We found 440 results that contain "online"
Posted on: #iteachmsu
Online Community Building
In this playlist you will:
Differentiate synchronous and asynchronous environments.
Identify different kinds of online interaction.
Explore opportunities for building communities online.
Differentiate synchronous and asynchronous environments.
Identify different kinds of online interaction.
Explore opportunities for building communities online.
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
MSU Online Assessment Training
This is a collection of resources on assessments that was a part of a workshop offering in the Summer of 2020. This workshop was designed and delivered by Amy Lockwood, Andrea Bierema, Becky Matz, Casey Henley, Dave Goodrich, Julie Libarkin, Michael Lockett, Nicola Imbracsio, Stephen Thomas, and Sue Halick.
ASSESSING LEARNING
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: Online Faculty Peer...
Introductory Resources for Teaching Online
The articles that constitute this playlist were pulled together as a very BASIC overview of considerations for online instruction. If you're interested in more articles like the ones here, please visit the "MSU Remote Teaching" group (where there are additional posts, articles, and playlists)!
PEDAGOGICAL DESIGN
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
Teaching & Learning Conference Day 2: Thursday–Virtual day with online sessions (all day)
Spring CTLI Conference Landing Page Content
Graphics if needed
CTLI Spring Teaching and Learning Conference
The Return of MSU's 2023 Spring Conference on Teaching & Learning: Community, Conversation, and Classroom Experience, organized by the Center for Teaching & Learning Innovation (CTLI).
A conference where MSU educators gather to share approaches, tools, and techniques that support teaching and learning.
May 10-11, 2023
Wednesday Day 1: In-person in the STEM Teaching and Learning Facility (all day)
Thursday Day 2: Virtual day with online sessions (all day)
Keynote Speakers:
Stephen Thomas, (Associate Director, CISGS; Assistant Dean for STEM Education Teaching and Learning in the Office of the APUE)
Dr. Kris Renn (Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research)
Conference Registration
Registration for the event is open! Please submit your information into the form below. We will reach out with more information on sessions and schedule closer to the event.
***insert registration form button***
Interested in Submitting a Presentation Proposal?
We are extending an invitation for presentation proposals on select teaching and learning topics across a wide array of presentation formats, including synchronous digital sessions on May 11th to accommodate virtual attendees. The deadline for submissions is February 17th.
Proposal Learning Topics and Formats
Please refer to the descriptions below for details regarding formats and topics. At least one presenter per session should be an educator at MSU.
Teaching and Learning Topics:
The conference committee welcomes presentations on post-secondary education that address one or more of these core topics:
Curriculum and Pedagogy
Assessment and Evaluation
Diversity, Equity, and Inclusion
Learning Technologies
Proposal formats
Presentations may be in-person or virtual.
Paper Presentation: individual papers authored by one or more people, delivered in 15-to-20 minutes. Individual papers will be grouped according to topic and delivered in a multi-paper session that includes a 15-minute question period.
Workshop: this format will include participatory exercises where attendees will learn about a select educational topic or practice from an expert practitioner. These sessions will run for 50-to-60 minutes and include a 15-minute question period.
Welcome to my Classroom: these 50-to-60-minute sessions will feature a short overview of a teaching and learning theory or practice followed by a demonstration of active pedagogy. The audience will be positioned as learners, according to the educational and disciplinary context, and observe the presenter’s demonstration of actual classroom exercises and practices. The sessions will conclude with a 15-to-20-minute discussion or question period.
Learning Technology Demonstration: these 15-to-20-minute demonstrations of learning technologies will be grouped according to topic and delivered in a multi-presentation session that concludes with a 15-minute question period.
***insert proposal form button***
Contact the Center
If you are interested in hearing more about the conference, would like to submit a proposal or have any questions, please contact the Center for Teaching and Learning Innovation.
Graphics if needed
CTLI Spring Teaching and Learning Conference
The Return of MSU's 2023 Spring Conference on Teaching & Learning: Community, Conversation, and Classroom Experience, organized by the Center for Teaching & Learning Innovation (CTLI).
A conference where MSU educators gather to share approaches, tools, and techniques that support teaching and learning.
May 10-11, 2023
Wednesday Day 1: In-person in the STEM Teaching and Learning Facility (all day)
Thursday Day 2: Virtual day with online sessions (all day)
Keynote Speakers:
Stephen Thomas, (Associate Director, CISGS; Assistant Dean for STEM Education Teaching and Learning in the Office of the APUE)
Dr. Kris Renn (Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research)
Conference Registration
Registration for the event is open! Please submit your information into the form below. We will reach out with more information on sessions and schedule closer to the event.
***insert registration form button***
Interested in Submitting a Presentation Proposal?
We are extending an invitation for presentation proposals on select teaching and learning topics across a wide array of presentation formats, including synchronous digital sessions on May 11th to accommodate virtual attendees. The deadline for submissions is February 17th.
Proposal Learning Topics and Formats
Please refer to the descriptions below for details regarding formats and topics. At least one presenter per session should be an educator at MSU.
Teaching and Learning Topics:
The conference committee welcomes presentations on post-secondary education that address one or more of these core topics:
Curriculum and Pedagogy
Assessment and Evaluation
Diversity, Equity, and Inclusion
Learning Technologies
Proposal formats
Presentations may be in-person or virtual.
Paper Presentation: individual papers authored by one or more people, delivered in 15-to-20 minutes. Individual papers will be grouped according to topic and delivered in a multi-paper session that includes a 15-minute question period.
Workshop: this format will include participatory exercises where attendees will learn about a select educational topic or practice from an expert practitioner. These sessions will run for 50-to-60 minutes and include a 15-minute question period.
Welcome to my Classroom: these 50-to-60-minute sessions will feature a short overview of a teaching and learning theory or practice followed by a demonstration of active pedagogy. The audience will be positioned as learners, according to the educational and disciplinary context, and observe the presenter’s demonstration of actual classroom exercises and practices. The sessions will conclude with a 15-to-20-minute discussion or question period.
Learning Technology Demonstration: these 15-to-20-minute demonstrations of learning technologies will be grouped according to topic and delivered in a multi-presentation session that concludes with a 15-minute question period.
***insert proposal form button***
Contact the Center
If you are interested in hearing more about the conference, would like to submit a proposal or have any questions, please contact the Center for Teaching and Learning Innovation.
PEDAGOGICAL DESIGN
Posted on: MSU Academic Advising
Free Online Courses
Explore a list of FREE online courses on a range of topics below:American Sign Language I – Oklahoma School for the DeafAmerican Sign Language II – Oklahoma School for the DeafIntroduction to Computer Science and Programming Using Python – MITxMachine Learning with Python: From Linear Models to Deep Learning – MITxSupply Chain Analytics – MITxUnderstanding the World Through Data – MITxBecoming an Entrepreneur - MITXFoundations of Modern Finance I - MITxIntroduction to Biology: The Secret to Life - MITxProbability: The Science of Uncertainty and Data - MITx
Posted by: Katie Peterson
Disciplinary Content
Posted on: PREP Matrix
Exemplary Online Instruction
This website provides a rubric to evaluate the overall effectiveness of instruction in online courses.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Designing Your Online Course (DYOC)
Bring your online course to this workshop and get a framework for developing an online course plan. You'll use a framework and explore the QM Rubric to design one module for your online course.
Course Length: Two weeks (April 4th-15th)Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)// --> REGISTER HERE <-- //
Refer to the Schedule & Checklist for more information on the workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here.
The “Designing Your Online Course” (DYOC) workshop includes an overview of the QM Rubric and provides a framework for participants to design an online course plan. An integral element of the workshop is an exploration of the eight General Standards of the QM Rubric, focusing on learning objectives and overall course alignment. Participants will complete a Course Development Plan. The plan includes all of the essential Specific Review Standards (SRS) with a column for how the participant will meet the SRS in their course and what resources they will need.
Recommended For:
Faculty and Instructors who are new to online teaching
Learning Objectives:
Recognize the foundational concepts of Quality Matters.
Apply the essential QM Rubric Specific Review Standards to online course design.
Discuss the structure to be used for organizing your online course.
Create a course plan for developing your online course.
Align one module for development.
What Participants Need:
A course you plan to develop for online delivery
8 to 10 hours of time per week to spend on achieving the learning objectives
Course Length: Two weeks (April 4th-15th)Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)// --> REGISTER HERE <-- //
Refer to the Schedule & Checklist for more information on the workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here.
The “Designing Your Online Course” (DYOC) workshop includes an overview of the QM Rubric and provides a framework for participants to design an online course plan. An integral element of the workshop is an exploration of the eight General Standards of the QM Rubric, focusing on learning objectives and overall course alignment. Participants will complete a Course Development Plan. The plan includes all of the essential Specific Review Standards (SRS) with a column for how the participant will meet the SRS in their course and what resources they will need.
Recommended For:
Faculty and Instructors who are new to online teaching
Learning Objectives:
Recognize the foundational concepts of Quality Matters.
Apply the essential QM Rubric Specific Review Standards to online course design.
Discuss the structure to be used for organizing your online course.
Create a course plan for developing your online course.
Align one module for development.
What Participants Need:
A course you plan to develop for online delivery
8 to 10 hours of time per week to spend on achieving the learning objectives
Authored by: David Goodrich
Pedagogical Design
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: New Technologies
Flipgrid: Bringing Conversation to Online Learning
If you are looking for ways to bring some life back into your remote or blended instruction, Flipgrid may be the tool for you. At its core it is a video conversation tool, but in practice it is something much more. So let me point out some of the features that I think you will like about Flipgrid.
Free Educational Accounts: That's right! Since MSU is on Office365, all MSU faculty, staff, and students have Outlook accounts; which are recognized as Microsoft accounts. Therefore, you can use MSU email to setup your free flipgrid account
Classroom Structrure: Flipgrid uses the term "Grid" to refer to a community space. For educational purposes, think of the Grid as a representation of your classroom. In each Grid, you can create collection of topics. Think of the "Topics" as your class assignments.
Rich Posting Features: By default, video posts are 1:30, but you can make them longer or shorter. This helps to make every student post an equal length ; and encourages students to organize their thoughts ahead of time. Here are some features related to posting that make it fun:
Abilty to add text and sticky notes to your video posts
Apply different color themes, backgrounds, pixelate faces, etc
Students can also add emojis
Detailed Feedback: Instructor can provide feedback on student videos. Students can provide feedback on other student videos. Rubric can be applied to the prompt. Students can see how many views there videos are getting.
Topic Repository: Lastly, there is a content library filled with discipline specifc content created by educators in the Flipgrid community that instructors can use in their own student Topics (assignments). These can be filtered by Audience, Subject, and Keyword. Each of these Topics contain information about the usage and the engagment scores.
These are just some the cool features that I have come across on flip grid. If you would like a thorough overview of the tool, check out this tutorial by the New EdTech Classroom:
Free Educational Accounts: That's right! Since MSU is on Office365, all MSU faculty, staff, and students have Outlook accounts; which are recognized as Microsoft accounts. Therefore, you can use MSU email to setup your free flipgrid account
Classroom Structrure: Flipgrid uses the term "Grid" to refer to a community space. For educational purposes, think of the Grid as a representation of your classroom. In each Grid, you can create collection of topics. Think of the "Topics" as your class assignments.
Rich Posting Features: By default, video posts are 1:30, but you can make them longer or shorter. This helps to make every student post an equal length ; and encourages students to organize their thoughts ahead of time. Here are some features related to posting that make it fun:
Abilty to add text and sticky notes to your video posts
Apply different color themes, backgrounds, pixelate faces, etc
Students can also add emojis
Detailed Feedback: Instructor can provide feedback on student videos. Students can provide feedback on other student videos. Rubric can be applied to the prompt. Students can see how many views there videos are getting.
Topic Repository: Lastly, there is a content library filled with discipline specifc content created by educators in the Flipgrid community that instructors can use in their own student Topics (assignments). These can be filtered by Audience, Subject, and Keyword. Each of these Topics contain information about the usage and the engagment scores.
These are just some the cool features that I have come across on flip grid. If you would like a thorough overview of the tool, check out this tutorial by the New EdTech Classroom:
Authored by: Rashad Muhammad
Posted on: #iteachmsu
Characteristics of a Successful Online Teacher
COMMUNICATE OFTEN
Online students crave information. Geographic and temporal distance make online teaching much more diffused than face-to-face teaching. The only way to manage that is to establish clear communication channels - you-to-students, students-to-you, and students-to-students - and to foster healthy and efficient communication norms.
ESTABLISH AND MAINTAIN ROUTINES
Online students crave direction. A clear and modular course structure, a clear course calendar, a clear cadence of course events, and a clear weekly routine will provide that for students. It is essential not just that you establish these routines, but that you also adhere to them strictly and clearly communicate any change to them.
BE PRESENT
Online students crave interaction. Ensure that part of the routine you establish involves you being available to your students. Offer online office hours at times that work for your students, respond to discussion posts, provide weekly updates
BE HUMAN
Online students crave connectivity. To the degree that you are comfortable with it, let your students see you in your natural element. Let them see your face. Empathize with their feelings of disconnection.
NURTURE COLLABORATION AND KINDNESS
Online students crave community. Establish norms that encourage students to interact with each other, comment on each other's work, and respond to each other's questions. Clearly indicate the ethical standards of the course, and hold students to a standard of etiquette.
MAKE USE OF GROUP AND INDIVIDUAL PROJECTS
Online students crave choice. Find ways to let students learn and demonstrate their learning in both group and individual settings.
PROVIDE AND SEEK FEEDBACK
Online students crave clarity. Find a way to provide them with feedback and data on what they are doing well and where there is room for improvement. In smaller classes this may be 1-1, in large classes this may be you highlighting common struggles and successes.
BE FLEXIBLE
Students crave customization. While routine is essential, so is responding to the unique needs and demands of each course. Be prepared for some trial and error, and seek feedback from your students about what is working for them and what is not.
MANAGE YOUR TIME
Online students crave you. Teaching online requires much more writing, and it lends itself to much more email. Both can occupy your time rabidly. Add to that that students engage in online courses at all hours, and teaching online can easily feel like a 24-hour job. Block off time in your calendar to focus on your online class. Establish with your students your hours of availability, your response rate to messages, and a process of self-help and peer-help students can use to solve some problems independently.
Online students crave information. Geographic and temporal distance make online teaching much more diffused than face-to-face teaching. The only way to manage that is to establish clear communication channels - you-to-students, students-to-you, and students-to-students - and to foster healthy and efficient communication norms.
ESTABLISH AND MAINTAIN ROUTINES
Online students crave direction. A clear and modular course structure, a clear course calendar, a clear cadence of course events, and a clear weekly routine will provide that for students. It is essential not just that you establish these routines, but that you also adhere to them strictly and clearly communicate any change to them.
BE PRESENT
Online students crave interaction. Ensure that part of the routine you establish involves you being available to your students. Offer online office hours at times that work for your students, respond to discussion posts, provide weekly updates
BE HUMAN
Online students crave connectivity. To the degree that you are comfortable with it, let your students see you in your natural element. Let them see your face. Empathize with their feelings of disconnection.
NURTURE COLLABORATION AND KINDNESS
Online students crave community. Establish norms that encourage students to interact with each other, comment on each other's work, and respond to each other's questions. Clearly indicate the ethical standards of the course, and hold students to a standard of etiquette.
MAKE USE OF GROUP AND INDIVIDUAL PROJECTS
Online students crave choice. Find ways to let students learn and demonstrate their learning in both group and individual settings.
PROVIDE AND SEEK FEEDBACK
Online students crave clarity. Find a way to provide them with feedback and data on what they are doing well and where there is room for improvement. In smaller classes this may be 1-1, in large classes this may be you highlighting common struggles and successes.
BE FLEXIBLE
Students crave customization. While routine is essential, so is responding to the unique needs and demands of each course. Be prepared for some trial and error, and seek feedback from your students about what is working for them and what is not.
MANAGE YOUR TIME
Online students crave you. Teaching online requires much more writing, and it lends itself to much more email. Both can occupy your time rabidly. Add to that that students engage in online courses at all hours, and teaching online can easily feel like a 24-hour job. Block off time in your calendar to focus on your online class. Establish with your students your hours of availability, your response rate to messages, and a process of self-help and peer-help students can use to solve some problems independently.
Authored by: Dr. Jeremy Van Hof
Pedagogical Design
Posted on: PREP Matrix
Foundation Directory Online
Foundation Directory Online is an extensive online database of funding opportunities offered by the Foundation Center. In order to access the full Professional-level version linked below, a computer at the main MSU Library needs to be used.
Posted by: Admin
Navigating Context
Posted on: Online & Hybrid Lea...
Welcome Packet for online/hybrid graduate students has been added to the Graduate School Admissions site. https://grad.msu.edu/admissions
Posted by: Alicia Jenner
Navigating Context
Posted on: GenAI & Education
Online class discussions can quickly become robots talking to robots. Check out my article for some ways to help: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/3230
Posted by: Sarah Freye
Posted on: #iteachmsu
Online Course Design Case Studies-Accessible Version
Posted by: Breana Yaklin
Pedagogical Design
Posted on: #iteachmsu
How to Build an Online Learning Community (In 2020) https://www.learnworlds.com/build-online-learning-community/ via @learnworlds
Posted by: Rashad Muhammad
Posted on: Online & Hybrid Lea...
Please join us for the next meeting of the Online Faculty Learning Community.
Tuesday, December 10 from 9-11 a.m.
East Fee Hall - Patenge Room (C-102)
Thomas Jeitschko, Dean of MSU Graduate School will be with us to discuss the future of online learning at MSU.
Tuesday, December 10 from 9-11 a.m.
East Fee Hall - Patenge Room (C-102)
Thomas Jeitschko, Dean of MSU Graduate School will be with us to discuss the future of online learning at MSU.
Posted by: Gerald S Rhead
Posted on: Online & Hybrid Lea...
UPDATE: Free Access has been extended to 12/31/20!!
MSU is leveraging our Coursera Partnership and their offer to provide free access to nearly 4,000 online learning experiences during the Coronavirus pandemic. Any MSU faculty, staff or student is eligible; however, you must have a msu.edu email and use this email when signing up for the program. You can access and sign up on the Coursera-4-Campus platform by using the URL below: https://www.coursera.org/programs/michigan-state-university-on-coursera-207nw Please note the following when signing up: You must sign up with your msu.edu e-mail Please follow the prompts and complete the corresponding information requested in order to gain access. Free access is available through 12/31/20. If you intend to complete courses and earn the corresponding credentials, you must meet all course requirements and secure your credential by 12/31/20.
MSU is leveraging our Coursera Partnership and their offer to provide free access to nearly 4,000 online learning experiences during the Coronavirus pandemic. Any MSU faculty, staff or student is eligible; however, you must have a msu.edu email and use this email when signing up for the program. You can access and sign up on the Coursera-4-Campus platform by using the URL below: https://www.coursera.org/programs/michigan-state-university-on-coursera-207nw Please note the following when signing up: You must sign up with your msu.edu e-mail Please follow the prompts and complete the corresponding information requested in order to gain access. Free access is available through 12/31/20. If you intend to complete courses and earn the corresponding credentials, you must meet all course requirements and secure your credential by 12/31/20.
Posted by: Gerald S Rhead
Posted on: #iteachmsu
MSU purchased a campus-wide pass, so all MSU Faculty, Staff and Students can attend next week's OLC Innovate virtual conference free of charge.
Registration instructions: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/1557
Sponsored by MSU IT and MSU Hub.
Registration instructions: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/1557
Sponsored by MSU IT and MSU Hub.
Posted by: Brendan Guenther
Posted on: #iteachmsu
I wrote this attached article to share my top 9 tips about online teaching for an audience of History & Philosophy of Science educators. It's called "You Can Teach Online! Designing effective and engaging online courses." It features the SOIRÉE "magic table" by Rachel Barnard. It was published in the Canadian Society for HPS' Communiqué newsletter in Autumn 2020 (p.42-44).
Posted by: Ellie Louson
Pedagogical Design
Host: MSU Libraries
3D Terrain Elevation Models for 3D Printing (Online)
Learn how to produce a 3D model of terrain elevation for printing on a 3D printer. We will learn about 3D models for 3D printing, digital elevation models (DEMs), where to find DEM data to create our printable export, and then use a plug in DEMto3D in the open source software QGIS to create a model. If time allows, basic tools for 3D model editing in Meshmixer or slicing software will be demonstrated.
Navigating Context
Host: MSU Libraries
Learn QGIS: Making a color shaded map in QGIS (Online)
Learn the basics of QGIS, the free open-source geospatial software—this workshop will demonstrate how to make a choropleth (color shaded) map and place graduated symbols representing data on it, load shape-files and .csv table files into QGIS, join data to spatial information and edit features. No experience with QGIS or Geographic Information Systems is required.
Navigating Context
Host: MSU Libraries
Zotero Workshop (Online)
An introduction to the free open source citation management program Zotero. In this workshop, participants will learn how to:
Download references from MSU's article databases and websites
Format citations and bibliographies in a Word document
Create groups and share references with other users
Registration for this event is required.
You will receive a link to join a Zoom meeting before the workshop. Please install the Zotero software and Zotero browser connector on your computer before the session begins. More information is available from https://libguides.lib.msu.edu/zotero/setup.
Questions or need more information? Contact the MSU Libraries Zotero training team at lib.dl.zotero@msu.edu.
To schedule a separate session for your class or research group, please contact the Zotero team at lib.dl.zotero@msu.edu.
Navigating Context
Host: MSU Libraries
Our Daily Work/Our Daily Lives
Our Daily Work/Our Daily Lives - Fall 2025 Brownbag Series
Micah Ling, MSU Traditional Arts Program - “Clad in the Working Class: Blue-Collar Style and American Folk Music”
American folk music is often the soundtrack of labor movements—the rallying cries and songs that tell the story of workers’ struggles. This talk explores the way that blue-collar attire is used by folk and roots musicians in the United States regardless of their own labor backgrounds to show solidarity, express identity, and connect with the histories of the music.
Join online here. The password is odwodl.
Navigating Context
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