We found 264 results that contain "communication"
Posted on: MSU Online & Remote...
Implementation of Remote Teaching
To implement your new plans and modifications, your considerations should be given to six key focus areas: Communication, Assessment, Assignments and Activities, Lecture, Participation & Engagement, and Library Resources. Content on each of these areas can be found in this playlist.
PEDAGOGICAL DESIGN
Posted on: MSU Online & Remote...
Communication and Remote Teaching
Communication
As we transition to remote instruction, communicate with your students right away and often. Even if you don’t have a plan in place for your course, communicate with your students as soon as it’s clear that your course will need remote delivery. Be clear with them that changes are coming and what your expectations are for near term engagement with the course. Communication is best done with courses by using the Instructor Systems tool on the Registrar’s website, or by using the Email function of D2L.
As we transition to remote instruction, communicate with your students right away and often. Even if you don’t have a plan in place for your course, communicate with your students as soon as it’s clear that your course will need remote delivery. Be clear with them that changes are coming and what your expectations are for near term engagement with the course. Communication is best done with courses by using the Instructor Systems tool on the Registrar’s website, or by using the Email function of D2L.
Posted by: Makena Neal
Pedagogical Design
Posted on: MSU Online & Remote...
Remote Communication with Students Quick Guide
Click the image above to access a PDF of the Quick Guide. Remote Communication With Your Students
This quick guide provides an introduction to communicating with your students as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
Michigan State University has shifted to remote teaching, which means your course will be moving to a digital environment. Remote teaching is a way to continue instruction when face-to-face meetings are disrupted and you are not able to meet in person. When planning for remote teaching, it’s important to develop a communication plan for helping students transition to a remote environment.
Modify
It is important that you develop a communication plan for maintaining ongoing contact with your students about the course. Consider the following:
Clarify your modified expectations and course elements:
When your class will meet. Schedule any virtual sessions during the time your course already meets. This guarantees that students have the availability.
How you will deliver content (e.g. Zoom, recorded lectures, etc.).
How students will engage with one another.
How students will be assessed moving forward.
Changes to assignments.
Tell students how they can contact you and how soon they can expect a reply from you.
Consider using the D2L announcements and discussion board tools to push out course-level communications.
Even if you have not yet finalized all the changes to your course, it is important to send a message to your students so they know how to reach you. To get started, here is a sample email you might send:
Dear [insert course name here] students,
I’m writing to let you know that the University is implementing a remote teaching strategy in response to the novel coronavirus. What this means for you is that we will not be meeting at our normal class location. Instead, we will meet online at the same time our class normally meets. However, I will be hosting the class through Zoom. We will also be using our D2L course site to deliver and collect materials for the class. To access the course, go to https://d2l.msu.edu/. Once you log in with your NetID and password, you should see our course listed under “My Courses”.
Over the next few days, I will keep you informed about how our course experience will change. Know for now that we are planning to move forward with the course, and please be patient while we get things shifted for this new mode. I will be back in touch soon with more details.
Best,
[Insert your name]
Implement
As your initial form of communication with students, it is important to inform your class often about course changes and expectations. To send emails, you have several options:
D2L email classlist function
The Instructor Systems email tool from the Registrar’s website
Spartan Mail for individual and small group communications
Additional Help
For additional help and support, please check out the other Remote Teaching articles here, or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
This quick guide provides an introduction to communicating with your students as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
Michigan State University has shifted to remote teaching, which means your course will be moving to a digital environment. Remote teaching is a way to continue instruction when face-to-face meetings are disrupted and you are not able to meet in person. When planning for remote teaching, it’s important to develop a communication plan for helping students transition to a remote environment.
Modify
It is important that you develop a communication plan for maintaining ongoing contact with your students about the course. Consider the following:
Clarify your modified expectations and course elements:
When your class will meet. Schedule any virtual sessions during the time your course already meets. This guarantees that students have the availability.
How you will deliver content (e.g. Zoom, recorded lectures, etc.).
How students will engage with one another.
How students will be assessed moving forward.
Changes to assignments.
Tell students how they can contact you and how soon they can expect a reply from you.
Consider using the D2L announcements and discussion board tools to push out course-level communications.
Even if you have not yet finalized all the changes to your course, it is important to send a message to your students so they know how to reach you. To get started, here is a sample email you might send:
Dear [insert course name here] students,
I’m writing to let you know that the University is implementing a remote teaching strategy in response to the novel coronavirus. What this means for you is that we will not be meeting at our normal class location. Instead, we will meet online at the same time our class normally meets. However, I will be hosting the class through Zoom. We will also be using our D2L course site to deliver and collect materials for the class. To access the course, go to https://d2l.msu.edu/. Once you log in with your NetID and password, you should see our course listed under “My Courses”.
Over the next few days, I will keep you informed about how our course experience will change. Know for now that we are planning to move forward with the course, and please be patient while we get things shifted for this new mode. I will be back in touch soon with more details.
Best,
[Insert your name]
Implement
As your initial form of communication with students, it is important to inform your class often about course changes and expectations. To send emails, you have several options:
D2L email classlist function
The Instructor Systems email tool from the Registrar’s website
Spartan Mail for individual and small group communications
Additional Help
For additional help and support, please check out the other Remote Teaching articles here, or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
Authored by: 4.0 International (CC by 4.0)
Navigating Context
Posted on: #iteachmsu
Using Syllabus for Communicating and Planning
Organization:
While your syllabus may have all the information necessary for the class, that doesn’t mean it’s easy to find. Reading this guide for example would be more challenging if it was given in paragraphs as opposed to how it is broken into sections. Often students repeatedly return to the syllabus to find key information about the course. This can also be a benefit to instructors because if their syllabus is well-structured, they’ll deal with fewer questions about details about the class and can focus more on details about the content of the class. Here are some things you should be adding to make your syllabus easier to read, and some examples of how one could implement them.
Add headings and subheadings as needed.
Based on this guide you may want to create sections for:
Course Topics
University/Course Policies
Grade Scale
Contact Information
Important Dates
Major Assessments
You could also consider adding a brief introduction. Which could include:
Your teaching style/core values
Contact information
Include tables/graphics where possible
Examples may include:
Grade Scale Table
A table of important dates
Flow Charts for course structure or learning outcomes
Concept maps
A table containing the class schedule
Adding bullet points or numbered lists:
Examples may include:
List of important dates.
List of Exams/Projects/Major Assessments.
List of Learning outcomes/course topics
Listing contents and where to find them at the beginning.
Reflections/Questions to Consider:
If you were a student, what information would you be looking for?
And how would you find it?
How long is this document?
If it is many pages, are students going to be able to engage with it, or will it feel intimidating?
If it is a single page, does it contain enough information for students?
Course Schedule:
The course schedule can be an extremely effective tool for helping students navigate the college experience. Depending on the school students may have 4, 5 or even 6 classes they are taking at a single time and knowing ahead of time when one class may require more attention is extremely helpful! However, it’s also important not to hide other key information of a syllabus within the schedule as it runs the risk of making the syllabus harder to navigate. Some recommendations about course schedules:
· If you meet multiple times a week, don’t explain each class.
o You want the schedule to be flexible to adjust for the needs of a class.
§ Perhaps you have a great plan for a particular topic, but it doesn’t end up panning out as intended.
§ What happens if your institution cancels a day of class? Is the entire schedule irrelevant from that point? Do you need to re-write it?
· Create a schedule based on each week:
o This will allow:
§ students to plan out the expectations of the course a week at a time.
§ you flexibility in the time it takes to present material.
o Highlight Important Dates:
§ Include if there are due dates, exams/quizzes
§ If your institution has course drop deadlines, they should be outlined.
§ The final exam time at institutions is often at a different time than the typical class.
o Moving forward this document will assume the schedule is broken down per week.
· Outline Prep materials required each week.
o Course Readings
o Journal writings
o Rough Drafts
o Artifacts they should bring.
o Reflective Questions they should consider before class.
o Etc.
· Stay Vague!
o If you feel your schedule is becoming muddled, it most likely is. Attempt to keep descriptions brief and verify it’s easy to read.
Descriptions of Assignments/Assessments:
Briefly outline the information in particular assignments/assessments.
Reflections/Questions to Consider:
Projects:
Is this a group or individual project?
How much time do students have to complete it?
Is a rubric provided for the project to help guide student work?
What materials will be needed for the project?
What form should the final product take?
Presentation?
Poster?
Paper?
Etc.
Exams:
What material will be covered?
If not stated elsewhere:
What percentage of the grade is it?
When is it?
What is the modality?
Online? In-person? Take-home?
How will it be graded?
Assignments:
What is the modality?
Online? In-person? Take-home?
How many questions is the assignment?
When is it due?
What material is covered?
What are the associated learning outcomes?
Readings:
What do you want students to take away from the readings?
How will you use the information a student reads during class?
Expectations:
Every instructor has some level of expectations on their students. Often, this includes some degree of participation, attendance, completion of material, etc. However, are these expectations clearly outlined in the syllabus? If not, it can be extremely helpful.
Student Expectations:
Examples include:
How many hours they should expect to spend on material/reading outside of class.
How many assignments they’ll be asked to complete.
Rubrics: What are the expectations of a particular project/assignment.
Attendance.
How many days can a student miss before it affects their grade?
How should a student inform you that they are unable to attend.
Participation:
What does it mean to participate in your class?
Discussions? Asking Questions? Coming to office hours? Email?
Etc.
Teacher Expectations:
Students also want to know that if they follow through on your expectations, that you are also holding yourself accountable to them.
Consider communicating:
How long it will take to respond to emails.
When you’ll be able to grade assessments, projects, assignments.
What type of feedback you intend to offer students.
Any changes to the course schedule.
How students can reach out to you or get additional help.
Outlining all of this information effectively begins the process of integrating the syllabus into the course itself. Making it a living document that grows/changes as the class does. Crafting syllabi to facilitate communication between educators and students helps set clear expectations and provides the instructor the opportunity to reflect on their own pedagogy by referencing their syllabi.
While your syllabus may have all the information necessary for the class, that doesn’t mean it’s easy to find. Reading this guide for example would be more challenging if it was given in paragraphs as opposed to how it is broken into sections. Often students repeatedly return to the syllabus to find key information about the course. This can also be a benefit to instructors because if their syllabus is well-structured, they’ll deal with fewer questions about details about the class and can focus more on details about the content of the class. Here are some things you should be adding to make your syllabus easier to read, and some examples of how one could implement them.
Add headings and subheadings as needed.
Based on this guide you may want to create sections for:
Course Topics
University/Course Policies
Grade Scale
Contact Information
Important Dates
Major Assessments
You could also consider adding a brief introduction. Which could include:
Your teaching style/core values
Contact information
Include tables/graphics where possible
Examples may include:
Grade Scale Table
A table of important dates
Flow Charts for course structure or learning outcomes
Concept maps
A table containing the class schedule
Adding bullet points or numbered lists:
Examples may include:
List of important dates.
List of Exams/Projects/Major Assessments.
List of Learning outcomes/course topics
Listing contents and where to find them at the beginning.
Reflections/Questions to Consider:
If you were a student, what information would you be looking for?
And how would you find it?
How long is this document?
If it is many pages, are students going to be able to engage with it, or will it feel intimidating?
If it is a single page, does it contain enough information for students?
Course Schedule:
The course schedule can be an extremely effective tool for helping students navigate the college experience. Depending on the school students may have 4, 5 or even 6 classes they are taking at a single time and knowing ahead of time when one class may require more attention is extremely helpful! However, it’s also important not to hide other key information of a syllabus within the schedule as it runs the risk of making the syllabus harder to navigate. Some recommendations about course schedules:
· If you meet multiple times a week, don’t explain each class.
o You want the schedule to be flexible to adjust for the needs of a class.
§ Perhaps you have a great plan for a particular topic, but it doesn’t end up panning out as intended.
§ What happens if your institution cancels a day of class? Is the entire schedule irrelevant from that point? Do you need to re-write it?
· Create a schedule based on each week:
o This will allow:
§ students to plan out the expectations of the course a week at a time.
§ you flexibility in the time it takes to present material.
o Highlight Important Dates:
§ Include if there are due dates, exams/quizzes
§ If your institution has course drop deadlines, they should be outlined.
§ The final exam time at institutions is often at a different time than the typical class.
o Moving forward this document will assume the schedule is broken down per week.
· Outline Prep materials required each week.
o Course Readings
o Journal writings
o Rough Drafts
o Artifacts they should bring.
o Reflective Questions they should consider before class.
o Etc.
· Stay Vague!
o If you feel your schedule is becoming muddled, it most likely is. Attempt to keep descriptions brief and verify it’s easy to read.
Descriptions of Assignments/Assessments:
Briefly outline the information in particular assignments/assessments.
Reflections/Questions to Consider:
Projects:
Is this a group or individual project?
How much time do students have to complete it?
Is a rubric provided for the project to help guide student work?
What materials will be needed for the project?
What form should the final product take?
Presentation?
Poster?
Paper?
Etc.
Exams:
What material will be covered?
If not stated elsewhere:
What percentage of the grade is it?
When is it?
What is the modality?
Online? In-person? Take-home?
How will it be graded?
Assignments:
What is the modality?
Online? In-person? Take-home?
How many questions is the assignment?
When is it due?
What material is covered?
What are the associated learning outcomes?
Readings:
What do you want students to take away from the readings?
How will you use the information a student reads during class?
Expectations:
Every instructor has some level of expectations on their students. Often, this includes some degree of participation, attendance, completion of material, etc. However, are these expectations clearly outlined in the syllabus? If not, it can be extremely helpful.
Student Expectations:
Examples include:
How many hours they should expect to spend on material/reading outside of class.
How many assignments they’ll be asked to complete.
Rubrics: What are the expectations of a particular project/assignment.
Attendance.
How many days can a student miss before it affects their grade?
How should a student inform you that they are unable to attend.
Participation:
What does it mean to participate in your class?
Discussions? Asking Questions? Coming to office hours? Email?
Etc.
Teacher Expectations:
Students also want to know that if they follow through on your expectations, that you are also holding yourself accountable to them.
Consider communicating:
How long it will take to respond to emails.
When you’ll be able to grade assessments, projects, assignments.
What type of feedback you intend to offer students.
Any changes to the course schedule.
How students can reach out to you or get additional help.
Outlining all of this information effectively begins the process of integrating the syllabus into the course itself. Making it a living document that grows/changes as the class does. Crafting syllabi to facilitate communication between educators and students helps set clear expectations and provides the instructor the opportunity to reflect on their own pedagogy by referencing their syllabi.
Authored by: Erik Flinn
Pedagogical Design
Posted on: MSU Academic Advising
Empowering Productivity through Tech-Driven Communication & Task Tools
This presentation was created for individuals that are both actively engaged with students and interested in learning more about technological tools designed to aid in both task management and communication.
AI and technology offer a range of opportunities and capabilities that can significantly enhance task management and communication, such as streamlined interactions with students and colleagues or prioritizing and managing daily tasks or large projects. In this session, we discuss how AI and tech tools can be appropriately used to support administrative tasks and outreach.
Upon completion of this learning experience participants will learn of new tools and platforms for communicating with students and colleagues, understand how to leverage technology to automate tasks and improve efficiency, and apply different tech tools to their individual spaces.
Locate presentation slides here
Handout - includes all tools shared and plan pricing
Not included in the handout
Mural – Create brainstorming boards for team collaboration and workshops. Free for 3 mural boards, $9.99 for team accounts and unlimited boards.
Miro ) – Similar to Mural, collaborate with teams using brainstorming boards and sticky notes. Free with educator account.
AI and technology offer a range of opportunities and capabilities that can significantly enhance task management and communication, such as streamlined interactions with students and colleagues or prioritizing and managing daily tasks or large projects. In this session, we discuss how AI and tech tools can be appropriately used to support administrative tasks and outreach.
Upon completion of this learning experience participants will learn of new tools and platforms for communicating with students and colleagues, understand how to leverage technology to automate tasks and improve efficiency, and apply different tech tools to their individual spaces.
Locate presentation slides here
Handout - includes all tools shared and plan pricing
Not included in the handout
Mural – Create brainstorming boards for team collaboration and workshops. Free for 3 mural boards, $9.99 for team accounts and unlimited boards.
Miro ) – Similar to Mural, collaborate with teams using brainstorming boards and sticky notes. Free with educator account.
Authored by: Katie Peterson
Posted on: The MSU Graduate Le...
Graduate Science Communications Tool
"We want to create a science communication tool to serve the MSU community. It would provide graduate students with a platform to be able to share their research findings aside from technical manuscripts." -Paige Filice, Sanjana Mukherjee & Anne Scott
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1482
Presentation: https://iteach.msu.edu/posts/preview_attachments?post_id=1482
Authored by: Paige Filice, Sanjana Mukherjee & Anne Scott
Navigating Context
Posted on: #iteachmsu
Affirming Ways to Communicate
Affirming Ways To Communicate:
Be present
Reflect back to the person what is being said. Use their words, not yours.
Begin where they are, not where you want them to be.
Be curious and open to what they are trying to say.
Notice what they are saying and what they are not.
Emotionally relate to how they are feeling.
Notice how you are feeling. Be honest and authentic.
Try to understand how their past affects who they are and how those experiences affect their relationship with you.
Stay in the room even if you are scared, or feeling angry, or hurt.
Here are some processing questions you can use:
“What angered you about what happened?”
“What hurts you about what happened?”
“What’s familiar about what happened?”
“What makes it unsafe for you here and what would make it safer?
David M. Graham, PhD, LPCS, NCCCounselor/ Coordinator for Inclusion and Diversity Outreach Davidson College
Be present
Reflect back to the person what is being said. Use their words, not yours.
Begin where they are, not where you want them to be.
Be curious and open to what they are trying to say.
Notice what they are saying and what they are not.
Emotionally relate to how they are feeling.
Notice how you are feeling. Be honest and authentic.
Try to understand how their past affects who they are and how those experiences affect their relationship with you.
Stay in the room even if you are scared, or feeling angry, or hurt.
Here are some processing questions you can use:
“What angered you about what happened?”
“What hurts you about what happened?”
“What’s familiar about what happened?”
“What makes it unsafe for you here and what would make it safer?
David M. Graham, PhD, LPCS, NCCCounselor/ Coordinator for Inclusion and Diversity Outreach Davidson College
Authored by: David M. Graham
Navigating Context
Posted on: #iteachmsu
What is Microsoft Teams? Microsoft Teams is a communication and collaboration tool which is part of the Microsoft Office365 suite of software applications. In one team workspace, the tool allows for real time collaborative work through chat, as well as file sharing. Other Teams features include calling, asynchronous chat and threaded conversations, meetings, and synchronous video conferencing for up to 250 attendees in a private Teams meeting.
Who might consider using Teams? Microsoft Teams might be ideal for instructors and students interested in having one workspace that allows sharing work, editing content collaboratively, storing and sharing files, instant chatting, setting up meetings, and video conferencing!
Why use Teams? There are several reasons why you could choose to use Microsoft Teams. It is a useful tool for organizing content in a collaborative and engaging workspace for either a few individuals or large groups. Teams can be used across multiple devices. It is a free mobile application which students can communicate with regardless of location, without giving out personal contact details. Teams is a great alternative to other synchronous video conferencing tools which might not be available in some countries.
How to use Teams? For teaching and learning with Teams, instructors can request a class team in D2L, set up a Team for a class and then create channels within the team. Channels can be around groups or specific topics. The online tutorial on how to use Microsoft Teams for remote and online learning is a great resource for learning more about Teams.
Where to access Teams? With an MSU net ID, Teams can be accessed by going to spartan365.msu.edu and logging in with your MSU credentials. To learn more about all the features and functions of the tool, the Microsoft Team homepage is a great resource.
Stories/Feedback? We would love to hear from you about your experiences with Microsoft Teams. How are you using Teams in your class? What are your students’ perceptions of Teams and experiences so far? If you would like to share some of your Teams stories (frustrations, joys, surprises) or need more information about Teams, contact the MSU IT Service Desk at ithelp@msu.edu.
Microsoft Teams: The communication and collaboration tool
What is Microsoft Teams? Microsoft Teams is a communication and collaboration tool which is part of the Microsoft Office365 suite of software applications. In one team workspace, the tool allows for real time collaborative work through chat, as well as file sharing. Other Teams features include calling, asynchronous chat and threaded conversations, meetings, and synchronous video conferencing for up to 250 attendees in a private Teams meeting.
Who might consider using Teams? Microsoft Teams might be ideal for instructors and students interested in having one workspace that allows sharing work, editing content collaboratively, storing and sharing files, instant chatting, setting up meetings, and video conferencing!
Why use Teams? There are several reasons why you could choose to use Microsoft Teams. It is a useful tool for organizing content in a collaborative and engaging workspace for either a few individuals or large groups. Teams can be used across multiple devices. It is a free mobile application which students can communicate with regardless of location, without giving out personal contact details. Teams is a great alternative to other synchronous video conferencing tools which might not be available in some countries.
How to use Teams? For teaching and learning with Teams, instructors can request a class team in D2L, set up a Team for a class and then create channels within the team. Channels can be around groups or specific topics. The online tutorial on how to use Microsoft Teams for remote and online learning is a great resource for learning more about Teams.
Where to access Teams? With an MSU net ID, Teams can be accessed by going to spartan365.msu.edu and logging in with your MSU credentials. To learn more about all the features and functions of the tool, the Microsoft Team homepage is a great resource.
Stories/Feedback? We would love to hear from you about your experiences with Microsoft Teams. How are you using Teams in your class? What are your students’ perceptions of Teams and experiences so far? If you would like to share some of your Teams stories (frustrations, joys, surprises) or need more information about Teams, contact the MSU IT Service Desk at ithelp@msu.edu.
Authored by: Chiwimbo P. Mwika
Posted on: PREP Matrix
Tips On Communicating Research to a Broad Audience
This document goes over practice tips and strategies for how to discuss your research and work with a variety of audiences. While aimed at STEM, its suggestions are useful for a variety of disciplines.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Messaging your students early in the semester is essential. For initial communication use the "email student in a class" tool on the RO site to ensure you're contacting 100% of your students via their preferred contact information. It's especially important that you communicate A) where class will convene, B) when class will convene, C) what your expectations for the first 3 weeks of class are, and 4) a brief introduction of yourself. It is also wise to attach a copy of your syllabus to this note, if you see fit.
This tool provides the highest level of certainty that you will be communicating with the most accurate roster of your students, and that the message will be delivered to their preferred email address. Once you meet as a class and have time to establish communication norms you can communicate using whatever tool is best for your class.
The tool can be found in Instructor Systems on the registrar's site (reg.msu.edu). You'll need to login with your MSU ID to access the tool.
This tool provides the highest level of certainty that you will be communicating with the most accurate roster of your students, and that the message will be delivered to their preferred email address. Once you meet as a class and have time to establish communication norms you can communicate using whatever tool is best for your class.
The tool can be found in Instructor Systems on the registrar's site (reg.msu.edu). You'll need to login with your MSU ID to access the tool.
Posted by: Jeremy Van Hof
Pedagogical Design
Posted on: #iteachmsu
Click on the attached to find an accessible PDF of the MSU Remote Communications with Students Quick Guide.
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
Erica Venton is a Marketing Manager for the Office of the Provost Communication Team. Their team works to develop and deliver daily content and communication strategies for the units we work with under the Provost Office umbrella. They collaborate university-wide, including with University Communication, on various large scale planning and projects. While our objective is to collaborate, strategize, and consult, we are committed to execution and implementation.
Erica and I have a network of relationships and resources across the university. Though our experiences and skill sets vary, we both find enjoyment in helping and encouraging people. Whether you are struggling, striving, or just searching for a great group to plug into, we can help you along the way. And hey, I’m sure you have a few ideas and bits of information to share with us too. Please feel free to add your own tips for us or others to utilize.
Erica and I have a network of relationships and resources across the university. Though our experiences and skill sets vary, we both find enjoyment in helping and encouraging people. Whether you are struggling, striving, or just searching for a great group to plug into, we can help you along the way. And hey, I’m sure you have a few ideas and bits of information to share with us too. Please feel free to add your own tips for us or others to utilize.
Posted by: Summer Issawi
Navigating Context
Posted on: #iteachmsu
If ever you have utilized a collaborative approach in your courses, you might be familiar with the following. Sometime just after the middle of the semester, a student contacts you complaining about various problems and/or people within their team during the first nine or ten weeks of the term. Typically, it is clear from the language of such emails that these young adults want someone else to step in and address the litany of issues described. Yet a large part of student-centered learning is providing young minds with the tools necessary to help them navigate our courses with a reasonable amount of success as well as the skills necessary for our students to address any related interpersonal challenges. For many undergraduates in 2022, learning to manage the latter, in particular, is one area where guidance is often necessary. Here is the language I now use to provide helpful suggestions that keep students in the driver's seat without helicoptering in to the rescue myself:
Thank you for your email X. Your frustration is certainly understandable. The issue(s) you describe are something that the entire team should address together in order to determine a concrete and efficient way forward. Communication, problem solving, conflict resolution, and revision of team work habits or processes are all part of effective collaboration.
With that in mind, take a proactive approach to the points outlined in your email. That means ALL of you should collaborate to identify the exact problems hindering the team. A passive ‘wait and see’ approach will not change the situation. Neither will a round of strident text messages or email back and forth between team members. What will help is for all team members to prioritize a meeting in real time plus their direct involvement in making concrete decisions to improve the dynamic and move ahead in the most efficient way possible.
Whether your team meets online or face to face, have an honest yet civil discussion to determine and implement the changes team members deem necessary. This is not easy, but it is vital for improving the situation. Positive change in a team setting comes through strategic, organized, and well-executed plans with specific goals identified and carried out in an orderly manner.
Beginning this sort of conversation might feel uncomfortable, but it is necessary. Contact your other team members right away. Arrange a meeting in real time to pinpoint and address the ongoing issues within the team. Brief explainer videos, part of each course module, provide tips for effective collaboration, but here are three for review that are most relevant:
https://www.youtube.com/watch?v=UDX61xCHN74&t=58s
https://www.youtube.com/watch?v=BghSivQlhVY
https://www.youtube.com/watch?v=OIuTi83L0vE
It is also beneficial for the entire team to revisit its list of values developed early in the semester plus the specific member roles determined at that point. These tasks were part of Week Three team activities when weekly collaboration began. Likewise, have a look again at your collective responses to questions on the team assessment worksheets, part of the collaborative work for Week Six and Week 11. On those, your team took stock of its processes and work habits followng completion of Project #1 and Project #2. Your team also identified collective steps it could take to improve collaboration as part of that work.
Keep in mind that active collaboration to address team issues is solid practice for life in the globalized digital economy of the 21st century where 'teams' are the norm. In most fields now, no single person is responsible for project research, development, and completion. Cohesive teamwork is the name of the game.
Careful attention to the guidance above will help your team have a productive discussion, pull together, and move forward more effectively in the time remaining this semester. Your student learning team is in the driver’s seat and has the power to do this.
Kind Regards,
Prof. Y
Keep in mind that the intent is to guide and empower young adults in navigating their own lives. The language offered above might be too forthright for some, but it gets to the heart of the matter and communicates to students that their interpersonal issues are something they must learn to handle now if they have not already done so. After all, the adult world following graduation is not that far off, and we do our students no favors by taking care of their problems for them.
The language presented works for individual queries but can also be sent to the entire student learning team as a reminder with appropriate changes made. If this idea sounds like something you might like to try yourself, feel free to tailor the reply above to your own needs.
Thank you for your email X. Your frustration is certainly understandable. The issue(s) you describe are something that the entire team should address together in order to determine a concrete and efficient way forward. Communication, problem solving, conflict resolution, and revision of team work habits or processes are all part of effective collaboration.
With that in mind, take a proactive approach to the points outlined in your email. That means ALL of you should collaborate to identify the exact problems hindering the team. A passive ‘wait and see’ approach will not change the situation. Neither will a round of strident text messages or email back and forth between team members. What will help is for all team members to prioritize a meeting in real time plus their direct involvement in making concrete decisions to improve the dynamic and move ahead in the most efficient way possible.
Whether your team meets online or face to face, have an honest yet civil discussion to determine and implement the changes team members deem necessary. This is not easy, but it is vital for improving the situation. Positive change in a team setting comes through strategic, organized, and well-executed plans with specific goals identified and carried out in an orderly manner.
Beginning this sort of conversation might feel uncomfortable, but it is necessary. Contact your other team members right away. Arrange a meeting in real time to pinpoint and address the ongoing issues within the team. Brief explainer videos, part of each course module, provide tips for effective collaboration, but here are three for review that are most relevant:
https://www.youtube.com/watch?v=UDX61xCHN74&t=58s
https://www.youtube.com/watch?v=BghSivQlhVY
https://www.youtube.com/watch?v=OIuTi83L0vE
It is also beneficial for the entire team to revisit its list of values developed early in the semester plus the specific member roles determined at that point. These tasks were part of Week Three team activities when weekly collaboration began. Likewise, have a look again at your collective responses to questions on the team assessment worksheets, part of the collaborative work for Week Six and Week 11. On those, your team took stock of its processes and work habits followng completion of Project #1 and Project #2. Your team also identified collective steps it could take to improve collaboration as part of that work.
Keep in mind that active collaboration to address team issues is solid practice for life in the globalized digital economy of the 21st century where 'teams' are the norm. In most fields now, no single person is responsible for project research, development, and completion. Cohesive teamwork is the name of the game.
Careful attention to the guidance above will help your team have a productive discussion, pull together, and move forward more effectively in the time remaining this semester. Your student learning team is in the driver’s seat and has the power to do this.
Kind Regards,
Prof. Y
Keep in mind that the intent is to guide and empower young adults in navigating their own lives. The language offered above might be too forthright for some, but it gets to the heart of the matter and communicates to students that their interpersonal issues are something they must learn to handle now if they have not already done so. After all, the adult world following graduation is not that far off, and we do our students no favors by taking care of their problems for them.
The language presented works for individual queries but can also be sent to the entire student learning team as a reminder with appropriate changes made. If this idea sounds like something you might like to try yourself, feel free to tailor the reply above to your own needs.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: Teaching Toolkit Ta...
ELLIE - I had an amazing experiential learning experience (HA) as an undergrad at MSU, but I lucked into it. It just so happened to be amazing (but I didn't sign up for it because I knew it was experiential). Do you have suggestions for A) educators to communicate if/how their offerings are experiential or B) how learners can find such offerings?
Posted by: Makena Neal
Pedagogical Design
Posted on: GenAI & Education
MSU University Communications has posted a great resource on guidelines for using generative AI. This guide is a great place to start exploring potential uses of AI in your instructional practice. Further, this guide offers some descriptions and explanations of terms you may have encountered, but are not fully sure of the meaning. You will want to keep this guide as a resource to share with others who are interested in AI, but don't know where to begin -https://comms.msu.edu/resources/use-of-ai -
Posted by: Jay Loftus
Posted on: GenAI & Education
AI Commons Bulletin 1/27/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.
🎭 AI Can Role Play with Students
Creating AI-powered personas is now easier, enabling students to practice communicating with specific individuals like a boss, client, or even an injured person requiring emergency medical assistance.
Learn More: https://teams.microsoft.com/l/message/19:mPsjLgF9cSWjMOuyq4MgyL7R3OZR2BetLpENn7G0N5k1@thread.tacv2/1737984638529?tenantId=22177130-642f-41d9-9211-74237ad5687d&groupId=518d739a-4a75-49d3-bff7-a0be2e362aab&parentMessageId=1737984638529&teamName=AI%20Commons&channelName=AI%20Commons%20Bulletin&createdTime=1737984638529&ngc=true&allowXTenantAccess=true
💬 Breaking Down AI Controversies
This resource explores the major debates surrounding AI, including its ethical implications, impact on creativity, and potential for misinformation. Use it to spark meaningful classroom discussions or build critical thinking assignments.
Learn More: https://docs.google.com/document/d/1qesxRSOZSlECOWvFJX-XOBuXL3iTmMnTHKihz4-81TY/edit?tab=t.0
✔️ Try This: Use AI to Check Your Grading
Grading essays can raise consistency concerns. Upload papers and grades, and AI can check for consistency. Use MSU’s CoPilot for secure student record handling.
Learn More: https://arxiv.org/pdf/2501.06461
🗺️ A Custom AI Chatbot Can Help Incoming Students Navigate Student Services
The University of the South Pacific (Fiji) offers new students an AI chatbot for orientation, answering service questions and helping with literacy, numeracy, and digital skills for their courses.
Learn More: https://jehe.globethics.net/article/view/6867/6023
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. 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.
🎭 AI Can Role Play with Students
Creating AI-powered personas is now easier, enabling students to practice communicating with specific individuals like a boss, client, or even an injured person requiring emergency medical assistance.
Learn More: https://teams.microsoft.com/l/message/19:mPsjLgF9cSWjMOuyq4MgyL7R3OZR2BetLpENn7G0N5k1@thread.tacv2/1737984638529?tenantId=22177130-642f-41d9-9211-74237ad5687d&groupId=518d739a-4a75-49d3-bff7-a0be2e362aab&parentMessageId=1737984638529&teamName=AI%20Commons&channelName=AI%20Commons%20Bulletin&createdTime=1737984638529&ngc=true&allowXTenantAccess=true
💬 Breaking Down AI Controversies
This resource explores the major debates surrounding AI, including its ethical implications, impact on creativity, and potential for misinformation. Use it to spark meaningful classroom discussions or build critical thinking assignments.
Learn More: https://docs.google.com/document/d/1qesxRSOZSlECOWvFJX-XOBuXL3iTmMnTHKihz4-81TY/edit?tab=t.0
✔️ Try This: Use AI to Check Your Grading
Grading essays can raise consistency concerns. Upload papers and grades, and AI can check for consistency. Use MSU’s CoPilot for secure student record handling.
Learn More: https://arxiv.org/pdf/2501.06461
🗺️ A Custom AI Chatbot Can Help Incoming Students Navigate Student Services
The University of the South Pacific (Fiji) offers new students an AI chatbot for orientation, answering service questions and helping with literacy, numeracy, and digital skills for their courses.
Learn More: https://jehe.globethics.net/article/view/6867/6023
Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. 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”).
Posted by: Sarah Freye
Posted on: #iteachmsu
Hello and welcome all!
The 2024 Educator Developers Network (EDN) is shaking and baking, moving and quaking!
This is a collaborative space for anyone passionate about improving teaching through effective design, pedagogy, and technology, and anyone who provides training, consultation, instructional/learning experience design, or other learning and development support to instructors on campus. Here, anybody with an interest in enhancing education can come together, share their experiences, and mutually learn from one another. Our synchronous meetings are the 1st Tuesday of every month, were people share their department’s work, ask for advice, or celebrate success. We also communicate asynchronously in our Educator Developers Network channel.
The goals of the network are to provide a dedicated location for people to share ideas and ask questions around instructor support, learning and development, promoting useful practices and ideas to campus at large, foster community through regular meetings that highlight accomplishments and central services, and archiving and externalizing conversations. Our asynchronous discussions occur in Microsoft Teams, where we have an initial structure of channels for members to explore MSU’s Learning Management System (D2L - Brightspace), discuss course design, or seek out technology recommendations and tips. Ultimately, EDN is a place to source answers to your questions or ask for help, participate in the community, and share what you know with others!
Come share your work and ideas! Be part of a learning community with other professional in learning development, training, design, pedagogy, technology, and anyone who provides consultations and instructional/learning experience design. Come join the network!
Join the Educator Developers Network
https://teams.microsoft.com/l/team/19%3ae51cb2ed28a14bee8346fa507cff42ad%40thread.skype/conversations?groupId=13506591-8eca-4a14-a674-69a08dfd6020&tenantId=22177130-642f-41d9-9211-74237ad5687d
The 2024 Educator Developers Network (EDN) is shaking and baking, moving and quaking!
This is a collaborative space for anyone passionate about improving teaching through effective design, pedagogy, and technology, and anyone who provides training, consultation, instructional/learning experience design, or other learning and development support to instructors on campus. Here, anybody with an interest in enhancing education can come together, share their experiences, and mutually learn from one another. Our synchronous meetings are the 1st Tuesday of every month, were people share their department’s work, ask for advice, or celebrate success. We also communicate asynchronously in our Educator Developers Network channel.
The goals of the network are to provide a dedicated location for people to share ideas and ask questions around instructor support, learning and development, promoting useful practices and ideas to campus at large, foster community through regular meetings that highlight accomplishments and central services, and archiving and externalizing conversations. Our asynchronous discussions occur in Microsoft Teams, where we have an initial structure of channels for members to explore MSU’s Learning Management System (D2L - Brightspace), discuss course design, or seek out technology recommendations and tips. Ultimately, EDN is a place to source answers to your questions or ask for help, participate in the community, and share what you know with others!
Come share your work and ideas! Be part of a learning community with other professional in learning development, training, design, pedagogy, technology, and anyone who provides consultations and instructional/learning experience design. Come join the network!
Join the Educator Developers Network
https://teams.microsoft.com/l/team/19%3ae51cb2ed28a14bee8346fa507cff42ad%40thread.skype/conversations?groupId=13506591-8eca-4a14-a674-69a08dfd6020&tenantId=22177130-642f-41d9-9211-74237ad5687d
Posted by: KJ Downer Shojgreen
Host: CTLI
Setting the Tone from the Start
The way a course begins is crucial for educators to establish an environment that fosters engagement, collaboration, and a sense of belonging. Join us for a one-hour hybrid workshop where Educator Developers with MSU's Center for Teaching and Learning Innovation will share actionable strategies that lay the groundwork for an engaging and inclusive course experience from day one including items related to syllabi, expectation setting and pedagogical transparency, checking in on learner needs throughout the term, and way to build a sense of classroom community.
In this workshop, we'll delve into practical techniques and approaches educators can employ to create a welcoming and motivating atmosphere that resonates with learners. The content in this workshop will be primarily targeted to classroom instructors and settings, but tools and strategies are relevant for adaptation and use by any educator in any context. Whether you're a seasoned educator or just embarking on your teaching journey this academic year, "Setting the Tone from the Start" is designed to equip you with actionable insights that will make a difference in your classroom.
Upon completion of this learning experience, participants will be able to:
learn how to craft an engaging and purposeful course introduction that communicates the course's relevance, objectives, and expectations
discover techniques for fostering an inclusive and supportive learning community, understanding how to encourage peer connections and embrace diverse viewpoints
be equipped with a range of interactive strategies, including icebreakers and technology tools, to effectively engage students and cultivate an active learning environment that persists throughout the course duration.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page..
Navigating Context
EXPIRED