We found 101 results that contain "hub"
Posted on: #iteachmsu
About the Hub
The Hub’s mission is to help our partners design and deliver transformative learning experiences. The Hub is an internal design consultancy for Michigan State University on a variety of learning experience design projects. We help our partners from across campus (colleges, departments, units, and the connected faculty, staff, students, and administrators) imagine and then make those transformative experiences. Design is fundamentally about transformation: ideas to realities, problems to solutions, existing moments to new ones.We are a diverse team of designers and researchers who combine an interdisciplinary set of approaches to address the multi-layered challenges of the university. Our design process begins with dialogue and inquiry to surface fundamental project needs and the complexities of problem spaces. We then prototype and iterate toward solutions for sustainable success.Learning, at its core, is about transformation. And we’re proud of the talented designers, educators, and researchers on our staff whose purpose is to help facilitate this learning and transformation and create sustainable solutions alongside university partners and collaborators.
Authored by: Makena Neal
Navigating Context
Posted on: #iteachmsu
The Hub Utility Box: Democratizing survey analysis
Topic Area: DEI
Presented by: Emilio Esposito
Abstract:
When starting a new project, it is helpful to have a previously developed workflow. The Hub Utility Box (theHUB) provides a collection of functions, scripts, notebooks, and examples to help the MSU community analyze student outcomes, student success, and survey responses. A standard set of processes and methods along with a defined lexicon enables reproducibility, reduces the time needed to complete projects, and allows the quick addition of new methods while encouraging data exploration.
We hope theHUB’s functionality will grow over time, and others at MSU will contribute new features and methods for the community. Developed and implemented in R -- an open-source application with a robust community (on campus and around the world) -- theHUB removes the need for a software license while providing access to a myriad of statistical analysis and graphing options.
The session will demonstrate theHUB’s survey workflow and analysis applied to the Fall 2020 SIRS Supplemental Survey. Current survey-related analyses include Likert, text, and response clustering.
Presented by: Emilio Esposito
Abstract:
When starting a new project, it is helpful to have a previously developed workflow. The Hub Utility Box (theHUB) provides a collection of functions, scripts, notebooks, and examples to help the MSU community analyze student outcomes, student success, and survey responses. A standard set of processes and methods along with a defined lexicon enables reproducibility, reduces the time needed to complete projects, and allows the quick addition of new methods while encouraging data exploration.
We hope theHUB’s functionality will grow over time, and others at MSU will contribute new features and methods for the community. Developed and implemented in R -- an open-source application with a robust community (on campus and around the world) -- theHUB removes the need for a software license while providing access to a myriad of statistical analysis and graphing options.
The session will demonstrate theHUB’s survey workflow and analysis applied to the Fall 2020 SIRS Supplemental Survey. Current survey-related analyses include Likert, text, and response clustering.
Authored by: Emilio Esposito
Navigating Context
Posted on: #iteachmsu
Online Course Design Case Studies
Earlier this year, I posted on the Hub blog about our experience working with faculty to put their courses online. I shared an infographic of two case studies of how faculty had decided to build their online courses.
Authored by: Breana Yaklin
Pedagogical Design
Posted on: #iteachmsu
Assessment Workshops
The Hub for Innovation in Learning and Technology is supporting two assessment workshops in March: Assessment Options Beyond the Exam and Exam Design.
1) Assessment Options Beyond the Exam, led by Dr. Andrea Bierema: This workshop is for any MSU educator who is looking for resources and help with formative assessments and alternatives to exams such as projects, infographics, and debates. Examples include ideas for classes with 100 or more students. This workshop ran synchronously on 3/10 via zoom.
2) Exam Design, led by Dr. Casey Henley: This workshop is for any MSU educator who is looking for resources and help with academic integrity on summative quizzes and exams. We will focus on writing multiple-choice and short-answer questions, creating a climate of integrity in the course, the pros and cons of video proctoring and creating exams specifically in D2L. This workshop ran synchronously on 3/9 via zoom.
If you have questions related to the SOIREE workshops, please reach out to Ashley Braman (behanash@msu.edu) for additional support.
1) Assessment Options Beyond the Exam, led by Dr. Andrea Bierema: This workshop is for any MSU educator who is looking for resources and help with formative assessments and alternatives to exams such as projects, infographics, and debates. Examples include ideas for classes with 100 or more students. This workshop ran synchronously on 3/10 via zoom.
2) Exam Design, led by Dr. Casey Henley: This workshop is for any MSU educator who is looking for resources and help with academic integrity on summative quizzes and exams. We will focus on writing multiple-choice and short-answer questions, creating a climate of integrity in the course, the pros and cons of video proctoring and creating exams specifically in D2L. This workshop ran synchronously on 3/9 via zoom.
If you have questions related to the SOIREE workshops, please reach out to Ashley Braman (behanash@msu.edu) for additional support.
Authored by: Breana Yaklin, Andrea Bierema, Casey Henley
Assessing Learning
Posted on: #iteachmsu
#iteachmsu: A brief history
In the beginning…
Much of our work toward #iteachmsu began through a graduate-student-led effort called Inside Teaching MSU in our Graduate School. Inside Teaching MSU launched to catalyze the expertise of many graduate student teaching assistants and instructors, that could be shared with colleagues across disciplines and aimed to challenge the conventional ideas of who is an educator and where learning takes place. As the adoption of this expanded definition of "educator" that was the foundation of this effort grew, three partners- the MSU Hub for Innovation in Learning and Technology, the Graduate School, and the Academic Advancement Network (AAN)- came together to build an educator "commons". The#iteachmsu Commons is a digital space where all MSU educators can share ideas and resources, connect with one another across roles and disciplines, and grow in their practice!
A Hashtag...Throughout social networks, #iteachmsu, has gained institutional traction as not only a statement or a hashtag, but as a public declaration of teaching practice and educator identity. Educators have taken up the rallying cry “I teach MSU” by sharing out reflections, celebrations, and practices online! #iteachmsu even functions as a connection builder, bringing two- now- Champions together!A Platform...
A digital site, iteach.msu.edu, designed for educators by educators at MSU. The site aims to create a single centralized resource on a campus that is often challenged by its decentralized nature. It is also home to the Thank an Educator initiative which aims to elevate and celebrate the high-impact practices and contributions of all educators through a peer-recognition program. For more information on the functions of this space as a platform, check out the Getting Started playlist!A Movement...
The #iteachmsu Commons defines “educators” at Michigan State University in the broadest possible manner. Here we deliberately use the term 'educator' to refer to individuals that support the teaching and learning mission of the university. Educators could include but are not limited to faculty, graduate teaching assistants, undergraduate learning assistants, instructional designers, and academic advisors. If you contribute to MSU’s mission of teaching and learning in any way, you are invited to contribute to and engage with this community (by logging in with your MSU netID).
We believe this shift is an important and deliberate move toward sharing and centering teaching and learning as important across higher education. This moment provides new opportunities for addressing what has always been a valuable but highly complex task for educator development.
Much of our work toward #iteachmsu began through a graduate-student-led effort called Inside Teaching MSU in our Graduate School. Inside Teaching MSU launched to catalyze the expertise of many graduate student teaching assistants and instructors, that could be shared with colleagues across disciplines and aimed to challenge the conventional ideas of who is an educator and where learning takes place. As the adoption of this expanded definition of "educator" that was the foundation of this effort grew, three partners- the MSU Hub for Innovation in Learning and Technology, the Graduate School, and the Academic Advancement Network (AAN)- came together to build an educator "commons". The#iteachmsu Commons is a digital space where all MSU educators can share ideas and resources, connect with one another across roles and disciplines, and grow in their practice!
A Hashtag...Throughout social networks, #iteachmsu, has gained institutional traction as not only a statement or a hashtag, but as a public declaration of teaching practice and educator identity. Educators have taken up the rallying cry “I teach MSU” by sharing out reflections, celebrations, and practices online! #iteachmsu even functions as a connection builder, bringing two- now- Champions together!A Platform...
A digital site, iteach.msu.edu, designed for educators by educators at MSU. The site aims to create a single centralized resource on a campus that is often challenged by its decentralized nature. It is also home to the Thank an Educator initiative which aims to elevate and celebrate the high-impact practices and contributions of all educators through a peer-recognition program. For more information on the functions of this space as a platform, check out the Getting Started playlist!A Movement...
The #iteachmsu Commons defines “educators” at Michigan State University in the broadest possible manner. Here we deliberately use the term 'educator' to refer to individuals that support the teaching and learning mission of the university. Educators could include but are not limited to faculty, graduate teaching assistants, undergraduate learning assistants, instructional designers, and academic advisors. If you contribute to MSU’s mission of teaching and learning in any way, you are invited to contribute to and engage with this community (by logging in with your MSU netID).
We believe this shift is an important and deliberate move toward sharing and centering teaching and learning as important across higher education. This moment provides new opportunities for addressing what has always been a valuable but highly complex task for educator development.
Authored by: Makena Neal, Erik Skogsberg, Madeline Shellgren, Rashad Muhammad, Dave Goodrich
Navigating Context
Posted on: #iteachmsu
Blended Teaching Workshop
The Blended Teaching Workshop is hosted on D2L and is available at any time...
This course is focused on how to make the most of in-person contact time in a course that includes significant time on task in the online environment. We want your focus on your hybrid course to be grounded in your learning objectives, so your attention is always on how best to help the student reach those goals. Exactly what is online or in-person or when will flow naturally from your objectives if you keep your attention there. There is no one way to develop a hybrid course, or teach online, or use the in-person time allotted. Our goal for you is to help you make informed choices based on your context.
This course is asynchronous and self-paced. Feel free to use the content as you wish. Each of you comes to this course with a unique set of experiences and needs, and so we have designed this course to be as flexible as possible, allowing for multiple entry points and goals. For a more guided workshop experience, go through the modules chronologically. There are deliverables you can complete and submit to achieve a Certificate of Completion at the end of the workshop (please note these deliverables will not be graded). For a more grab-and-go experience, please peruse the modules to meet your own needs.
To enroll in the workshop, please click on the self-enrollment link here: Blended Teaching WorkshopPhoto by Tyler Lastovich on Unsplash
This course is focused on how to make the most of in-person contact time in a course that includes significant time on task in the online environment. We want your focus on your hybrid course to be grounded in your learning objectives, so your attention is always on how best to help the student reach those goals. Exactly what is online or in-person or when will flow naturally from your objectives if you keep your attention there. There is no one way to develop a hybrid course, or teach online, or use the in-person time allotted. Our goal for you is to help you make informed choices based on your context.
This course is asynchronous and self-paced. Feel free to use the content as you wish. Each of you comes to this course with a unique set of experiences and needs, and so we have designed this course to be as flexible as possible, allowing for multiple entry points and goals. For a more guided workshop experience, go through the modules chronologically. There are deliverables you can complete and submit to achieve a Certificate of Completion at the end of the workshop (please note these deliverables will not be graded). For a more grab-and-go experience, please peruse the modules to meet your own needs.
To enroll in the workshop, please click on the self-enrollment link here: Blended Teaching WorkshopPhoto by Tyler Lastovich on Unsplash
Posted by: Breana Yaklin
Pedagogical Design
Posted on: New Technologies
Hybrid Tech Cart Demo
As a follow-up to our focus group we had on the Lecture Cam, The Hub and Academic Technologies conducted a demo of the total experience of using the updated tech in the model.
The purpose of this demo is to :
Provide a general Hybrid Tech Cart overview
Demonstrate best practices and provide recommendations for classroom facilitation
Answer specific questions in preparation for the Fall
The purpose of this demo is to :
Provide a general Hybrid Tech Cart overview
Demonstrate best practices and provide recommendations for classroom facilitation
Answer specific questions in preparation for the Fall
Authored by: Rashad Muhammad
Posted on: #iteachmsu
Foundations of the Example Mid-Semester Feedback Questions
Foundations of the Hub's Mid-Semester Feedback Instrument:
Generally, mid-semester feedback is formative and focuses on three basic questions:
1.What would students like to see more of?
2.What would students like to see less of?
3.What would students like to see done differently?
The sample questions provided can be used to build an insturment for students at any moment, although mid-semester is most desired because students will have had enough experience to share feedback and there is still time to make changes to the course, if necessary. There are colleagues across the university who already incorporate mid-semester feedback into their educator practice, or who have support from their unit to do this work. The Center for Teaching and Learning Innovation (formerly Hub for Learning and Technology) is offering resource to compliment the great work that is already happening, and provide mid-semester feedback support broadly.
We encourage you to built an instrument that is short, and includes both scaled and open-ended questions. The intention is to gain insight into the student experience as it relates to the structure of the course, not specifically on the instructor.
Mid-semester feedback instruments tend to be generic, but you have the opportunity to use these sample questions in constructing an insturment that is helpful to you and tailored to your course(s). We have drawn from the work of colleagues at Princeton, Vanderbilt, Brown, Kansas, Yale, North Carolina, and MSU’s Broad College of Business to build this list of sample questions. We thank them.
Generally, mid-semester feedback is formative and focuses on three basic questions:
1.What would students like to see more of?
2.What would students like to see less of?
3.What would students like to see done differently?
The sample questions provided can be used to build an insturment for students at any moment, although mid-semester is most desired because students will have had enough experience to share feedback and there is still time to make changes to the course, if necessary. There are colleagues across the university who already incorporate mid-semester feedback into their educator practice, or who have support from their unit to do this work. The Center for Teaching and Learning Innovation (formerly Hub for Learning and Technology) is offering resource to compliment the great work that is already happening, and provide mid-semester feedback support broadly.
We encourage you to built an instrument that is short, and includes both scaled and open-ended questions. The intention is to gain insight into the student experience as it relates to the structure of the course, not specifically on the instructor.
Mid-semester feedback instruments tend to be generic, but you have the opportunity to use these sample questions in constructing an insturment that is helpful to you and tailored to your course(s). We have drawn from the work of colleagues at Princeton, Vanderbilt, Brown, Kansas, Yale, North Carolina, and MSU’s Broad College of Business to build this list of sample questions. We thank them.
Posted by: Makena Neal
Assessing Learning
Posted on: #iteachmsu
Join the #MSUHubBookClub this month with a 2019 Booker Prize Winner! We're reading Girl, Woman, Other by Bernardine Evaristo. August 24 at 12:00 pm at https://msu.zoom.us/j/9118237453.
Posted by: Summer Issawi
Navigating Context
Posted on: #iteachmsu
How to contact the Hub
• The Hub helps individuals and organizations define and achieve their teaching and learning goals. We utilize fellowships, grants, a student incubator, workshops, and consultations to custom-engineer solutions that are right for people at any stage of their project or education.
https://hub.msu.edu/connect/
• The Hub helps individuals and organizations define and achieve their teaching and learning goals. We utilize fellowships, grants, a student incubator, workshops, and consultations to custom-engineer solutions that are right for people at any stage of their project or education.
https://hub.msu.edu/connect/
Posted by: Kaileigh Hermann
Navigating Context
Posted on: #iteachmsu
IBM is offering the MSU community a suite of online courses that take participants through a comprehensive design thinking journey. The introductory offering, The Practitioner Course, is an interactive overview of the fundamentals of human centered-design concepts. Thanks to a collaboration with MSU’s Hub for Innovation in Learning and Technology, MSU students, faculty, and staff can enroll in IBM’s Practitioner Course at no cost and learn the principles that make design thinking different from other problem solving approaches: https://msuhub.medium.com/ibm-offers-free-design-thinking-training-to-msu-community-5187dc69180
Posted by: Gregory C Teachout
Pedagogical Design
Posted on: #iteachmsu Ambassadors
Join the #MSUHubBookClub this month!
Posted by: Summer Issawi
Navigating Context
Posted on: #iteachmsu
Every year the Hub produces an annual report to share out the projects we’ve worked on and the ways we’ve supported educators in making an impact on campus. Check out the annual report here: https://hub.msu.edu/annual-reports/annual-report-2019/
Posted by: Kaileigh Hermann
Navigating Context
Posted on: #iteachmsu
So why do educators work with the Hub? Here’s what we’ve heard…
Educators collaborate with the Hub to design learning experiences. We help you understand learners, map the experience, prototype and test the experience, and create a plan for success and sustainability.
Educator units come to us to help create the conditions for growth and change you’d like to see in your program. We provide a variety of facilitated sessions to help with team alignment, strategic planning, change management, and learning and development for long-term transformation.
Educators come to us to help facilitate design sprints. Design sprints provide key insights for solving complex challenges and a powerful team-building opportunity. We can facilitate sprints focused on your strategy, process, research, and culture.
If you’ve collaborated with the Hub on a project, tell us more about your experience in the comments below!
Educators collaborate with the Hub to design learning experiences. We help you understand learners, map the experience, prototype and test the experience, and create a plan for success and sustainability.
Educator units come to us to help create the conditions for growth and change you’d like to see in your program. We provide a variety of facilitated sessions to help with team alignment, strategic planning, change management, and learning and development for long-term transformation.
Educators come to us to help facilitate design sprints. Design sprints provide key insights for solving complex challenges and a powerful team-building opportunity. We can facilitate sprints focused on your strategy, process, research, and culture.
If you’ve collaborated with the Hub on a project, tell us more about your experience in the comments below!
Posted by: Kaileigh Hermann
Navigating Context
Posted on: #iteachmsu
The more educators can treat students as professional learners by providing them with reliable, timely, and accurate information about their progress in a course, the more likely it is that students will persist, thrive, and ultimately succeed in their educational journey.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
Posted by: Jeremy Van Hof
Posted on: #iteachmsu
Summer Issawi - Howdy folks! Summer Issawi here and today, Erica Venton and I will be hosting an AMA (Ask Me Anything) on Campus Resources & Getting Connected. I am a learning experience designer with the Hub and know how challenging it can be when navigating this large university. Please ask any questions you might have. We are here to help!
Posted by: Summer Issawi
Navigating Context