We found 172 results that contain "hybrid tech cart"
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
Low Tech Vocab Check
You keep using that word. I do not think it means what you think it means.-Inigo Montoya, The Princess Bride
Although that is not the line for which Mandy Patinkin's Inigo is best known, my observations of students in my introductory pathology and molecular diagnostics courses certainly was bringing it to mind more and more often. They were hearing and repeating the right words, but the precise meaning, so important in medicine, was somehow never quite grasped. For reasons I didn't completely understand, what had worked for years wasn't working in my classroom anymore, so I set out to find a practical solution. My first step was discovering reasons for the change. The extended version of that "why" I discovered is material for another whole article. Emphasis on context-based strategies for learning vocabulary in K-12 education, multi-tasking while studying, the effects of reading from screens, not reading at all, decreasing attention spans, and the collective effects of education during the COVID-19 pandemic were all likely contributors to students' "light" understanding of the necessary vocabulary. I was pretty discouraged when I realized that I couldn't change any of those things! However, I wasn't ready to give up, so I started looking in the literature for strategies and solutions. As you might imagine, not a lot has been published about teaching vocabulary to college students, but I did find some ideas when I read about teaching vocabulary to bilingual students and students with learning differences.When you are learning a new language (or struggling with various aspects of accessing your own), you may be missing or misunderstanding the meaning of new words even in context. My students were learning a new language, kind of, as they built their medical vocabulary, weren't they? With that hypothesis in mind, one deceptively simple activity stood out from this research, something known as a "Does it Make Sense" or DIMS activity. Few resources were needed and little prep time. It didn't take a lot of class time to accomplish. It seemed like a low risk place to start.I created my version of a DIMS activity this way. I found about 25 3 x 5 cards moldering in the back of my desk drawer. On them, in bold black marker, I printed short statements about the current unit in pathology. I was teaching immunology, seredipitously the lessons in which learning precise language is most important in the course. The statements I wrote each had an error, a word or two that needed to be changed for the statement to be correct. At the end of a lecture with about 20 minutes of class time left, I pulled out the cards and asked the students to form groups of 4-5. Once the groups were formed, I gave these brief instructions:
Choose one person to read the statement on the card aloud. You may need to read it more than once.
Discuss the statement. Each statement has an error. Determine the error in the statement in your group.
Then decide how to change the statement to make it correct.
When you have your correction ready, raise a hand and I will come and hear your answer. If you get stuck, raise your hand and I will come over and help.
I handed a card to each group, and let the discussions begin. When a group finished and they gave me a correct answer, I gave them another card. Some groups flew through card after card. Others took their time and needed a hint or two to decode their statement. All of the groups had great discussions, and they seemed to stay on task the whole time. In fact, no one, including me, noticed that the activity continued through the end of class and beyond. We had stayed an extra ten minutes when I finally noticed and sent them home! I had one of the best days in the classroom that I had had in a long time. From what I could see as I ran around the room from group to group, most of the students had that "aha" moment that we want for them, the moment they understand and learn something new. What did they learn? Did they learn proper use of every word in the vocabulary of immunology that day? Not at all, but that wasn't the point. The objective was to show them the importance of precise language in medicine and to encourage them to work harder on their own to master the new words in a new context. Based on my observations in class that day and casual student feedback, I think I can say mission accomplished! I plan to expand my use of this type of activity and other low tech approaches in the next few semesters. I want to collect more formal outcomes data and do some actual analysis beyond casual observation. My gut is telling me that I'm on to something. Watch this space for more, and if you are interested, feel free to contact me about collaboration!References:How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students With High-Functioning Autism Spectrum DisorderDanielle A. Cravalho, Zaira Jimenez, Aya Shhub, and Michael SolisBeyond Behavior 2020 29:1, 31-41
Although that is not the line for which Mandy Patinkin's Inigo is best known, my observations of students in my introductory pathology and molecular diagnostics courses certainly was bringing it to mind more and more often. They were hearing and repeating the right words, but the precise meaning, so important in medicine, was somehow never quite grasped. For reasons I didn't completely understand, what had worked for years wasn't working in my classroom anymore, so I set out to find a practical solution. My first step was discovering reasons for the change. The extended version of that "why" I discovered is material for another whole article. Emphasis on context-based strategies for learning vocabulary in K-12 education, multi-tasking while studying, the effects of reading from screens, not reading at all, decreasing attention spans, and the collective effects of education during the COVID-19 pandemic were all likely contributors to students' "light" understanding of the necessary vocabulary. I was pretty discouraged when I realized that I couldn't change any of those things! However, I wasn't ready to give up, so I started looking in the literature for strategies and solutions. As you might imagine, not a lot has been published about teaching vocabulary to college students, but I did find some ideas when I read about teaching vocabulary to bilingual students and students with learning differences.When you are learning a new language (or struggling with various aspects of accessing your own), you may be missing or misunderstanding the meaning of new words even in context. My students were learning a new language, kind of, as they built their medical vocabulary, weren't they? With that hypothesis in mind, one deceptively simple activity stood out from this research, something known as a "Does it Make Sense" or DIMS activity. Few resources were needed and little prep time. It didn't take a lot of class time to accomplish. It seemed like a low risk place to start.I created my version of a DIMS activity this way. I found about 25 3 x 5 cards moldering in the back of my desk drawer. On them, in bold black marker, I printed short statements about the current unit in pathology. I was teaching immunology, seredipitously the lessons in which learning precise language is most important in the course. The statements I wrote each had an error, a word or two that needed to be changed for the statement to be correct. At the end of a lecture with about 20 minutes of class time left, I pulled out the cards and asked the students to form groups of 4-5. Once the groups were formed, I gave these brief instructions:
Choose one person to read the statement on the card aloud. You may need to read it more than once.
Discuss the statement. Each statement has an error. Determine the error in the statement in your group.
Then decide how to change the statement to make it correct.
When you have your correction ready, raise a hand and I will come and hear your answer. If you get stuck, raise your hand and I will come over and help.
I handed a card to each group, and let the discussions begin. When a group finished and they gave me a correct answer, I gave them another card. Some groups flew through card after card. Others took their time and needed a hint or two to decode their statement. All of the groups had great discussions, and they seemed to stay on task the whole time. In fact, no one, including me, noticed that the activity continued through the end of class and beyond. We had stayed an extra ten minutes when I finally noticed and sent them home! I had one of the best days in the classroom that I had had in a long time. From what I could see as I ran around the room from group to group, most of the students had that "aha" moment that we want for them, the moment they understand and learn something new. What did they learn? Did they learn proper use of every word in the vocabulary of immunology that day? Not at all, but that wasn't the point. The objective was to show them the importance of precise language in medicine and to encourage them to work harder on their own to master the new words in a new context. Based on my observations in class that day and casual student feedback, I think I can say mission accomplished! I plan to expand my use of this type of activity and other low tech approaches in the next few semesters. I want to collect more formal outcomes data and do some actual analysis beyond casual observation. My gut is telling me that I'm on to something. Watch this space for more, and if you are interested, feel free to contact me about collaboration!References:How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students With High-Functioning Autism Spectrum DisorderDanielle A. Cravalho, Zaira Jimenez, Aya Shhub, and Michael SolisBeyond Behavior 2020 29:1, 31-41
Authored by: Rachel Morris, Biomedical Lab Diagnostics
Posted on: #iteachmsu
FAQ - University Hybrid Classroom Technology
Q: What is a Hybrid Classroom?
A: Hybrid classrooms are specific classrooms located throughout campus that are optimized for simultaneous in-person and online instruction. These classrooms are equipped with integrated, HD cameras that can pan, tilt, and zoom to meet the specific needs of each lecture.
Compatibility with Zoom is a top priority in the hybrid classroom design. In addition to cameras, each classroom features echo-cancelling technology that enables students to ask and answer questions, whether they are physically in the room or over Zoom.
Q: How will I know if my classroom has Hybrid technology in it?
A: The Office of the Registrar is working to ensure all classrooms where faculty have indicated Hybrid as their teaching modality to be placed in a room with Hybrid technology. MSU IT and the Office of Planning and Budgets is working to update 25 Live with Hybrid classroom features. 25 Live is located on the web at: https://25live.collegenet.com/pro/msu
Q: How do I use Zoom with a Hybrid Classroom?
A: Hybrid classrooms have integrated cameras. These cameras work with Zoom and feature the ability to pan, tilt and zoom. Users will be able to set their own pre-sets on the cameras. Rooms will also feature built-in echo cancelation so students not in the classroom can ask or answer any questions. Specific instructions are still being developed and will posted to several different websites including tech.msu.edu.
Q: Where can I learn more about Zoom and how to set it up for my class?
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html Instructors who need additional help can contact the MSU IT service desk to be routed to an instructional designer who may be of assistance.
Q: How do I get Support? Will it be in person?
A: Please call the MSU IT service desk at 517-432-6200, for those requiring immediate assistance a classroom technology technician will be dispatched to your classroom. For questions about classroom technology that do not require immediate assistance visit https://tech.msu.edu/support or call 517-432-6200.
Q: I have a question about D2L?
A: MSU IT can assist with questions regarding D2L and other classroom technology tools, please contact the MSU IT service desk at 517-432-6200
Q: How will instructions be provided?
A: MSU IT is creating and producing content designed to show faculty how to use different parts of classroom technology. Content will be made available at https://spartanslearn.msu.edu. Faculty wishing to schedule 1 on 1 training regarding classroom technology can contact the MSU IT service desk at 517-432-6200 or go to https://tech.msu.edu/support.
Q: Will each classroom be cleaned between classes?
A: Current guidance has classrooms scheduled to be cleaned daily with a focus on cleaning high touch surfaces more frequently. Cleaning will be provided by IPF or RHS depending on location.
Q: If I wear a mask while lecturing will anyone hear me?
A: The use of mask and an appropriately located microphone will provide the needed amplification for those in the room and remotely to hear you. The use of a microphone is highly encouraged in all classrooms regardless of teaching modality. If teaching and using Zoom or similar technology the use of a microphone is required and will allow students participating remotely to hear you.
Q: How do I share my screen on zoom?
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html
Q: I need an electronic whiteboard program/application, what can I use?
A: Zoom has a built-in whiteboard application that can be accessed, by clicking share screen and selecting whiteboard. Many classrooms have touch enabled Dell monitors which permit annotation with a finger or stylus. This annotation feature is available with other applications such as the Microsoft Office 365 suite.
Q: Can I play a video over Zoom?
A: While this is possible, some users with slower internet connections may experience issues with choppy or slow video. If possible, videos shown during class should be made available through a link prior to any class discussions or assignments.
Q: I would like to get advanced training on using Zoom in the classroom. How do I schedule something?
A: Please contact the MSU IT Service Desk at 517-432-6200 to have your request routed to the proper team for additional help or visit https://tech.msu.edu/support . Video content regarding the use of zoom is also available at: https://spartanslearn.msu.edu/tech-training/zoom/index.html
A: Hybrid classrooms are specific classrooms located throughout campus that are optimized for simultaneous in-person and online instruction. These classrooms are equipped with integrated, HD cameras that can pan, tilt, and zoom to meet the specific needs of each lecture.
Compatibility with Zoom is a top priority in the hybrid classroom design. In addition to cameras, each classroom features echo-cancelling technology that enables students to ask and answer questions, whether they are physically in the room or over Zoom.
Q: How will I know if my classroom has Hybrid technology in it?
A: The Office of the Registrar is working to ensure all classrooms where faculty have indicated Hybrid as their teaching modality to be placed in a room with Hybrid technology. MSU IT and the Office of Planning and Budgets is working to update 25 Live with Hybrid classroom features. 25 Live is located on the web at: https://25live.collegenet.com/pro/msu
Q: How do I use Zoom with a Hybrid Classroom?
A: Hybrid classrooms have integrated cameras. These cameras work with Zoom and feature the ability to pan, tilt and zoom. Users will be able to set their own pre-sets on the cameras. Rooms will also feature built-in echo cancelation so students not in the classroom can ask or answer any questions. Specific instructions are still being developed and will posted to several different websites including tech.msu.edu.
Q: Where can I learn more about Zoom and how to set it up for my class?
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html Instructors who need additional help can contact the MSU IT service desk to be routed to an instructional designer who may be of assistance.
Q: How do I get Support? Will it be in person?
A: Please call the MSU IT service desk at 517-432-6200, for those requiring immediate assistance a classroom technology technician will be dispatched to your classroom. For questions about classroom technology that do not require immediate assistance visit https://tech.msu.edu/support or call 517-432-6200.
Q: I have a question about D2L?
A: MSU IT can assist with questions regarding D2L and other classroom technology tools, please contact the MSU IT service desk at 517-432-6200
Q: How will instructions be provided?
A: MSU IT is creating and producing content designed to show faculty how to use different parts of classroom technology. Content will be made available at https://spartanslearn.msu.edu. Faculty wishing to schedule 1 on 1 training regarding classroom technology can contact the MSU IT service desk at 517-432-6200 or go to https://tech.msu.edu/support.
Q: Will each classroom be cleaned between classes?
A: Current guidance has classrooms scheduled to be cleaned daily with a focus on cleaning high touch surfaces more frequently. Cleaning will be provided by IPF or RHS depending on location.
Q: If I wear a mask while lecturing will anyone hear me?
A: The use of mask and an appropriately located microphone will provide the needed amplification for those in the room and remotely to hear you. The use of a microphone is highly encouraged in all classrooms regardless of teaching modality. If teaching and using Zoom or similar technology the use of a microphone is required and will allow students participating remotely to hear you.
Q: How do I share my screen on zoom?
A: MSU IT has created several videos to help new Zoom users, including information about how to screen share and present. https://spartanslearn.msu.edu/tech-training/zoom/index.html
Q: I need an electronic whiteboard program/application, what can I use?
A: Zoom has a built-in whiteboard application that can be accessed, by clicking share screen and selecting whiteboard. Many classrooms have touch enabled Dell monitors which permit annotation with a finger or stylus. This annotation feature is available with other applications such as the Microsoft Office 365 suite.
Q: Can I play a video over Zoom?
A: While this is possible, some users with slower internet connections may experience issues with choppy or slow video. If possible, videos shown during class should be made available through a link prior to any class discussions or assignments.
Q: I would like to get advanced training on using Zoom in the classroom. How do I schedule something?
A: Please contact the MSU IT Service Desk at 517-432-6200 to have your request routed to the proper team for additional help or visit https://tech.msu.edu/support . Video content regarding the use of zoom is also available at: https://spartanslearn.msu.edu/tech-training/zoom/index.html
Authored by: MSU Information Technology and the MSU Hub for Innovation in Learning and Technology
Posted on: MSU Online & Remote...
Hybrid Teaching and Learning Basics
What is Hybrid Teaching and Learning?
Whether or not they think of this as “hybrid teaching,” most educators have their students do scholarly work between course meetings, such as preparing notes, completing a set of problems, drafting an essay, or reflecting on a previous project. Often this work uses digital technologies. This student work then becomes the focus of the next face-to-face (f2f) meeting (e.g. by having students take an exam, self-assess their work, give and receive feedback, conduct lab experiments, or revise their writing). While some might call these activities “homework” or “studying,” all educators recognize that well-thought out and structured learning outside the classroom can enhance the f2f experience and free up class time educators can use to provide feedback, facilitate conversations, point to resources, and model the kind disciplinary inquiry they are asking students to engage with. In short, the f2f experience better supports learning when educators provide well-designed lessons for students outside of the classroom.
If this is part of your practice, you are already engaged in the work of “hybrid” teaching and learning.
To be clear, hybrid teaching and learning:
Includes online interaction among learners and between instructor and learners
Has significant instructor presence online throughout the course
Devotes significant classroom time to discussion and interaction between learners and instructor
Engages students in learning activities both online and in the classroom
Explicitly integrates online content and activities with in-class content and/or activities
Because “hybrid” courses substitute online work for some amount of f2f time, explicit, designed hybrid teaching and learning asks educators to be even more attuned to the work they provide students outside of the classroom. Kathryn Linder writes:
Hybrid pedagogy is a method of teaching that utilizes technology to create a variety of learning environments for students. Instructors who employ hybrid pedagogies intentionally incorporate technology tools both to enhance student learning and to respond to a wide range of learning preferences. In hybrid classroom settings, face-to-face activities are often combined with technology-mediated activities so that there is more active learning in the face-to-face setting as well as more intentional guidance when students are learning outside the classroom. (11)
Consequently, the shift to hybrid teaching and learning requires being more mindful of the “way[s] that instructors can ensure that students are engaged with the course content by incorporating online learning communities, synchronous and asynchronous discussion, and a variety of online collaboration methods that encourage students to interact with the course materials, their instructors, and their peers in a variety of ways” (Linder 12). Thinking in terms of hybrid teaching and learning can open the opportunity for creativity regarding how to use our resources to best support our students’ engagement with the content, ourselves, and one another.
At the same time, as members of the university community living through a pandemic, we are challenged to think creatively about how to use our teaching resources to support student learning. Hybrid teaching and learning, may be, depending on the context, one option to minimize risk and support learning, while still helping students benefit from key campus community resources. This short document is meant to help educators make the transition to hybrid teaching and learning. To help you imagine and design your hybrid course, we’ll provide a series of hybrid teaching “dos” and “don'ts” before supplying some examples from educators across MSU. The bibliography at the end of this document will also provide you with some additional resources to help you plan and design your course.
Hybrid Teaching and Learning “Dos”
The following list is meant to provide you with a few starting points to help you plan your hybrid course. As you plan...
Do have clearly defined learning objectives (“After the completion of this course, students will be able to…”) and projects/tasks and assessments that move students towards the learning objectives.
Do choose course technologies that help you and your students achieve those learning objectives.
Do scaffold your tasks, assignments, and projects. This means breaking down larger projects into smaller tasks while providing formative feedback and explaining how the smaller parts build towards the larger project. Students need and want to know why they are engaging in some task, as well as how they are doing as they complete the tasks. This will also help you to make decisions about what to do in an online space and in your face-to-face meetings.
Do give time for students to learn how to use and interact with your course technologies.
Do use your face to face meetings to practice, provide feedback, encourage collaboration among students, reflect on learning, and/or foster discussion.
Do consider your students’ prior knowledge and experience, as well as the resources your students have available in their local learning context, such as their home, neighborhood, or community.
Hybrid Teaching and Learning “Don’ts”
The following list reflects a common set of concerns for faculty and educators as they design their hybrid courses. As you plan...
Don’t forget there are people on the other side of the technology.
Don’t forget to build community among students.
Don’t spend too much time worrying about the percentage of work done online versus face-to-face (even in f2f courses, the bulk of learning can--and often does--take place outside of the classroom). Learning objectives should guide the way:
What do I want my student to learn?
How will I know when students meet the learning objectives?
What activities, projects, tasks, etc. will help my students achieve those learning objectives?
Which of those activities, projects, tasks, should be done in a f2f setting? Why?
Which of those activities, projects, tasks, should be done in an online setting? Why?
Don’t approach course design as though you’re simply “transitioning” some f2f components into an online environment. Rather, understand that the online component of a hybrid course deserves its own theorization and attention, as it will only increase the power of the f2f meetings. In short, well-thought out online learning can make the f2f meetings more focused on practice, feedback, revision, and active learning.
Don’t forget about accessibility and ensuring your students have access to course materials.
Models of Hybrid Courses
The following list provides a set of models from MSU faculty across the disciplines. More examples will be added in the near future:
A first-year writing course from the Department of Writing, Rhetoric, and American Cultures
A sophomore and junior-level biomedical laboratory science course
A first-year general chemistry lab course in Lyman Briggs College
A series of Russian language courses
Sophomore level course for students with an interest in Communicative Sciences and Disorders, including the minor in CSD.
Resources and Further Reading
Online
Michigan State University - Community D2L site for experiential learning
Hybrid Learning Consortium
University of Central Florida - Blended Learning Toolkit (or BlendKit)
Cornell - Getting Starting with Designing Hybrid Courses Online
Penn State U - What is Hybrid Learning?
University of Texas - Hybrid Learning and Teaching
Northeastern University - 5 Reasons Hybrid Learning May be Right for You
A11Y Project
PDFs, Design Resources, and Articles
Jay McTighe and Giselle O. Martin-Kniep - Seven Strategies for Supporting Student Learning in a Remote Environment
Jay McTighe and Ronald S. Thomas - Backwards Design for Forward Action
Kathryn E. Linder - Blended Course Design Workbook (contains useful worksheets for designing your hybrid learning course).
https://www.sciencedirect.com/science/article/abs/pii/S1096751606000492
James Lang and Flower Darby - Small Teaching Online: Applying Learning Science in Online Classes
Angelo, T. A. A “Teacher’s Dozen”: Fourteen General, Research-based Principles for Improving Higher Learning in Our Classrooms.” AAHE Bulletin, 45(8), 3-13.
Banditvilai C. “Enhancing Students’ Language Skills through Blended Learning.” The Electronic Journal of e-Learning 14(3), 220-229.
Marisa Brandt (Lyman Briggs), Michael Ristich (Writing, Rhetoric, and American Cultures), Amy Ward (Human Medicine), and Arthur Ward (Lyman Briggs)
Contributors: Rachel Barnard (Lyman Briggs), Rachel Morris (Biomedical Laboratory Diagnostics), Shannon Donnally Spasova (Linguistics & Germanic, Slavic, Asian and African Languages), Lisa Kopf (University of Northern Iowa, Department of Communication Sciences and Disorders)
Whether or not they think of this as “hybrid teaching,” most educators have their students do scholarly work between course meetings, such as preparing notes, completing a set of problems, drafting an essay, or reflecting on a previous project. Often this work uses digital technologies. This student work then becomes the focus of the next face-to-face (f2f) meeting (e.g. by having students take an exam, self-assess their work, give and receive feedback, conduct lab experiments, or revise their writing). While some might call these activities “homework” or “studying,” all educators recognize that well-thought out and structured learning outside the classroom can enhance the f2f experience and free up class time educators can use to provide feedback, facilitate conversations, point to resources, and model the kind disciplinary inquiry they are asking students to engage with. In short, the f2f experience better supports learning when educators provide well-designed lessons for students outside of the classroom.
If this is part of your practice, you are already engaged in the work of “hybrid” teaching and learning.
To be clear, hybrid teaching and learning:
Includes online interaction among learners and between instructor and learners
Has significant instructor presence online throughout the course
Devotes significant classroom time to discussion and interaction between learners and instructor
Engages students in learning activities both online and in the classroom
Explicitly integrates online content and activities with in-class content and/or activities
Because “hybrid” courses substitute online work for some amount of f2f time, explicit, designed hybrid teaching and learning asks educators to be even more attuned to the work they provide students outside of the classroom. Kathryn Linder writes:
Hybrid pedagogy is a method of teaching that utilizes technology to create a variety of learning environments for students. Instructors who employ hybrid pedagogies intentionally incorporate technology tools both to enhance student learning and to respond to a wide range of learning preferences. In hybrid classroom settings, face-to-face activities are often combined with technology-mediated activities so that there is more active learning in the face-to-face setting as well as more intentional guidance when students are learning outside the classroom. (11)
Consequently, the shift to hybrid teaching and learning requires being more mindful of the “way[s] that instructors can ensure that students are engaged with the course content by incorporating online learning communities, synchronous and asynchronous discussion, and a variety of online collaboration methods that encourage students to interact with the course materials, their instructors, and their peers in a variety of ways” (Linder 12). Thinking in terms of hybrid teaching and learning can open the opportunity for creativity regarding how to use our resources to best support our students’ engagement with the content, ourselves, and one another.
At the same time, as members of the university community living through a pandemic, we are challenged to think creatively about how to use our teaching resources to support student learning. Hybrid teaching and learning, may be, depending on the context, one option to minimize risk and support learning, while still helping students benefit from key campus community resources. This short document is meant to help educators make the transition to hybrid teaching and learning. To help you imagine and design your hybrid course, we’ll provide a series of hybrid teaching “dos” and “don'ts” before supplying some examples from educators across MSU. The bibliography at the end of this document will also provide you with some additional resources to help you plan and design your course.
Hybrid Teaching and Learning “Dos”
The following list is meant to provide you with a few starting points to help you plan your hybrid course. As you plan...
Do have clearly defined learning objectives (“After the completion of this course, students will be able to…”) and projects/tasks and assessments that move students towards the learning objectives.
Do choose course technologies that help you and your students achieve those learning objectives.
Do scaffold your tasks, assignments, and projects. This means breaking down larger projects into smaller tasks while providing formative feedback and explaining how the smaller parts build towards the larger project. Students need and want to know why they are engaging in some task, as well as how they are doing as they complete the tasks. This will also help you to make decisions about what to do in an online space and in your face-to-face meetings.
Do give time for students to learn how to use and interact with your course technologies.
Do use your face to face meetings to practice, provide feedback, encourage collaboration among students, reflect on learning, and/or foster discussion.
Do consider your students’ prior knowledge and experience, as well as the resources your students have available in their local learning context, such as their home, neighborhood, or community.
Hybrid Teaching and Learning “Don’ts”
The following list reflects a common set of concerns for faculty and educators as they design their hybrid courses. As you plan...
Don’t forget there are people on the other side of the technology.
Don’t forget to build community among students.
Don’t spend too much time worrying about the percentage of work done online versus face-to-face (even in f2f courses, the bulk of learning can--and often does--take place outside of the classroom). Learning objectives should guide the way:
What do I want my student to learn?
How will I know when students meet the learning objectives?
What activities, projects, tasks, etc. will help my students achieve those learning objectives?
Which of those activities, projects, tasks, should be done in a f2f setting? Why?
Which of those activities, projects, tasks, should be done in an online setting? Why?
Don’t approach course design as though you’re simply “transitioning” some f2f components into an online environment. Rather, understand that the online component of a hybrid course deserves its own theorization and attention, as it will only increase the power of the f2f meetings. In short, well-thought out online learning can make the f2f meetings more focused on practice, feedback, revision, and active learning.
Don’t forget about accessibility and ensuring your students have access to course materials.
Models of Hybrid Courses
The following list provides a set of models from MSU faculty across the disciplines. More examples will be added in the near future:
A first-year writing course from the Department of Writing, Rhetoric, and American Cultures
A sophomore and junior-level biomedical laboratory science course
A first-year general chemistry lab course in Lyman Briggs College
A series of Russian language courses
Sophomore level course for students with an interest in Communicative Sciences and Disorders, including the minor in CSD.
Resources and Further Reading
Online
Michigan State University - Community D2L site for experiential learning
Hybrid Learning Consortium
University of Central Florida - Blended Learning Toolkit (or BlendKit)
Cornell - Getting Starting with Designing Hybrid Courses Online
Penn State U - What is Hybrid Learning?
University of Texas - Hybrid Learning and Teaching
Northeastern University - 5 Reasons Hybrid Learning May be Right for You
A11Y Project
PDFs, Design Resources, and Articles
Jay McTighe and Giselle O. Martin-Kniep - Seven Strategies for Supporting Student Learning in a Remote Environment
Jay McTighe and Ronald S. Thomas - Backwards Design for Forward Action
Kathryn E. Linder - Blended Course Design Workbook (contains useful worksheets for designing your hybrid learning course).
https://www.sciencedirect.com/science/article/abs/pii/S1096751606000492
James Lang and Flower Darby - Small Teaching Online: Applying Learning Science in Online Classes
Angelo, T. A. A “Teacher’s Dozen”: Fourteen General, Research-based Principles for Improving Higher Learning in Our Classrooms.” AAHE Bulletin, 45(8), 3-13.
Banditvilai C. “Enhancing Students’ Language Skills through Blended Learning.” The Electronic Journal of e-Learning 14(3), 220-229.
Marisa Brandt (Lyman Briggs), Michael Ristich (Writing, Rhetoric, and American Cultures), Amy Ward (Human Medicine), and Arthur Ward (Lyman Briggs)
Contributors: Rachel Barnard (Lyman Briggs), Rachel Morris (Biomedical Laboratory Diagnostics), Shannon Donnally Spasova (Linguistics & Germanic, Slavic, Asian and African Languages), Lisa Kopf (University of Northern Iowa, Department of Communication Sciences and Disorders)
Authored by: Prepared by a team of experienced faculty
Posted on: New Technologies
About University Hybrid Technology Classrooms
What are University Hybrid Technology Classrooms?
University hybrid technology classrooms are classrooms that are optimized for use in courses that have both online and in-person parts (hybrid courses). These classrooms are equipped with integrated, HD cameras that can pan, tilt, and zoom to meet the specific needs of each lecture.
Compatibility with Zoom is a top priority in the university hybrid technology classroom design. In addition to cameras, each classroom features echo-cancelling technology that enables students to ask and answer questions, whether they are physically in the room or over Zoom.
Training and Support
Training is available via one-on-one instruction, group demos, and through a variety of on-demand sources, as listed below.
Resources and Information
University Hybrid Technology Classroom Quick Reference
University Hybrid Technology Classroom - full manual
Demonstration of University Hybrid Technology Classroom Hybrid Tech Cart Video Demo from July 16, 2020
University Hybrid Technology Classroom - Frequently Asked Questions
About Zoom
Zoom is a videoconferencing application that allows students to participate in hybrid technology classrooms over the internet. It is the primary tool used across MSU for remote learning.
Whiteboard Application
A built-in whiteboard application is provided in Zoom and can be accessed by clicking “Share Screen” and selecting “Whiteboard.”
University hybrid technology classrooms have touch-enabled monitors allow instructors to draw on this digital whiteboard using a finger or stylus.
Zoom Training
The following video provides training for new users and instructions, including how to prepare Zoom for your course, share and present, use the whiteboard feature, and more: https://go.msu.edu/zoomtraining.
For immediate support by a classroom technology technician, please contact the IT Service Desk at (517) 432-6200.
The MSU IT Service Desk can also address all questions, concerns, and help set up training sessions.
University hybrid technology classrooms are classrooms that are optimized for use in courses that have both online and in-person parts (hybrid courses). These classrooms are equipped with integrated, HD cameras that can pan, tilt, and zoom to meet the specific needs of each lecture.
Compatibility with Zoom is a top priority in the university hybrid technology classroom design. In addition to cameras, each classroom features echo-cancelling technology that enables students to ask and answer questions, whether they are physically in the room or over Zoom.
Training and Support
Training is available via one-on-one instruction, group demos, and through a variety of on-demand sources, as listed below.
Resources and Information
University Hybrid Technology Classroom Quick Reference
University Hybrid Technology Classroom - full manual
Demonstration of University Hybrid Technology Classroom Hybrid Tech Cart Video Demo from July 16, 2020
University Hybrid Technology Classroom - Frequently Asked Questions
About Zoom
Zoom is a videoconferencing application that allows students to participate in hybrid technology classrooms over the internet. It is the primary tool used across MSU for remote learning.
Whiteboard Application
A built-in whiteboard application is provided in Zoom and can be accessed by clicking “Share Screen” and selecting “Whiteboard.”
University hybrid technology classrooms have touch-enabled monitors allow instructors to draw on this digital whiteboard using a finger or stylus.
Zoom Training
The following video provides training for new users and instructions, including how to prepare Zoom for your course, share and present, use the whiteboard feature, and more: https://go.msu.edu/zoomtraining.
For immediate support by a classroom technology technician, please contact the IT Service Desk at (517) 432-6200.
The MSU IT Service Desk can also address all questions, concerns, and help set up training sessions.
Authored by: MSU Information Technology and MSU Hub for Innovation in Learning and Technology
Posted on: #iteachmsu
2024 EDUCAUSE Faculty Survey: Sharing experiences strengthens our tech future
MSU is asking educators to participate in the EDUCAUSE 2024 Faculty Survey.
Members of MSU faculty who participate will help the university learn about teaching experiences across different instructional modalities in higher education.
Please complete the survey here .
This web-based survey should take less than 15 minutes to complete, and responses are completely anonymous and confidential. The survey will be open until September 30, 2024.
By partnering with EDUCAUSE and peer institutions, this survey will help MSU understand the technology needed to support teaching, learning, and student success.
EDUCAUSE is a nonprofit association whose mission is to advance higher education using information technology. They equip the community with the knowledge, resources, and community-building opportunities needed to help shape strategic IT decisions at every level in higher education.
Your participation is appreciated and will help guide the university as we improve the technological environment for Spartans, and peers, for years to come.
Members of MSU faculty who participate will help the university learn about teaching experiences across different instructional modalities in higher education.
Please complete the survey here .
This web-based survey should take less than 15 minutes to complete, and responses are completely anonymous and confidential. The survey will be open until September 30, 2024.
By partnering with EDUCAUSE and peer institutions, this survey will help MSU understand the technology needed to support teaching, learning, and student success.
EDUCAUSE is a nonprofit association whose mission is to advance higher education using information technology. They equip the community with the knowledge, resources, and community-building opportunities needed to help shape strategic IT decisions at every level in higher education.
Your participation is appreciated and will help guide the university as we improve the technological environment for Spartans, and peers, for years to come.
Posted by: Caitlin Clover
Assessing Learning
Posted on: #iteachmsu
Blended and Hybrid Learning: Strategies and Best Practices [CTLI Webinar]
Here is the recording of our 80-minute Blended and Hybrid Learning webinar presented by the CTLI.Here is a link to the Blended and Hybrid Learning slide deck which includes further links to resources on slides 27-30. The main external resources we recommend are:
Multimodal Instructor Guide https://hcommons.org/deposits/item/hc:46633/
List of Big Class Discussion Strategies https://www.cultofpedagogy.com/speaking-listening-techniques/
Educause (7 Things You Should Know About the HyFlex Course Model) https://library.educause.edu/resources/2020/7/7-things-you-should-know-about-the-hyflex-course-model
Online Learning Consortium (The Blended Institutions of Higher Education) https://www.everylearnereverywhere.org/wp-content/uploads/The-Blended-Institution-for-Higher-Education.pdf
Blended Learning Guidebook https://www.blpmooc.org/guidebook
Please feel free to follow up with Jay Loftus or Ellie Louson from the CTLI with any questions or to request a consultation.Image from Pexels by Kampus Production.
Multimodal Instructor Guide https://hcommons.org/deposits/item/hc:46633/
List of Big Class Discussion Strategies https://www.cultofpedagogy.com/speaking-listening-techniques/
Educause (7 Things You Should Know About the HyFlex Course Model) https://library.educause.edu/resources/2020/7/7-things-you-should-know-about-the-hyflex-course-model
Online Learning Consortium (The Blended Institutions of Higher Education) https://www.everylearnereverywhere.org/wp-content/uploads/The-Blended-Institution-for-Higher-Education.pdf
Blended Learning Guidebook https://www.blpmooc.org/guidebook
Please feel free to follow up with Jay Loftus or Ellie Louson from the CTLI with any questions or to request a consultation.Image from Pexels by Kampus Production.
Authored by: Ellie Louson
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: New Technologies
Are you looking for locations for the Hybrid Technology Classrooms? Check out this link: https://remote.msu.edu/teaching/hybrid-support.html#what-is-hybrid
Posted by: Rashad Muhammad
Posted on: #iteachmsu
Have just finished putting the final touches on the first episode in a new podcast series -- created using Audacity and AnchorFM -- that is intended to support the learning of students in my face-to-face, hybrid, and online courses from Fall 2022. . . WSTKS-FM Worldwide: Podcasts for Digital Collaborative Learning in the 21st Century. Here is a link for anyone who might find this of interest: https://www.youtube.com/watch?v=01UohhFXXCI
Additional interesting apps for creating podcasts that are worth exploring further include:
RiversideFM -- https://riverside.fm/
Soundtrap -- https://www.soundtrap.com/
Headliner -- https://make.headliner.app/create
How to Start a Podcsat -- https://www.thepodcasthost.com/planning/how-to-start-a-podcast/
New Ed Tech Classroom YouTube Channel (Lots of cools stuff, including information on creating podcasts for and by students -- https://www.youtube.com/channel/UCd6vizTYlSgpR6zJ8j5KiyA
Additional interesting apps for creating podcasts that are worth exploring further include:
RiversideFM -- https://riverside.fm/
Soundtrap -- https://www.soundtrap.com/
Headliner -- https://make.headliner.app/create
How to Start a Podcsat -- https://www.thepodcasthost.com/planning/how-to-start-a-podcast/
New Ed Tech Classroom YouTube Channel (Lots of cools stuff, including information on creating podcasts for and by students -- https://www.youtube.com/channel/UCd6vizTYlSgpR6zJ8j5KiyA
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: GenAI & Education
AI Commons Bulletin 2/26/2025
🆚 AI in Qualitative Research: ChatGPT vs. Human Coders
An MSU study examined ChatGPT’s role in qualitative data analysis, comparing AI-augmented and human coding of hotel guest experiences. AI-generated themes aligned with human-coded ones but missed social interactions and safety concerns. A hybrid approach—AI for initial coding with human refinement—balances efficiency and analytical rigor.
Learn More: Sun, H., Kim, M., Kim, S., & Choi, L. (2025). A methodological exploration of generative artificial intelligence (AI) for efficient qualitative analysis on hotel guests’ delightful experiences. International Journal of Hospitality Management, 124, 103974.
🤔 VR Tool with AI Increased Student Learning and Reflection
This empirical study found that students interacting with a VR course tutor increased focus and reflection and were more likely to ask questions, “Within the dialogue with the AI virtual tutor, learners most frequently engaged in discourse centered around collaboratively building on ideas.”
Learn More: Chu, X. et al. Enhancing the flipped classroom model with generative AI and Metaverse technologies. Ed Tech Res Dev (2025).
🧠 Use LLM Prompting to Teach Computational Thinking
Many fields consider computational thinking (CT) to be essential. Hsu (2025) details how to teach this skill using LLM prompting. Also includes interesting ideas for incorporating prompting in a deeper way: meaningful, social prompting, or learner directed prompting
Learn More: Hsu, HP. From Programming to Prompting. TechTrends (2025).
🧭 AI Guidelines at Major Universities are Pretty Predictable
A content analysis of AI guidelines at the top 50 USNWR-ranked institutions reveals key themes: AI use is allowed but must not involve plagiarism or unauthorized assistance, instructors should clearly define AI expectations, and users must follow privacy guidelines by avoiding sharing sensitive or confidential information.
Learn More: Alba et al (2025) ChatGPT Comes to Campus. SIGSCE TS.
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”).
🆚 AI in Qualitative Research: ChatGPT vs. Human Coders
An MSU study examined ChatGPT’s role in qualitative data analysis, comparing AI-augmented and human coding of hotel guest experiences. AI-generated themes aligned with human-coded ones but missed social interactions and safety concerns. A hybrid approach—AI for initial coding with human refinement—balances efficiency and analytical rigor.
Learn More: Sun, H., Kim, M., Kim, S., & Choi, L. (2025). A methodological exploration of generative artificial intelligence (AI) for efficient qualitative analysis on hotel guests’ delightful experiences. International Journal of Hospitality Management, 124, 103974.
🤔 VR Tool with AI Increased Student Learning and Reflection
This empirical study found that students interacting with a VR course tutor increased focus and reflection and were more likely to ask questions, “Within the dialogue with the AI virtual tutor, learners most frequently engaged in discourse centered around collaboratively building on ideas.”
Learn More: Chu, X. et al. Enhancing the flipped classroom model with generative AI and Metaverse technologies. Ed Tech Res Dev (2025).
🧠 Use LLM Prompting to Teach Computational Thinking
Many fields consider computational thinking (CT) to be essential. Hsu (2025) details how to teach this skill using LLM prompting. Also includes interesting ideas for incorporating prompting in a deeper way: meaningful, social prompting, or learner directed prompting
Learn More: Hsu, HP. From Programming to Prompting. TechTrends (2025).
🧭 AI Guidelines at Major Universities are Pretty Predictable
A content analysis of AI guidelines at the top 50 USNWR-ranked institutions reveals key themes: AI use is allowed but must not involve plagiarism or unauthorized assistance, instructors should clearly define AI expectations, and users must follow privacy guidelines by avoiding sharing sensitive or confidential information.
Learn More: Alba et al (2025) ChatGPT Comes to Campus. SIGSCE TS.
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
MULTIMODAL BLENDED EVENTS HANDBOOK
Ever wish you had some guidelines and references to tap into when planning a hybrid or virtual event? Well, now it's available! Check out the new Multimodal Blended Events Handbook from The Hub! The handbook includes several topics and reference points to help optimize and execute the best event planning possible. Looking forward to your feedback on the document.
Ever wish you had some guidelines and references to tap into when planning a hybrid or virtual event? Well, now it's available! Check out the new Multimodal Blended Events Handbook from The Hub! The handbook includes several topics and reference points to help optimize and execute the best event planning possible. Looking forward to your feedback on the document.
Posted by: Darren Hood
Posted on: Reading Group for S...
A couple of resources I want to share:
Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction 3rd Edition
by Robert F. Mager (cheap used versions available)
I've only begun digging through this, and I am hoping it will help me to clarify and target the kind of thinking I would like to promote in my teaching:
The Rationality Quotient: Toward a Test of Rational Thinking. Stanovich, West and Toplak
'Smart people do foolish things because intelligence is not the same as the capacity for rational thinking. The Rationality Quotient explains that these two traits, often (and incorrectly) thought of as one, refer to different cognitive functions. The standard IQ test...doesn't measure any of the broad components of rationality—adaptive responding, good judgment, and good decision making. The authors show that rational thinking, like intelligence, is a measurable cognitive competence....[T]hey present the first prototype for an assessment of rational thinking analogous to the IQ test: the CART (Comprehensive Assessment of Rational Thinking).
Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction 3rd Edition
by Robert F. Mager (cheap used versions available)
I've only begun digging through this, and I am hoping it will help me to clarify and target the kind of thinking I would like to promote in my teaching:
The Rationality Quotient: Toward a Test of Rational Thinking. Stanovich, West and Toplak
'Smart people do foolish things because intelligence is not the same as the capacity for rational thinking. The Rationality Quotient explains that these two traits, often (and incorrectly) thought of as one, refer to different cognitive functions. The standard IQ test...doesn't measure any of the broad components of rationality—adaptive responding, good judgment, and good decision making. The authors show that rational thinking, like intelligence, is a measurable cognitive competence....[T]hey present the first prototype for an assessment of rational thinking analogous to the IQ test: the CART (Comprehensive Assessment of Rational Thinking).
Posted by: David V. Howe
Assessing Learning
Posted on: #iteachmsu
"Posttraumatic Stress Among Students After the Shootings at Virginia Tech" (Hughes et al., 2011) provides a discussion of findings from a cross-sectional survey of Virginia Tech students the summer/fall following the April 16, 2007 shooting of 49 students and faculty using the Trauma Screening Questionnaire to assess PTSD symptoms. The 9-page PDF article from Volume 3, Number 4, of Psychological Trauma: Theory, Research, Practice, and Policy is attached below.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
Posted by: Makena Neal
Navigating Context
Posted on: Digital Collaborati...
Ahead of our first meeting next week on September 30, I've been doing a bit of digging around and came upon two interesting resources from Dr. Monica Burns that combine EdTech with collaborative learning:
1) EdTech Fundementals: Tech-Friendly Models of Collaboration
https://www.youtube.com/watch?v=lB1dGk3BTO8
and
2) Class Tech Tips: All Things EdTech
https://classtechtips.com/
Interesting, perhaps useful, and certainly will help start our conversation when we meet next week.
1) EdTech Fundementals: Tech-Friendly Models of Collaboration
https://www.youtube.com/watch?v=lB1dGk3BTO8
and
2) Class Tech Tips: All Things EdTech
https://classtechtips.com/
Interesting, perhaps useful, and certainly will help start our conversation when we meet next week.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: GenAI & Education
AI Commons Bulletin 2/10/2025
🚨 CSU Launches “AI Commons” – Sound Familiar?
The California State University (CSU) system just rolled out CSU AI Commons, a system-wide hub for AI tools, training, and research. Backed by Big Tech partnerships, it focuses on faculty development, student literacy, and workforce acceleration. BUT: AI strategy isn’t just about resources—it’s about who controls the narrative. With corporate-backed AI in higher education, what happens to independent faculty innovation?
Learn More: https://genai.calstate.edu/
🔍Tracking AI Policies in Higher Ed
Embry-Riddle Aeronautical University has compiled a Padlet featuring AI policies and guidelines from institutions worldwide. This evolving resource provides insight into how different universities are shaping their AI approaches.
Learn More: https://padlet.com/cetl6/university-policies-on-generative-ai-m9n7wf05r7rdc6pe
📚 AI Submissions Outperform Students in Recent Study
A PLOS ONE study found that 94% of AI-generated assignments went undetected, with grades averaging half a grade higher than those of real students. There was also an 83.4% chance AI submissions would outperform a random selection of student work across modules.
Learn More: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0305354#:~:text=The%20%27Turing%20Test%27%20is%20now,a%20predefined%20set%20of%20rules
⚞ Blurry Lines in AI and Assessment
A study in Assessment & Evaluation in Higher Education highlights student and educator confusion over acceptable AI use in assessments. Many rely on personal judgment or Grammarly analogies. The authors propose the Dynamic Educational Boundaries Model to embed clear AI-use guidelines directly into assessments.
Learn More: https://doi.org/10.1080/02602938.2025.2456207
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”).
🚨 CSU Launches “AI Commons” – Sound Familiar?
The California State University (CSU) system just rolled out CSU AI Commons, a system-wide hub for AI tools, training, and research. Backed by Big Tech partnerships, it focuses on faculty development, student literacy, and workforce acceleration. BUT: AI strategy isn’t just about resources—it’s about who controls the narrative. With corporate-backed AI in higher education, what happens to independent faculty innovation?
Learn More: https://genai.calstate.edu/
🔍Tracking AI Policies in Higher Ed
Embry-Riddle Aeronautical University has compiled a Padlet featuring AI policies and guidelines from institutions worldwide. This evolving resource provides insight into how different universities are shaping their AI approaches.
Learn More: https://padlet.com/cetl6/university-policies-on-generative-ai-m9n7wf05r7rdc6pe
📚 AI Submissions Outperform Students in Recent Study
A PLOS ONE study found that 94% of AI-generated assignments went undetected, with grades averaging half a grade higher than those of real students. There was also an 83.4% chance AI submissions would outperform a random selection of student work across modules.
Learn More: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0305354#:~:text=The%20%27Turing%20Test%27%20is%20now,a%20predefined%20set%20of%20rules
⚞ Blurry Lines in AI and Assessment
A study in Assessment & Evaluation in Higher Education highlights student and educator confusion over acceptable AI use in assessments. Many rely on personal judgment or Grammarly analogies. The authors propose the Dynamic Educational Boundaries Model to embed clear AI-use guidelines directly into assessments.
Learn More: https://doi.org/10.1080/02602938.2025.2456207
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
Host: MSU Libraries
Intro to Modeling for 3D Printing: TinkerCad Zipper Pull
Get creative with 3D printing in this hands-on beginner workshop at the MSU Libraries Hollander Makerspace—a space where all students can explore, design, and make.
You’ll learn how 3D printing works, design your own custom zipper pull using simple modeling tools in Tinkercad, and watch it print before your eyes. No experience needed—we’ll guide you step by step as you combine shapes to bring your design to life. Your custom zipper pull is yours to keep—use it to fix a broken zipper, personalize your gear, or show off your new tech skills!
Attendees will need to arrive with or be willing to make a free Tinkercad account with a valid email address.
Navigating Context
Host: CTLI
Introduction to Creating Effective Assessments
This hybrid workshop introduces educators to core strategies for designing effective assessments that support student learning and course goals. Participants will explore various types of assessments, evaluate their alignment with learning objectives, and compare approaches based on course context, including discipline, size, and level. The session will also address the emerging role of generative AI in assessment design, offering insights into both challenges and opportunities in today’s evolving educational landscape.
Upon completion of this learning experience, participants will be able to:
identify various assessments strategies and their types
evaluate whether various assessment types are aligned with a course's objectives
compare different assessment strategies based on course discipline, size, level, and goals
describe the role of generative AI in assessment design.
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
Host: CTLI
Instructor Jumpstart: Part 2
Join the Center for Teaching and Learning Innovation (CTLI)- in partnership with the Office for Faculty and Academic Staff Development (OFASD)- for a two part introduction to high-level topics related to quality, inclusive teaching at Michigan State University. Each session in “Instructor Jumpstart” is a one-hour, hybrid, presentation, co-facilitated by Drs. Makena Neal and Ellie Louson.
Upon completion of this learning experience, participants will be able to:
participants will be able to identify key principles of quality and inclusive teaching practices at MSU
participants will recognize core strategies for creating an engaging and equitable learning environment
participants will describe foundational concepts related to effective instructional design and inclusive pedagogy.
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
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
Host: CTLI
Instructor Jumpstart: Part 1
Join the Center for Teaching and Learning Innovation (CTLI)- in partnership with the Office for Faculty and Academic Staff Development (OFASD)- for a two part introduction to high-level topics related to quality, inclusive teaching at Michigan State University. Each session in “Instructor Jumpstart” is a one-hour, hybrid, presentation, co-facilitated by Drs. Makena Neal and Ellie Louson.
Upon completion of this learning experience, participants will be able to:
participants will be able to identify key principles of quality and inclusive teaching practices at MSU
participants will recognize core strategies for creating an engaging and equitable learning environment
participants will describe foundational concepts related to effective instructional design and inclusive pedagogy.
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
Host: CTLI
CTLI Plan-A-Thon
Join us for the CTLI Plan-a-thon! A day dedicated to preparing for a fall semester of teaching and learning. During the event you will have the opportunity to meet with CTLI Teaching Center and MSU IT consultants, work alone, collaborate on course planning or syllabus writing, and attend optional workshops. Stay for the whole day, a part of the day, or come and go as you're able. Connect with us in the ways that are most meaningful to you over warm beverages and conversation.
An optional hybrid-format breakout session includes:
Designing your Syllabus (hybrid from 10-11am)
Open Office hours will be available all day, focusing on pedagogical support and educational technology.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207 (Training Room 1). For directions to W207, please visit the Room Locations page.
Navigating Context
EXPIRED