We found 710 results that contain "hybrid technology classrooms"
Posted on: Center for Teaching...
Civil Discourse in Classrooms
Every educator, classroom, and student brings diverse identities, lived experiences, and perspectives to the classroom; there is no one-size-fits-all approach. These playlist and its articles serve as a starting place for MSU educators as they navigate various classroom situations.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Welcome to my Classroom Series
Our Welcome to My Classroom series aims to be a catalyst for continuous improvement, uniting educators in their commitment to elevate the art of teaching. Join us in celebrating the dedication and creativity that drive education forward, as we learn from one another and collectively enrich the learning experience for both educators and students alike. The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. Examples of an educator's showcase could include a walk through of a specific activity or assignment, sharing out the integration of a particular educational technology, describing their process of redesigning a learning experience, and more! These are recordings and key takeaways from this sereis.
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
*for any educator interested in hosting a Welcome to My Classroom, please contact Makena Neal at mneal@msu.edu
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Online Technology Quick Start
This playlist is a collaborative effort by academic departments and central IT, and offers a collection of getting started information to help you prepare your online course quickly.
Posted on: MSU Extension
Educational Technologies
Different online tools to support teaching and learning + Playlist: Introductory Resources for Teaching Online
Posted on: MSU Extension
Putting Technologies to Use
Description: Best practices, recommendations for incorporating, and pedagogical implications of different technologies + Playlist: Technologies (Beyond Zoom) that can help build online community
Posted on: #iteachmsu
Technologies (Beyond Zoom) that can help build online community
An overview of tools and tips for engaging with and building community online.
Posted on: #iteachmsu
A calming influence: Managing conflict and difficult conversations in the university classroom
At CTLI, we've compiled resources for educators to review when preparing for potentially contentious classroom discussions Domestic and global conflicts and controversies often impact our students in diverse and uniquely personal ways. Some MSU educators mentioned increased tension and potential for disruptions in your classroom. Students are coming to learn with a diverse array of perspectives, experiences, and identities that shape how they experience the world. Navigating classroom discussions on charged societal issues or current events can be extremely challenging.
The resources curated here offer guidance on fostering civil discourse and managing disruptive behavior in the classroom. We hope these resources equip you with strategies and best practices for maintaining a respectful learning environment where all students feel safe and heard. This collection includes guidelines on setting expectations for dialogue, maintaining calm, tips for redirecting off-topic or uncivil comments, sample facilitation methods for controversial discussions, and ways to de-escalate a hot-moment.
As educators, we all share the responsibility of creating classrooms where learning can thrive. In times of tension, our first priority should be to seek to understand. The role of the teacher in conflict situations is to be the agent of calm, to seek to diffuse tension, and to foster an environment where learning can happen whenever possible. With compassion and care, we can model civil engagement across differences, while also drawing reasonable boundaries around conduct. Our hope is that these resources will help equip you to handle tense situations with wisdom, patience and cultural sensitivity. (please note this collection is in progress)
The resources curated here offer guidance on fostering civil discourse and managing disruptive behavior in the classroom. We hope these resources equip you with strategies and best practices for maintaining a respectful learning environment where all students feel safe and heard. This collection includes guidelines on setting expectations for dialogue, maintaining calm, tips for redirecting off-topic or uncivil comments, sample facilitation methods for controversial discussions, and ways to de-escalate a hot-moment.
As educators, we all share the responsibility of creating classrooms where learning can thrive. In times of tension, our first priority should be to seek to understand. The role of the teacher in conflict situations is to be the agent of calm, to seek to diffuse tension, and to foster an environment where learning can happen whenever possible. With compassion and care, we can model civil engagement across differences, while also drawing reasonable boundaries around conduct. Our hope is that these resources will help equip you to handle tense situations with wisdom, patience and cultural sensitivity. (please note this collection is in progress)
PEDAGOGICAL DESIGN
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
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: PREP Matrix
MSU Classroom Technology
Information Technology at MSU provides an overview of available classroom technology, including active learning classrooms.
Posted by: Admin
Navigating Context
Posted on: New Technologies
New Technologies: Classroom Video - Focus Group
In order to facilitate a blended learning approach, the university is planning to install 200 high quality web cameras in many of the lecture halls across campus. The rooms will be equipped with echo cancellation to prevent room sound from feeding back into the mic. The camera will work with existing software that are commonly used on campus; such as: Zoom, Microsoft Teams, Camtasia, and Kaltura Capture (located on mediaspace.msu.edu).
Below you will find a recording of focus group conducted with educators across campus:
To contribute feedback of your own, click on the following qualtrics link:https://msu.co1.qualtrics.com/jfe/form/SV_cMGiNyXeaWe7045
Below you will find a recording of focus group conducted with educators across campus:
To contribute feedback of your own, click on the following qualtrics link:https://msu.co1.qualtrics.com/jfe/form/SV_cMGiNyXeaWe7045
Authored by: Rashad Muhammad
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: 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: #iteachmsu
MSU Educational Technology Summit showcases leading technology tools
Join us for the 2025 MSU Educational Technology Summit Monday, June 2 through Thursday, June 5.
Visit the D2L learning community to enroll and visit the course home page to find the complete schedule and register for the sessions you plan to attend.
This four-day virtual event highlights the technologies that enhance teaching and learning and promote student success. In addition to demos from partner vendors, MSU educators and support staff will present and discuss the use of the powerful and helpful educational technology available at MSU.
Sessions include:
· Online white boards: Enhancing teaching, collaboration, and community building
· Call us irresponsible: Designing online curricula for the AI era
· The best of both worlds: The academic security of in-person assessments and the ease of digital grading
· And many more!
Sessions will take place each day in the morning and afternoon. Attend and engage in as many sessions as you wish. Participating vendors scheduled to present include TechSmith, Packback, and iClicker.
Hosted by MSU IT’s Educational Technology department, the MSU Educational Technology Summit is open to the MSU community for the purposes of increasing awareness of supported educational technologies, promoting IT services available to our MSU communities, and sharing useful strategies for using these technologies.
Visit the D2L learning community to enroll and visit the course home page to find the complete schedule and register for the sessions you plan to attend.
This four-day virtual event highlights the technologies that enhance teaching and learning and promote student success. In addition to demos from partner vendors, MSU educators and support staff will present and discuss the use of the powerful and helpful educational technology available at MSU.
Sessions include:
· Online white boards: Enhancing teaching, collaboration, and community building
· Call us irresponsible: Designing online curricula for the AI era
· The best of both worlds: The academic security of in-person assessments and the ease of digital grading
· And many more!
Sessions will take place each day in the morning and afternoon. Attend and engage in as many sessions as you wish. Participating vendors scheduled to present include TechSmith, Packback, and iClicker.
Hosted by MSU IT’s Educational Technology department, the MSU Educational Technology Summit is open to the MSU community for the purposes of increasing awareness of supported educational technologies, promoting IT services available to our MSU communities, and sharing useful strategies for using these technologies.
Posted by: Caitlin Clover
Pedagogical Design
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
Google Classroom seems like an interesting and potentially helpful tool to use alongside D2L.
Posted by: Robert Lawrence Wahl
Assessing Learning
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
Q/A - please respond to the question in the comments below!
What technology tools have you used in your work that you think others should know about? (Please share links to more information if you have it!)
What technology tools have you used in your work that you think others should know about? (Please share links to more information if you have it!)
Posted by: Makena Neal
Posted on: #iteachmsu
Q/A - please respond to the question in the comments below!
What technology tools have you used in your work that you think others should know about? (Please share links to more information if you have it!)
What technology tools have you used in your work that you think others should know about? (Please share links to more information if you have it!)
Posted by: Makena Neal
Posted on: #iteachmsu
Returning to the Classroom After a Tragedy: A 7-step Approach to Starting Class Again
This week, faculty, instructors, and graduate assistants will be returning to their classes for the first time after the tragic events of this week. There will be some classes where they have lost one of their classmates, which may add to the intensity of the experience of both students and instructors. Included in the resource attached (3-page PDF) are recommendations for how to structure the return to class for your students and yourselves, with trauma-informed considerations and practices.
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 week, faculty, instructors, and graduate assistants will be returning to their classes for the first time after the tragic events of this week. There will be some classes where they have lost one of their classmates, which may add to the intensity of the experience of both students and instructors. Included in the resource attached (3-page PDF) are recommendations for how to structure the return to class for your students and yourselves, with trauma-informed considerations and practices.
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: #iteachmsu
I wish there was a space to chat with other faculty about specific technology tools for classroom engagement and management.
Posted by: Casey Henley
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
Host: CTLI
Educators as Researchers: The SoTL Approach to Innovative Teaching
Curious about conducting research in your classroom as a means to improve student outcomes? Join us for an informative workshop that introduces the fundamentals of the Scholarship of Teaching and Learning (SoTL), which involves the systematic study of teaching and learning in higher education to improve student success. In this session, you'll discover how SoTL can transform your teaching and contribute to your professional growth. We'll guide you through the key steps of a SoTL inquiry, from formulating research questions to sharing your findings. Plus, you'll explore examples of impactful SoTL projects and learn about resources available to help you get started. Whether you're new to SoTL or looking to refine your approach, this session offers valuable insights into the research-based approach to improving student learning.
Upon completion of this learning experience, participants will be able to:
define SoTL and describe its core principles
explain the importance of SoTL in enhancing student learning and improving teaching practices
identify differences between SOTL and traditional research in higher education
describe how SoTL can contribute to professional development, tenure, and promotion in higher education
outline the key steps involved in a SoTL inquiry, from formulating a question to dissemination
explore examples of SoTL projects in various disciplines
identify institutional and external resources available for faculty interested in SoTL (funding, mentorship, workshops)
describe ethical considerations when conducting SoTL research, including the use of student data, informed consent, IRB, etc.
Navigating Context
EXPIRED
Host: CTLI
Navigating D2L Functions as GTAs: Q&A
On behalf of the GREAT office at The Graduate School, check out Navigating D2L Functions as GTAs: Q&A
Date: Thursday, August 28, 2025 - 1:00pm to 2:00pm
Location: Zoom
Audience: Current Graduate Students & Postdocs
You are in a new Graduate Teaching Assistant role and have started working with D2L, and as you do so, questions about various functions and use of these arise. This workshop is a Q & A session with MSU IT experts on D2L, Gradebook, Accessibility Checker, Checklists, etc. Join us if you have any questions and need assistance as you navigate the Learning Management System as GTA.
Facilitators: Cui Cheng (Instructional Designer, MSU IT Educational Technology) and Jennie Wagner (Instructional Designer, MSU IT Educational Technology)
Zoom link will be sent closer to the workshop date.
Register Here
Navigating Context
EXPIRED
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: MSU Libraries
Annual Digital Humanities THATCamp 2025
Greetings from the MSU Digital Humanities Community!
Please share the following invitation with your faculty colleagues, students, and staff.
We would like to invite you and your colleagues to join us for the annual Digital Humanities THATCamp, taking place on Thursday, August 21st from 8:30AM - 3:00PM in the Digital Scholarship Lab of the MSU Main Library (Second Floor, West).
*Light breakfast, lunch will be served. Please join us for an Ice Cream Social from 3:15PM-4:30PM. Location outdoors, TBD.
Please register here.
What is THATCamp?
THATCamp stands for “The Humanities and Technology Camp.” It is an unconference: an open, less formal meeting where humanists and technologists of all skill levels learn and build together in sessions proposed on the spot (From: http://thatcamp.org/about).
Who is THATCamp for?
This day-long, in person, fun, unconference is a fantastic opportunity for people on campus, whether formally a part of the DH@MSU community or not, to gather, learn from each other, and make connections to carry forward into the academic year. We welcome:
Members of the DH@MSU community, old and new
Students in the Digital Humanities undergraduate minor or graduate certificate, and students interested in the minor/certificate
Humanists who are engaged in digital and computer-assisted research, teaching, and creation
Anyone doing or interested in exploring work in the digital, especially (but not exclusively) in the areas of arts, humanities, and social sciences
Why THATCamp MSU?
DH@MSU is continuing our annual THATCamp each August targeted at MSU faculty, staff, and students for a few reasons:
To bring people back together after the summer
To introduce new folks to the DH@MSU community
Share knowledge, expertise, and skills among the community
Build connections between community members for future collaborations, troubleshooting, and ice cream social time.
THATCamp is FREE! Please register here.
Please direct any questions to Max Evjen (evjendav@msu.edu).
Navigating Context
EXPIRED