructions:
To delete or edit an article, you have to:
Expand the Groups section, and select the group (#iteachmsu) that you posted your Article in.
Click on the Article tab for that group.
Navigate to the Article that you want to delete or edit. You should see the following icons on the post:
Click here to watch a video tutorial:
Delete or Edit an Article Instructions:
To delete or edit an article, you have to:
Expand the Groups section, and select the group (#iteachmsu) that you posted your Article in.
Click on the Article tab for that group.
Navigate to the Article that you want to delete or edit. You should see the following icons on the post:
Click here to watch a video tutorial:
Authored by: Rashad Muhammad & Dave Goodrich
Pedagogical Design
Posted on: Help and Support Group
Can you attach a pdf to an Article?
Can you attach a pdf to an Article?
Currently, the answer is "No". You can't add pdfs directly to an article.
However, you can attach a .pdf directly to a post or you could upload a .pdf file to a Google Drive and include a link to an article or you can add an attachment to a post.
Here is a link for instructions on linking pdfs that have been uploaded to your Google Drive:
https://support.google.com/a/users/answer/9308985?hl=en
Currently, the answer is "No". You can't add pdfs directly to an article.
However, you can attach a .pdf directly to a post or you could upload a .pdf file to a Google Drive and include a link to an article or you can add an attachment to a post.
Here is a link for instructions on linking pdfs that have been uploaded to your Google Drive:
https://support.google.com/a/users/answer/9308985?hl=en
Authored by: Rashad Muhammad
Disciplinary Content
Posted on: #iteachmsu
Editing or Deleting an Article in #iteachmsu
After you have created an article, you may find that there is information that you want to update or maybe you want to delete the article altogether. By default, you will not see an edit or delete icon on your post once it is published. This article describes and provides a demonstration of how to edit or delete an article on the #iteachmsu commons.
How do I edit or delete an article?
There are a few different ways you can navigate to either edit or delete an article that you've posted.
Go to "My Profile" and select "Articles." This limits your view to only articles that you have created.
Go to the "Browse" area to select articles, but there you will see all articles and not only the ones that you have created.
Expand the Groups section, and select the group (#iteachmsu) that you posted your Article in, and click on the Article tab for that group.
Once you have navigated to the article that you want to delete or edit, you should see the following buttons:
Here you will see a pencil where you can edit the post and a delete button where you can delete it permanently.
Click here to watch a video tutorial:
How do I edit or delete an article?
There are a few different ways you can navigate to either edit or delete an article that you've posted.
Go to "My Profile" and select "Articles." This limits your view to only articles that you have created.
Go to the "Browse" area to select articles, but there you will see all articles and not only the ones that you have created.
Expand the Groups section, and select the group (#iteachmsu) that you posted your Article in, and click on the Article tab for that group.
Once you have navigated to the article that you want to delete or edit, you should see the following buttons:
Here you will see a pencil where you can edit the post and a delete button where you can delete it permanently.
Click here to watch a video tutorial:
Authored by: #iteachmsu
Pedagogical Design
Posted on: PREP Matrix
Guidelines for Articles Reporting on Quantitative and Qualitative Research
Language Learning & Technology, an academic journal in language education, explains research guidelines for writing manuscripts focused on both quantitative and qualitative research.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
How to Publish an Article in an Academic Journal: Avoid Rookie Mistakes
This blog post lays out the different necessary components of an article and focuses on what articles submitted for consideration to a journal often lack.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article
This site provides a summary of Howard S. Becker's Writing for Social Scientists (1986) while offering writing tips and strategies for graduate students in the social sciences.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
I wrote this attached article to share my top 9 tips about online teaching for an audience of History & Philosophy of Science educators. It's called "You Can Teach Online! Designing effective and engaging online courses." It features the SOIRÉE "magic table" by Rachel Barnard. It was published in the Canadian Society for HPS' Communiqué newsletter in Autumn 2020 (p.42-44).
Posted by: Ellie Louson
Pedagogical Design
Posted on: #iteachmsu
I just posted an article about how to use zoom in the classroom. I hope you find it useful: https://colbrydi.github.io/zoomin-in-the-classroom.html
Posted by: Dirk Colbry
Posted on: Reading Group for S...
These articles inspired some head-on, eye-opening look at issues at the crux of teaching and learning: Self-reflection, assessment, roles of the affective domain in teaching and learning, and more. If we had taken pre- and post- tests, I'm pretty sure I'd see movement in myself on multiple spectra. Thanks, group!
Posted by: David V. Howe
Assessing Learning
Posted on: Equitable Pedagogy ...
Here is the second article :)
Posted by: Valerie Hedges
Pedagogical Design
Posted on: GenAI & Education
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 by: Caitlin Kirby
Posted on: GenAI & Education
This article outlines how ChatGPT can assist in grading with rubrics: https://blog.tcea.org/chatgpt-grading/ link
Posted by: Caitlin Kirby
Posted on: Reading Group for S...
My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: #iteachmsu
This article was shared in an academic group I'm a part of on a social networking site... it's framing is within the Canadian Higher Education setting, but the message about student mental health is relevant for all.
Here are a couple of thoughts from the article worth sharing if you can't take the time to read the entire piece:
"To fully understand the present crisis, one has to appreciate a fundamental and often overlooked fact: higher education is not what it used to be. Not only do we have a more diverse student body with equally diverse psychiatric needs, we also have an academic culture that has changed profoundly in the past six decades, making the university experience more stressful than it once was. The classic liberal conception of postsecondary institutions as places where young people take a kind of sabbatical from life—read the great books, engage in endless debates, and learn to see themselves as citizens—has given way to a new model, more narrowly vocational in focus."
"By prioritizing high achievers, Henderson argues, universities are selecting not only for diligent candidates but also for those who view scholastic success as central to their identities. For such students, a bad grade can be destabilizing. When that grade appears on an exam worth 80 percent of a final course mark, or when it comes from a harried teaching assistant who doesn’t offer in-depth feedback, students can feel like they are losing a game whose rules were never explained. Imagine being told all your life that you are ahead of the pack and that you must stay there, both to secure a stable future and to get a return on the investments that family members or granting agencies have made on your behalf. Then, imagine falling behind, for reasons you don’t understand, at the precise moment when staying on top feels more critical than ever before. Furthermore, imagine that you are contending with profound loneliness, past trauma, and financial insecurity, all while working a part-time job with the usual mix of erratic hours."
"Such stressors can lead to sleep disruption, irregular eating, and substance abuse—all of which correlate with mental illness—or they can trigger preexisting psychiatric conditions. They can deplete reserves of neurochemicals, like dopamine and serotonin, needed to sustain a sense of well-being, or they can flood the brain and body with cortisol, the stress hormone, which, in excess, can push people into near-constant states of anxiety, making it difficult to conceptualize daily challenges in a proportionate or healthy way. They can also lead to identity confusion and an acute sense of shame."
Inside the Mental Health Crisis Facing College and University Students by Simon Lewsen : https://thewalrus.ca/inside-the-mental-health-crisis-facing-college-and-university-students/?fbclid=IwAR12PokSFpCrBo1NmtpNYoGEohKf3csYHQc9X8LwFAdNPTtBF_zIRbEqwhs
Here are a couple of thoughts from the article worth sharing if you can't take the time to read the entire piece:
"To fully understand the present crisis, one has to appreciate a fundamental and often overlooked fact: higher education is not what it used to be. Not only do we have a more diverse student body with equally diverse psychiatric needs, we also have an academic culture that has changed profoundly in the past six decades, making the university experience more stressful than it once was. The classic liberal conception of postsecondary institutions as places where young people take a kind of sabbatical from life—read the great books, engage in endless debates, and learn to see themselves as citizens—has given way to a new model, more narrowly vocational in focus."
"By prioritizing high achievers, Henderson argues, universities are selecting not only for diligent candidates but also for those who view scholastic success as central to their identities. For such students, a bad grade can be destabilizing. When that grade appears on an exam worth 80 percent of a final course mark, or when it comes from a harried teaching assistant who doesn’t offer in-depth feedback, students can feel like they are losing a game whose rules were never explained. Imagine being told all your life that you are ahead of the pack and that you must stay there, both to secure a stable future and to get a return on the investments that family members or granting agencies have made on your behalf. Then, imagine falling behind, for reasons you don’t understand, at the precise moment when staying on top feels more critical than ever before. Furthermore, imagine that you are contending with profound loneliness, past trauma, and financial insecurity, all while working a part-time job with the usual mix of erratic hours."
"Such stressors can lead to sleep disruption, irregular eating, and substance abuse—all of which correlate with mental illness—or they can trigger preexisting psychiatric conditions. They can deplete reserves of neurochemicals, like dopamine and serotonin, needed to sustain a sense of well-being, or they can flood the brain and body with cortisol, the stress hormone, which, in excess, can push people into near-constant states of anxiety, making it difficult to conceptualize daily challenges in a proportionate or healthy way. They can also lead to identity confusion and an acute sense of shame."
Inside the Mental Health Crisis Facing College and University Students by Simon Lewsen : https://thewalrus.ca/inside-the-mental-health-crisis-facing-college-and-university-students/?fbclid=IwAR12PokSFpCrBo1NmtpNYoGEohKf3csYHQc9X8LwFAdNPTtBF_zIRbEqwhs
Posted by: Makena Neal
Navigating Context
Host: MSU Libraries
Zotero Workshop (Online)
An introduction to the free open source citation management program Zotero. In this workshop, participants will learn how to:
Download references from MSU's article databases and websites
Format citations and bibliographies in a Word document
Create groups and share references with other users
Registration for this event is required.
You will receive a link to join a Zoom meeting before the workshop. Please install the Zotero software and Zotero browser connector on your computer before the session begins. More information is available from https://libguides.lib.msu.edu/zotero/setup.
Questions or need more information? Contact the MSU Libraries Zotero training team at lib.dl.zotero@msu.edu.
To schedule a separate session for your class or research group, please contact the Zotero team at lib.dl.zotero@msu.edu.
Navigating Context