We found 208 results that contain "interactive exercises"
Posted on: #iteachmsu
Online Interaction
Building an online community is just like building any other community: building relationships, trust, credibility, and open communication. It is important as an educator to set the norms for working together and clearly identify the roles and responsibilities for everyone in the community. It's also important to build in opportunities for interaction. When thinking about interaction, refer to Moore's Interaction Framework to consider the different sort of interactions a student might experience. Build opportunities for students to interact with yourself as the instructor, interact with the content, and interact with other students.
Student to Instructor Interaction
Students can interact with the instructor via email, asynchronously, or live zoom sessions, synchronously. You can also consider the feedback you provide to students as a form of interaction, and this is likely an asynchronous interaction. Posting on the class discussion forum is another way to interact with students asynchronously, while a live chat session in Microsoft Teams is a similar form of interaction in a synchronous format. You can also record lecture videos to post in the course as another means of interacting asynchronously with students. What are some other ways students might interact with you in your course?
Student to Student Interaction
Students can interact synchronously with their peers on live zoom sessions, especially in a breakout room where they have the opportunity to discuss. They can interact asynchronously with peers via email or the course discussion board. To build in more student to student interaction, consider building small group activities into the course. Students can be organized into small groups within D2L, and interact to complete tasks and activities. You can direct them to use collaboration tools to complete their tasks. Some tools to consider are shared documents like Microsoft Word in Office365 or a Google Doc, or a peer review tool like Eli Review. What are some other collaborative tasks students can complete together?
Student to Content Interaction
Students will primarily interact with the content asynchronously, but it is still important to provide a variety of interaction opportunities. Traditional means of interacting with content might include reading assignments in the textbook, articles, or case studies. Consider including a few other opportunities for interacting with content such as videos or podcasts online. Also think about ways for students to actively engage with the content, such as project-based learning where students explore and learn by working through a project, or by completing an assignment requiring them to respond to the content like a written assignment or their own video recording. What are some other ways students might interact with the content?
Student to Instructor Interaction
Students can interact with the instructor via email, asynchronously, or live zoom sessions, synchronously. You can also consider the feedback you provide to students as a form of interaction, and this is likely an asynchronous interaction. Posting on the class discussion forum is another way to interact with students asynchronously, while a live chat session in Microsoft Teams is a similar form of interaction in a synchronous format. You can also record lecture videos to post in the course as another means of interacting asynchronously with students. What are some other ways students might interact with you in your course?
Student to Student Interaction
Students can interact synchronously with their peers on live zoom sessions, especially in a breakout room where they have the opportunity to discuss. They can interact asynchronously with peers via email or the course discussion board. To build in more student to student interaction, consider building small group activities into the course. Students can be organized into small groups within D2L, and interact to complete tasks and activities. You can direct them to use collaboration tools to complete their tasks. Some tools to consider are shared documents like Microsoft Word in Office365 or a Google Doc, or a peer review tool like Eli Review. What are some other collaborative tasks students can complete together?
Student to Content Interaction
Students will primarily interact with the content asynchronously, but it is still important to provide a variety of interaction opportunities. Traditional means of interacting with content might include reading assignments in the textbook, articles, or case studies. Consider including a few other opportunities for interacting with content such as videos or podcasts online. Also think about ways for students to actively engage with the content, such as project-based learning where students explore and learn by working through a project, or by completing an assignment requiring them to respond to the content like a written assignment or their own video recording. What are some other ways students might interact with the content?
Authored by: Melissa Usiak, Ph.D., Ellie Louson, Ph.D., Breana Yaklin
Pedagogical Design
Posted on: Online & Hybrid Lea...
playposit Interactive Video
Video has become an increasingly popular tool for instruction, with students frequently turning to it for both learning and entertainment. Platforms like YouTube see tremendous traffic, illustrating this trend. However, research shows that videos only retain viewer attention for a few minutes. Even brief commercial breaks can enhance engagement and retention, much like pausing a video for a single question can significantly improve memory.
At MSU, instructors have access to a tool called playposit for creating interactive videos. It can be accessed for free via D2L. However, there is a catch: MSU has only licensed playposit for three years, and we are already nearing the end of the first year. Despite this, it's worth exploring the potential of interactive video. If enough instructors express interest, there may be a case for continued support and licensing.
playposit offers a variety of interactive features designed to make videos more self-paced and impactful. At MSU, the most popular interactions include multiple-choice questions, reflective pauses, free responses, and discussion forums. Other options include polls, fill-in-the-blank, select all, place-in-order, and vocabulary matching. These interactions enable instructors to provide feedback and guide learners to reinforce their understanding. For a complete list of interaction types, visit this link. Additionally, templates are available for adding multiple interactions or incorporating more complex interactions automatically. You can use videos from your MediaSpace account, or you can paste in a URL from YouTube.
playposit refers to its interactive modules as "Bulbs," aiming to illuminate the learning process for both instructors and students. These bulbs help students identify gaps in their knowledge in real-time and offer opportunities for note-taking to document questions and learnings. To see for yourself, access your D2L course, select "Content" to add a module, choose "Existing Activities," and then select "playposit Interactive Video." Afterward, be sure to come back here share your experiences with this tool. Here is an infographic to help you get started.
At MSU, instructors have access to a tool called playposit for creating interactive videos. It can be accessed for free via D2L. However, there is a catch: MSU has only licensed playposit for three years, and we are already nearing the end of the first year. Despite this, it's worth exploring the potential of interactive video. If enough instructors express interest, there may be a case for continued support and licensing.
playposit offers a variety of interactive features designed to make videos more self-paced and impactful. At MSU, the most popular interactions include multiple-choice questions, reflective pauses, free responses, and discussion forums. Other options include polls, fill-in-the-blank, select all, place-in-order, and vocabulary matching. These interactions enable instructors to provide feedback and guide learners to reinforce their understanding. For a complete list of interaction types, visit this link. Additionally, templates are available for adding multiple interactions or incorporating more complex interactions automatically. You can use videos from your MediaSpace account, or you can paste in a URL from YouTube.
playposit refers to its interactive modules as "Bulbs," aiming to illuminate the learning process for both instructors and students. These bulbs help students identify gaps in their knowledge in real-time and offer opportunities for note-taking to document questions and learnings. To see for yourself, access your D2L course, select "Content" to add a module, choose "Existing Activities," and then select "playposit Interactive Video." Afterward, be sure to come back here share your experiences with this tool. Here is an infographic to help you get started.
Authored by: David Howe & Sarah Wellman
Posted on: Spring Conference o...
Rise: A Tool to Building Interactive Online Courses
Title: Rise: A Tool to Building Interactive Online CoursesPresenter: Erin Bosch-HannahFormat: Learning Tech DemoDate: May 11th, 2023Time: 10:00 - 11:15 amClick to hereDescription:Rise is a course authoring software allowing instructors to quickly build online courses that are structured easily with high levels of interactivity. This technology helps change passive online learning to active engagement. The tool is asynchronous, allowing students to utilize their course at any time without the need for the instructor to be present. Assessments can be built in and it is compatible with all devices and most Learning Management Systems. This platform is user friendly, student oriented, and instructors can use a mixture of videos, voice recordings, quizzes, timelines, descriptive photos, and other modules. The amount of features and interactivity can be altered in each module, making for new and exciting learning experiences.Educators can quickly convert their existing content into Rise, allowing their students to interact with the material through several different learning styles. By incorporating additional activities that utilize the content in Rise, an increase in retention is often noticed since material is used frequently. Rise easily allows instructors to scaffold content through lesson sections and multiple educational blocks. Labeled graphics, tabs, processes, timelines, and sorting activities encourage students to proceed through information in an organized manner. These activities encourage connections and associations since students have to manually access the content and apply the information to the next section.
Authored by: Erin Bosch-Hannah
Pedagogical Design
Posted on: Teaching Toolkit Ta...
Respecting Blind Spartans: Interacting In and After Class
For many students, it can be very anxiety-provoking to approach a professor with a question or comment. When trying to be welcoming to students, keep in mind the following in order to include blind students as well.
In class discussions
When calling on a blind student with their hand raised, call on them by their name.
If you do not yet know their name, you can substitute with a description of their location in the room (in the front row, near the left of the room).
Avoid referring to them with a physical description, as your description has the potential to offend someone, and may also apply to others in the room, creating confusion.
If you are passing the microphone around, inform the student that you are bringing them the microphone so they don’t start talking before you are ready.
Talking before or after class
Greet the student by name as they approach you.
Substitute with a general greeting if you don’t yet know the student’s name.
If you see that the student attempting to figure out where you are (pausing and listening, etc.), greet the student and specify where you are in relation to them.
“Hello, I’m a little more to your right.”
In class discussions
When calling on a blind student with their hand raised, call on them by their name.
If you do not yet know their name, you can substitute with a description of their location in the room (in the front row, near the left of the room).
Avoid referring to them with a physical description, as your description has the potential to offend someone, and may also apply to others in the room, creating confusion.
If you are passing the microphone around, inform the student that you are bringing them the microphone so they don’t start talking before you are ready.
Talking before or after class
Greet the student by name as they approach you.
Substitute with a general greeting if you don’t yet know the student’s name.
If you see that the student attempting to figure out where you are (pausing and listening, etc.), greet the student and specify where you are in relation to them.
“Hello, I’m a little more to your right.”
Authored by: Jessica Lemond
Pedagogical Design
Posted on: #iteachmsu
SOIREE on Student to student interactions & engagement
Student to student interactions are a very important part in any classroom and the online setting is no exception. There are many ways students can engage with each other online - but here a few tips and suggestions you can structure in your course that can offer this connection between students.
Methods
Discussions
Group Work
Group Projects
Group Discussion
Study Groups
Group Case Studies
Peer Review
Peer Instruction
Collaborative Brainstorming
Tools
D2L Discussion Threads. Students need to be able to connect with classmates around your teaching. Provide them with discussion threads for both the entire class "i.e. General Course Conversation" and module-specific. Some students can and will use this tool. Others will only use it if it's required. But it still is a great way to be able to provide students opportunity to connect.
Microsoft Teams. Every student at MSU can use Teams for realtime group chat, individual chat, voice and video and file sharing.
Zoom. Every student by default is able to use Zoom for voice/video/meetings.
Google Apps: Docs, Slides, Sheets. Students can work together to create and work on files in real time.
Dip Deeper
If you would like to further explore this topic, here are some resources you could check out:
10 Tips for Effective Online Discussions
Mastering Online Discussion Board Facilitation Resource Guide
Zoom Breakout Room Information Sheet
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
Methods
Discussions
Group Work
Group Projects
Group Discussion
Study Groups
Group Case Studies
Peer Review
Peer Instruction
Collaborative Brainstorming
Tools
D2L Discussion Threads. Students need to be able to connect with classmates around your teaching. Provide them with discussion threads for both the entire class "i.e. General Course Conversation" and module-specific. Some students can and will use this tool. Others will only use it if it's required. But it still is a great way to be able to provide students opportunity to connect.
Microsoft Teams. Every student at MSU can use Teams for realtime group chat, individual chat, voice and video and file sharing.
Zoom. Every student by default is able to use Zoom for voice/video/meetings.
Google Apps: Docs, Slides, Sheets. Students can work together to create and work on files in real time.
Dip Deeper
If you would like to further explore this topic, here are some resources you could check out:
10 Tips for Effective Online Discussions
Mastering Online Discussion Board Facilitation Resource Guide
Zoom Breakout Room Information Sheet
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
Authored by: SOIREE Team
Pedagogical Design
Posted on: Spring Conference o...
How to Encourage Student Engagement: Using PearDeck and Interactive Slideshows
Title: How to Encourage Student Engagement: Using PearDeck and Interactive SlideshowsPresenter: Nicholas Norris (RCS- French Program)Format: WorkshopDate: May 11th, 2023Time: 11:30 am - 12:30 pmClick to viewDescription: Introducing classroom material in a way that encourages student engagement can sometimes present itself as an obstacle that instructors must overcome. Nevertheless, providing a means for students to be engaged in class is not only important to foster their learning, but also to make class time more enjoyable. Over the course of the past year, thanks to a series of student surveys, I have established that, as a result of presenting my lesson plans through interactive slideshow presentations, the platform PearDeck is an essential tool for instructors to maximize student engagement in the classroom. As a part of my workshop How to Encourage Student Engagement: Using PearDeck and Interactive Slideshows, I will present a condensed version of one of my own lesson plans using PearDeck as a means to simulate the student experience for participants. In this way, they will not only witness how the various components can transform a simple presentation into an interactive slideshow (e.g., answering questions, taking polls, dragging and dropping items and drawing), but also they will encounter first-hand how these features helped enhance their own engagement with the material. Following the simulation, I will also instruct participants on how to set up PearDeck with both PowerPoint and Google Slides as well as demonstrate how to apply its various accessories to slides so that they can experiment with producing their own interactive slideshow. In return, participants will leave with a new toolkit to help them facilitate and promote student engagement in their own classroom.
Authored by: Nicholas Norris
Pedagogical Design
Posted on: #iteachmsu
SOIREE on Student to Instructor interactions & engagement
Fostering Student to Instructor Engagement Online
In a traditional face-to-face environment, this can be pretty straight forward. You lecture. Students take notes. They ask questions. You answer them. They write papers. You grade them and give feedback. But how does this interaction happen best online?
Four Keys
Students desire consistency and clarity. "What is due when? Where do I go in the course navigation? I'm confused, how do I gain clarity? Where are my grades?" There are ways in the online environment you can help mitigate these for a smooth learning experience.
A Little Work That Go A Long Way
Provide your contact information in your syllabus - Clarify to the student what your response policies are and when they might expect a response. This may include your email, phone number, online office hours, etc. This helps the student feel a sense of connection and commitment from you to them.
Create one solitary discussion thread called, "Assignment and Course Questions". In your syllabus and in your "Getting Started" module, coach the students to put all questions there. This allows you to answer one question to all and mitigates you answering similar questions many times. You can then answer one question to many. Saves you time and provides an answer to the student with the question as well as all students.
Weekly Recap/Vision. Students appreciate a quick recap and vision for each week to know where the course is heading. Creating a quick email and sending it through D2L every week helps the students feel connected to the course and to you. It also helps coach them on whether they are on track or not. You can also triple-publish this as an email, announcement and in your "Assignment and Course Questions" discussion thread. That way you know your students will see it. Consider going a step further and using your phone or computer to record a quick video recap and post it there.
Timely and Accurate Feedback. Students want and need feedback. You know this in your face-to-face courses. The same is true online. One way to provide this efficiently is through the use of rubrics. This provides students with real time feedback and saves a lot of time on your end with extended feedback. We can assist with creating these rubrics for your course and offer ways you can get quality feedback to your students quickly.
Dig Deeper
If you would like to further explore this topic, here are some resources you could check out:
Difference Between Face-to-Face and Online Lectures
Guides for Productive Online Conversations [PDF]
8 Ways to Be More Inclusive in Your Zoom Teaching
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
In a traditional face-to-face environment, this can be pretty straight forward. You lecture. Students take notes. They ask questions. You answer them. They write papers. You grade them and give feedback. But how does this interaction happen best online?
Four Keys
Students desire consistency and clarity. "What is due when? Where do I go in the course navigation? I'm confused, how do I gain clarity? Where are my grades?" There are ways in the online environment you can help mitigate these for a smooth learning experience.
A Little Work That Go A Long Way
Provide your contact information in your syllabus - Clarify to the student what your response policies are and when they might expect a response. This may include your email, phone number, online office hours, etc. This helps the student feel a sense of connection and commitment from you to them.
Create one solitary discussion thread called, "Assignment and Course Questions". In your syllabus and in your "Getting Started" module, coach the students to put all questions there. This allows you to answer one question to all and mitigates you answering similar questions many times. You can then answer one question to many. Saves you time and provides an answer to the student with the question as well as all students.
Weekly Recap/Vision. Students appreciate a quick recap and vision for each week to know where the course is heading. Creating a quick email and sending it through D2L every week helps the students feel connected to the course and to you. It also helps coach them on whether they are on track or not. You can also triple-publish this as an email, announcement and in your "Assignment and Course Questions" discussion thread. That way you know your students will see it. Consider going a step further and using your phone or computer to record a quick video recap and post it there.
Timely and Accurate Feedback. Students want and need feedback. You know this in your face-to-face courses. The same is true online. One way to provide this efficiently is through the use of rubrics. This provides students with real time feedback and saves a lot of time on your end with extended feedback. We can assist with creating these rubrics for your course and offer ways you can get quality feedback to your students quickly.
Dig Deeper
If you would like to further explore this topic, here are some resources you could check out:
Difference Between Face-to-Face and Online Lectures
Guides for Productive Online Conversations [PDF]
8 Ways to Be More Inclusive in Your Zoom Teaching
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
Authored by: SOIREE Team
Pedagogical Design
Posted on: #iteachmsu
Meaningful Student-Student Interactions in a Virtual Asynchronous Setting
Topic Area: Online Teaching & Learning
Presented by: Rachael Lund, Michael Brown
Abstract:
In the Summer of 2020, the quantitative literacy courses in the math department transitioned to a virtual, asynchronous format. We had to redefine what meaningful student engagement and interaction meant for that format and updated our technologies and assessments to support our new course design. In the Fall semesters, there are typically around one thousand students in the MTH 101 course and 600 in the MTH 102 course. The scale of these courses presents special challenges for the instructional team with respect to the logistics of implementing new technology or assignments. In this setting, students also face unique challenges with respect to motivation, persistence, and engagement. We will discuss the technologies that worked and failed and our plan for moving forward with improving our course design to support meaningful student engagement with each other and the course content. We hope that attendees will be willing to share their own utilization of technology and how they helped create a supportive, purposeful digital learning experience for students.
Session Resources:
Meaningful Student to Student Interactions in a Virtual Asynchronous Environment (PowerPoint)
Presented by: Rachael Lund, Michael Brown
Abstract:
In the Summer of 2020, the quantitative literacy courses in the math department transitioned to a virtual, asynchronous format. We had to redefine what meaningful student engagement and interaction meant for that format and updated our technologies and assessments to support our new course design. In the Fall semesters, there are typically around one thousand students in the MTH 101 course and 600 in the MTH 102 course. The scale of these courses presents special challenges for the instructional team with respect to the logistics of implementing new technology or assignments. In this setting, students also face unique challenges with respect to motivation, persistence, and engagement. We will discuss the technologies that worked and failed and our plan for moving forward with improving our course design to support meaningful student engagement with each other and the course content. We hope that attendees will be willing to share their own utilization of technology and how they helped create a supportive, purposeful digital learning experience for students.
Session Resources:
Meaningful Student to Student Interactions in a Virtual Asynchronous Environment (PowerPoint)
Authored by: Rachael Lund, Michael Brown
Posted on: Making learning fun...
https://h5p.org/h5p-webinars-2024 Lots of new H5P Webinars available in 2024 to learn more about the latest features!
Posted by: Adam Gacs
Posted on: Masking Matters
Vocal Articulation Exercises (Vocal Health Resources)
https://www.vocalzone.com/the-record-blog/v-team-vocal-care/vocal-exercises-teachers/
https://www.vocalzone.com/the-record-blog/v-team-vocal-care/vocal-exercises-teachers/
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
Lip Trills Exercise (Vocal Health Resource)
https://www.youtube.com/watch?v=dpx73fzipPY
https://www.youtube.com/watch?v=dpx73fzipPY
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
The Straw Exercise (Vocal Health Resource)
https://www.youtube.com/watch?v=0cBpIhqOBU0
https://www.youtube.com/watch?v=0cBpIhqOBU0
Posted by: Garth J Sabo
Navigating Context
Posted on: Making learning fun...
We are writing to invite you to join the pilot program for H5P’s D2L integration and a few special features.
Through CTLI’s Catalyst Innovation Program, we are giving out a limited number of free H5P.com accounts for faculty/grad students for this academic year. This will allow you to create lots of different types of activities, assign them to your students through D2L, have their grades automatically populated in the Gradebook (if desired), and also receive data about how your students interacted with the content.
The D2L H5P basic integration lets you:
Insert activities with one click directly into a D2L course (no more embed codes requiring activities to be public or going through another provider like Pressbooks)
Connect select activities with the D2L Gradebook
+ our subscription also includes these special features:
Detailed reports on how learners interact with the activity, no matter where the H5P activity is in the course (as a topic or in a page)
Let learners resume activities (especially useful for larger content types like Interactive Video/Course Presentation/Interactive Book)
+ Smart Import feature (AI) lets you import audio/text/video and you will get quick transcripts and suggested activities pre-built that will shorten activity creation time (currently only in English, more languages to be added soon).
Any activities you create via our pilot account using Smart AI, for example, can certainly be exported out to a different regular H5P account(s).
Some of you might have also looked into nolej.io recently (very similar to Smart Import), but we have been told that H5P.com is much better with regards to compliance, privacy, security and stability.
You could contact me (gacs@msu.edu) or Shannon Quinn (sdquinn@msu.edu) to request an account, you will be given a form to fill out listing any D2L course shells (development courses or communities would work too) where you would like to test the H5P integration.
Through CTLI’s Catalyst Innovation Program, we are giving out a limited number of free H5P.com accounts for faculty/grad students for this academic year. This will allow you to create lots of different types of activities, assign them to your students through D2L, have their grades automatically populated in the Gradebook (if desired), and also receive data about how your students interacted with the content.
The D2L H5P basic integration lets you:
Insert activities with one click directly into a D2L course (no more embed codes requiring activities to be public or going through another provider like Pressbooks)
Connect select activities with the D2L Gradebook
+ our subscription also includes these special features:
Detailed reports on how learners interact with the activity, no matter where the H5P activity is in the course (as a topic or in a page)
Let learners resume activities (especially useful for larger content types like Interactive Video/Course Presentation/Interactive Book)
+ Smart Import feature (AI) lets you import audio/text/video and you will get quick transcripts and suggested activities pre-built that will shorten activity creation time (currently only in English, more languages to be added soon).
Any activities you create via our pilot account using Smart AI, for example, can certainly be exported out to a different regular H5P account(s).
Some of you might have also looked into nolej.io recently (very similar to Smart Import), but we have been told that H5P.com is much better with regards to compliance, privacy, security and stability.
You could contact me (gacs@msu.edu) or Shannon Quinn (sdquinn@msu.edu) to request an account, you will be given a form to fill out listing any D2L course shells (development courses or communities would work too) where you would like to test the H5P integration.
Posted by: Adam Gacs
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: CISAH
Hope this is the right place to share this:
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: #iteachmsu
Intercultural dialogue facilitation is a science and an art. Facilitators are the single most important determinant of successful dialogue outcome. They are the engines that drive the experience to produce meaningful interaction among participants within and across groups.
Click the attachment below for more information on facilitating intercultural dialogue in practice.
SOURCE: MSU Office for Inclusion and Intercultural Initiatives
Click the attachment below for more information on facilitating intercultural dialogue in practice.
SOURCE: MSU Office for Inclusion and Intercultural Initiatives
Posted by: Makena Neal
Pedagogical Design
Host: MSU Libraries
Midday Moves
Join your Move More @ Work Team for a full body strength and stretch routine. Exercises are body weight, low-impact, and can be done seated or standing.
Move More @ Work is an ongoing campaign facilitated by University Health and Wellbeing’s Health Promotion and Engagement office. Their goal is to encourage Spartans to engage in physical activity and movement throughout the workday.
This series is a free group fitness class (in person and virtual) to take a movement break during the workday. Two ways to join: in-person in the Green Room at the MSU Library or via Zoom.
Register here. If you do not register online, you will be asked to upon arrival. Zoom link provided upon registration.
Navigating Context
Host: MSU Libraries
Intro to VR @DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
Intro to VR @ DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
EXPIRED
Host: CTLI
Supporting Student Success Through Early Warning: Strategies for Graduate Teaching Assistants
On behalf of the GREAT office at The Graduate School, check out Supporting Student Success Through Early Warning: Strategies for Graduate Teaching Assistants
Date: Wednesday, September 10, 2025 - 11:00am to 12:00pm
Location: Zoom
Audience: Current Graduate Students & Postdocs
This interactive session is designed to support Graduate Teaching Assistants in recognizing and responding to early signs that students may be in need of support. Participants will explore their role in MSU’s early warning efforts and develop practical strategies to promote academic engagement, connection, and timely support. The session will include discussion of common indicators that students may be facing challenges affecting their educational success, strategies for effective communication, and how to use campus resources and reporting tools like EASE to provide timely support.
Facilitator(s):
Kanchan Pavangadkar, Director of Student Success for the College of Agriculture and Natural Resources (CANR)
Dwight Handspike, Director of Academic Advising & Student Success Initiatives, Undergraduate Academic Services, Broad College of Business
Samantha Zill, Human Biology & Pre-Health Advisor, Michigan State University, College of Natural Science
Maria O'Connell, University Innovation Alliance Fellow, Undergraduate Student Success Strategic Initiatives Manager, Office of Undergraduate Education
Register Here
**Zoom link will be sent closer to the workshop date.
Navigating Context
EXPIRED
Host: MSU Libraries
Artist Talk: “Where the Light Gets In” - Engaging the Community About Tree Removals on Campus
Artist and researcher Hailey Becker (Art, Art History and Design and Forestry) will give a brief talk about her series of art installations marking the removal of trees on campus with beams of light and recount her journey to display and document the work in the Digital Scholarship Lab (DSL), including a short 360 video and an interactive campus tour of the installations. After the talk and opportunity to view the work in the DSL, the artist will take attendees on the interactive campus tour to see how areas of campus have changed over time and how these changes affect our sense of place and relationship to the environment. Light refreshments will be provided.
Navigating Context
EXPIRED
Host: MSU Libraries
Renaissances, Revivals, and Records
Throughout history, humans have been finding ways to revive, rebirth, and reconstruct their favorite artistic practices. Music has been one of the greatest playgrounds for these types of explorations. In acts that both pay homage to the past and push the craft forward, renaissances have revolved around time periods, genres, and even mediums. Join us for an interactive listening party where we take a closer look at some iconic musical revivals, ask how we got here, and wonder where we might go next.
Curated and hosted by: Lilly Korkontzelos, MSU Music Library Student Assistant and master’s student in Music Theory
Location: Music Library (4th Floor West)
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