We found 1081 results that contain "online teaching"
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
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
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: #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: #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
Engagement Resources for Online Teaching
Here is a set of resources about different aspects of student engagement and online teaching.
“What Is Caring Pedagogy? An Introduction: Relationships of Reciprocity Series” by Monica B. Glina, NYU.
“Stanford researchers identify four causes for ‘Zoom fatigue’ and their simple fixes” by Vignesh Ramachandran, about Stanford research into the psychology of online work.
“8 Ideas Designed to Engage Students In Active Learning Online” by Caitlin Tucker, Pepperdine University.
“The Human Element in Online Learning” by Larry DeBrock, Norma Scagnoli and Fataneh Taghaboni-Dutta for Inside Higher Ed.
“4 Zoom-Friendly Creative Warm-ups” by Hilary Buchanan and Alexis Schuknecht, Pixel Park.
“Zoom Friendly Warm-ups and Icebreakers” by Eugene Korsunskiy for Future of Design in Higher Education [Medium].
Hybrid Learning Models with components of different learning modalities from The Linden School.
Image Credit: ST.art / Shutterstock.com © 2020
“What Is Caring Pedagogy? An Introduction: Relationships of Reciprocity Series” by Monica B. Glina, NYU.
“Stanford researchers identify four causes for ‘Zoom fatigue’ and their simple fixes” by Vignesh Ramachandran, about Stanford research into the psychology of online work.
“8 Ideas Designed to Engage Students In Active Learning Online” by Caitlin Tucker, Pepperdine University.
“The Human Element in Online Learning” by Larry DeBrock, Norma Scagnoli and Fataneh Taghaboni-Dutta for Inside Higher Ed.
“4 Zoom-Friendly Creative Warm-ups” by Hilary Buchanan and Alexis Schuknecht, Pixel Park.
“Zoom Friendly Warm-ups and Icebreakers” by Eugene Korsunskiy for Future of Design in Higher Education [Medium].
Hybrid Learning Models with components of different learning modalities from The Linden School.
Image Credit: ST.art / Shutterstock.com © 2020
Authored by: Ellie Louson and Melissa Usiak
Pedagogical Design
Posted on: #iteachmsu
Video Production Menu for Online Teaching
During the last two years of work with the College of Engineering to bring Electrical and Mechanical Master's programs online, we created a video production "menu" as a helpful tool for faculty. We presented them with this document early into course development so they could see examples of different videos they could create for their online courses. This helped provide them with ideas of different video styles so they had options and could make things to their own workflow preferences. Additionally, this gave them a good idea of what our quality standards were so students had a good online experience.
https://docs.google.com/presentation/d/1bPScf--8neBrByMliQwZnW5e-4SPoFhXnqwMuQFVHbU/edit?usp=sharing
https://docs.google.com/presentation/d/1bPScf--8neBrByMliQwZnW5e-4SPoFhXnqwMuQFVHbU/edit?usp=sharing
Authored by: Alyssa Bradley
Pedagogical Design
Posted on: #iteachmsu
Exam Strategy for Online and Distance Teaching
Authors: Jeremy Van Hof, Stephen Thomas, Becky Matz, Kate Sonka, Sarah Wellman, Daniel Trego, Casey Henley, Jessica Knott, David Howe With our guiding principles for remote teaching as flexibility, generosity, and transparency, we know that there is no one solution for assessment that will meet all faculty and student needs. From this perspective, the primary concern should be assessing how well students have achieved the key learning objectives and determining what objectives are still unmet. It may be necessary to modify the nature of the exam to allow for the differences of the online environment. This document, written for any instructor who typically administers an end-of-semester high-stakes final exam, addresses how best to make those modifications. In thinking about online exams we recommend the following approaches (in priority order) for adjusting exams: multiple lower-stakes assessments, open-note exams, and online proctored exams. When changes to the learning environment occur, creating an inclusive and accessible learning experience for students with disabilities should remain a top priority. This includes providing accessible content and implementing student disability accommodations, as well as considering the ways assessment methods might be affected.
Faculty and students should be prepared to discuss accommodation needs that may arise. The team at MSU Resource Center for Persons with Disabilities (RCPD) will be available to answer questions about implementing accommodations. Contact information for Team RCPD is found at https://www.rcpd.msu.edu/teamrcpd. Below you will find a description of each of the recommendations, tips for their implementation, the benefits of each, and references to pertinent research on each.
There are three primary options*:
Multiple lower-stakes assessments (most preferred)
Open note exams (preferred)
Online proctored exams (if absolutely necessary)
*Performance-based assessments such as laboratory, presentation, music, or art experiences that show proficiency will be discussed in another document
Multiple lower-stakes assessments
Description: The unique circumstances of this semester make it necessary to carefully consider your priorities when assessing students. Rather than being cumulative, a multiple assessment approach makes assessment an incremental process. Students demonstrate their understanding frequently, and accrue points over time, rather than all at once on one test. Dividing the assessment into smaller pieces can reduce anxiety and give students more practice in taking their exams online. For instance, you might have a quiz at the end of each week that students have to complete. Each subsequent quiz can (and should) build on the previous one, allowing students to build toward more complex and rigorous applications of the content. Using this approach minimizes your need to change the types of questions that you have been asking to date, which can affect student performance (e.g. if you normally ask multiple-choice questions, you can continue to do so). For the remainder of the semester, use the D2L quizzes tool to build multiple smaller assessments. Spread out the totality of your typical final exam over the month of April. This can be as simple as dividing a 100 question final exam into eight 12-question “synthesis activities” that students complete bi-weekly.
Benefits as noted from the literature:
No significant differences were observed in terms of keystroke information, rapid guessing, or aggregated scores between proctoring conditions;
More effective method for incentivizing participation and reading;
Encourages knowledge retention as each subsequent assessment builds on the last
Rios, J. A., & Liu, O. L. (2017). Online proctored versus unproctored low-stakes internet test administration: Is there differential test-taking behavior and performance?. American Journal of Distance Education, 31(4), 226-241. https://www.tandfonline.com/doi/abs/10.1080/08923647.2017.1258628 Schrank, Z. (2016). An assessment of student perceptions and responses to frequent low-stakes testing in introductory sociology classes. Teaching Sociology, 44(2), 118-127. https://journals.sagepub.com/doi/abs/10.1177/0092055X15624745 VanPatten, B., Trego, D., & Hopkins, W. P. (2015). In‐Class vs. Online Testing in University‐Level Language Courses: A Research Report. Foreign Language Annals, 48(4), 659-668. https://onlinelibrary.wiley.com/doi/abs/10.1111/flan.12160
Open note exams
Description: Open note assessments allow students to refer to the Internet and other materials while completing their assessments. By design, this disincentives academic dishonesty. Often instructors put time parameters around open note exams. These types of exams also lend themselves to collaborative work in which multiple students work together to complete the assessment. With an open note strategy, you can keep your general exam schedule and point structure, but you may need to revise questions so they are less about factual recall and more about the application of concepts. For instance you might give students a scenario or case study that they have to apply class concepts to as opposed to asking for specific values or definitions. If you plan to make such changes, communicate your intent and rationale to you students prior to the exam. One effective open note testing technique is to use multiple-true/false questions as a means to measure understanding. These questions (called “multiple selection” questions in D2L) pose a scenario and prompt students to check all the boxes that apply. For example, students may be prompted to read a short case or lab report, then check all statements that are true about that reading. In this way a single question stem can assess multiple levels of complexity and/or comprehension.
Benefits as noted from the literature:
Open-book exams and collaborative exams promote development of critical thinking skills.
Open-book exams are more engaging and require higher-order thinking skills.
Application of open-book exams simulates the working environment.
Students prefer open-book exams and report decreased anxiety levels.
Collaborative exams stimulate brain cell growth and intricate cognitive complexes.
Johanns, B., Dinkens, A., & Moore, J. (2017). A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills. Nurse education in practice, 27, 89-94. https://www.sciencedirect.com/science/article/abs/pii/S1471595317305486
Couch, B. A., Hubbard, J. K., & Brassil, C. E. (2018). Multiple–true–false questions reveal the limits of the multiple–choice format for detecting students with incomplete understandings. BioScience, 68(6), 455-463. https://doi.org/10.1093/biosci/biy037
Implementation for multiple lower-stakes and open note assessment strategies:
Timed vs. untimed: On the whole, performance on timed and untimed assessments yields similar scores. Students express greater anxiety over timed assessments, while they view untimed assessments as more amenable to dishonest behavior.
NOTE: If you typically have a time limit on your face-to-face assessments, increase it by 20% to allow for the added demands a remote (distinct from online) environment places on students.
If the exam is meant to be taken synchronously, remember to stay within your class period. Adjust the length of the exam accordingly.
Reduced scope: Decreasing content covered in the exam may be necessary to create an exam of appropriate length and complexity, given the unique circumstances this semester.
Question pools: Create a pool of questions, and let D2L randomly populate each student’s quiz. This helps reduce dishonest behavior
For example, a 10 question quiz might have 18 total questions in the pool, 10 of which are randomly distributed to each student by D2L.
Randomize answer order: In questions in which it makes sense, have D2L randomize the order in which the answer options appear.
Individual question per page: This can reduce instances of students taking the assessment together. It is even more effective when question order is randomized and a question pool is used. <//li>
Honor code attestation: Give students an opportunity to affirm their intent to be honest by making question one of every assessment a 0-point question asking students to agree to an honor code. You can access the MSU Honor Code: https://www.deanofstudents.msu.edu/academic-integrity
Live Zoom availability: In D2L Quizzes, set a time window during which the assessment will be available to students.
Hold a live open office hours session in Zoom at some point during that window, so that students who want to can take the assessment while they have direct access to you - this way they can ask questions if any arise.
Ultimately, our guiding principles for online teaching are flexibility, generosity, and transparency. Try to give students as much of an opportunity to demonstrate their knowledge as possible.
Consider allowing multiple attempts on an assessment.
When conditions allow, consider allowing multiple means of expression.
Can students choose to demonstrate their knowledge from a menu of options
M/C test
Written response
Video presentation
Oral Exam (via Zoom)
Consider giving students choices. Perhaps they can opt out of answering a question or two. Perhaps they can choose which of a series of prompts to respond to. Perhaps students can waive one test score (to help accomodate for their rapidly changing environments)
Proctored assessments
Description: Respondus Lockdown Browser and Respondus Monitor are tools for remote proctoring in D2L. More information is available at https://help.d2l.msu.edu/node/4686. Please consider whether your assessments can be designed without the need for Respondus. While Respondus may be helpful in limited circumstances (e.g., when assessments must be proctored for accreditation purposes), introducing a new technology may cause additional stress for both students and instructors, and academic integrity is still not assured. High-stakes exams (those that are a large percentage of a student’s grade) that use new technologies and approaches can decrease student performance and may not reflect students’ understanding of the material. Please do not use an online proctored approach unless your assessment needs require its use.
Benefits:
Increases the barrier to academic dishonesty. Allows for use of existing exams (assuming they are translated in D2L’s Quizzes tool).
Implementation:
Any online proctored exam must be created and administered using D2L’s Quizzes tool.
Prior to offering a graded proctored exam, we strongly recommend that you administer an ungraded (or very low-stakes) practice test using the proctoring tool.
Clear communication with students about system and hardware requirements and timing considerations is required.
MSU has gained temporary no-cost access to a pair of online proctoring tools provided by Respondus: https://help.d2l.msu.edu/node/4686
Respondus Lockdown Browser requires that students download a web browser.
When they click into your exam, the Lockdown Browser opens, and prevents users from accessing anything else on their computer.
Respondus Monitor requires use of Respondus Lockdown Browser and a webcam.
Students are monitored via the webcam while they complete the exam in Lockdown Browser.
Additional Resources:
Remote Assessment Quick Guide
Remote Assessment Video Conversation
D2L Quizzes Tool Guide
Self-training on D2L Quizzes (login to MSU’s D2L is required; self-enroll into the training course)
References: Alessio, H.M.; Malay, N.; Mauere, K.; Bailer, A.J.; & Rubin, B.(2017) Examining the effect of proctoring on online test scores, Online Learning 21 (1) Altınay, Z. (2017) Evaluating peer learning and assessment in online collaborative learning environments, Behaviour & Information Technology, 36:3, 312-320, DOI: 10.1080/0144929X.2016.1232752
Couch, B. A., Hubbard, J. K., & Brassil, C. E. (2018). Multiple–true–false questions reveal the limits of the multiple–choice format for detecting students with incomplete understandings. BioScience, 68(6), 455-463. https://doi.org/10.1093/biosci/biy037 Cramp, J.; Medlin, J. F.; Lake, P.; & Sharp, C. (2019) Lessons learned from implementing remotely invigilated online exams, Journal of University Teaching & Learning Practice, 16(1). Guerrero-Roldán, A., & Noguera, I.(2018) A Model for Aligning Assessment with Competences and Learning Activities in Online Courses, The Internet and Higher Education, vol. 38, pp. 36–46., doi:10.1016/j.iheduc.2018.04.005.
Johanns, B., Dinkens, A., & Moore, J. (2017). A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills. Nurse education in practice, 27, 89-94. https://www.sciencedirect.com/science/article/abs/pii/S1471595317305486 Joseph A. Rios, J.A. & Lydia Liu, O.L. (2017) Online Proctored Versus Unproctored Low-Stakes Internet Test Administration: Is There Differential Test-Taking Behavior and Performance?, American Journal of Distance Education, 31:4, 226-241, DOI: 10.1080/08923647.2017.1258628 Schrank, Z. (2016). An assessment of student perceptions and responses to frequent low-stakes testing in introductory sociology classes. Teaching Sociology, 44(2), 118-127. https://journals.sagepub.com/doi/abs/10.1177/0092055X15624745 Soffer, Tal, et al. “(2017) Assessment of Online Academic Courses via Students' Activities and Perceptions, Studies in Educational Evaluation, vol. 54, pp. 83–93., doi:10.1016/j.stueduc.2016.10.001.
Tan, C.(2020) Beyond high-stakes exam: A neo-Confucian educational programme and its contemporary implications, Educational Philosophy and Theory, 52:2, 137-148, DOI: 10.1080/00131857.2019.1605901
VanPatten, B., Trego, D., & Hopkins, W. P. (2015). In‐Class vs. Online Testing in University‐Level Language Courses: A Research Report. Foreign Language Annals, 48(4), 659-668. https://onlinelibrary.wiley.com/doi/abs/10.1111/flan.12160
Faculty and students should be prepared to discuss accommodation needs that may arise. The team at MSU Resource Center for Persons with Disabilities (RCPD) will be available to answer questions about implementing accommodations. Contact information for Team RCPD is found at https://www.rcpd.msu.edu/teamrcpd. Below you will find a description of each of the recommendations, tips for their implementation, the benefits of each, and references to pertinent research on each.
There are three primary options*:
Multiple lower-stakes assessments (most preferred)
Open note exams (preferred)
Online proctored exams (if absolutely necessary)
*Performance-based assessments such as laboratory, presentation, music, or art experiences that show proficiency will be discussed in another document
Multiple lower-stakes assessments
Description: The unique circumstances of this semester make it necessary to carefully consider your priorities when assessing students. Rather than being cumulative, a multiple assessment approach makes assessment an incremental process. Students demonstrate their understanding frequently, and accrue points over time, rather than all at once on one test. Dividing the assessment into smaller pieces can reduce anxiety and give students more practice in taking their exams online. For instance, you might have a quiz at the end of each week that students have to complete. Each subsequent quiz can (and should) build on the previous one, allowing students to build toward more complex and rigorous applications of the content. Using this approach minimizes your need to change the types of questions that you have been asking to date, which can affect student performance (e.g. if you normally ask multiple-choice questions, you can continue to do so). For the remainder of the semester, use the D2L quizzes tool to build multiple smaller assessments. Spread out the totality of your typical final exam over the month of April. This can be as simple as dividing a 100 question final exam into eight 12-question “synthesis activities” that students complete bi-weekly.
Benefits as noted from the literature:
No significant differences were observed in terms of keystroke information, rapid guessing, or aggregated scores between proctoring conditions;
More effective method for incentivizing participation and reading;
Encourages knowledge retention as each subsequent assessment builds on the last
Rios, J. A., & Liu, O. L. (2017). Online proctored versus unproctored low-stakes internet test administration: Is there differential test-taking behavior and performance?. American Journal of Distance Education, 31(4), 226-241. https://www.tandfonline.com/doi/abs/10.1080/08923647.2017.1258628 Schrank, Z. (2016). An assessment of student perceptions and responses to frequent low-stakes testing in introductory sociology classes. Teaching Sociology, 44(2), 118-127. https://journals.sagepub.com/doi/abs/10.1177/0092055X15624745 VanPatten, B., Trego, D., & Hopkins, W. P. (2015). In‐Class vs. Online Testing in University‐Level Language Courses: A Research Report. Foreign Language Annals, 48(4), 659-668. https://onlinelibrary.wiley.com/doi/abs/10.1111/flan.12160
Open note exams
Description: Open note assessments allow students to refer to the Internet and other materials while completing their assessments. By design, this disincentives academic dishonesty. Often instructors put time parameters around open note exams. These types of exams also lend themselves to collaborative work in which multiple students work together to complete the assessment. With an open note strategy, you can keep your general exam schedule and point structure, but you may need to revise questions so they are less about factual recall and more about the application of concepts. For instance you might give students a scenario or case study that they have to apply class concepts to as opposed to asking for specific values or definitions. If you plan to make such changes, communicate your intent and rationale to you students prior to the exam. One effective open note testing technique is to use multiple-true/false questions as a means to measure understanding. These questions (called “multiple selection” questions in D2L) pose a scenario and prompt students to check all the boxes that apply. For example, students may be prompted to read a short case or lab report, then check all statements that are true about that reading. In this way a single question stem can assess multiple levels of complexity and/or comprehension.
Benefits as noted from the literature:
Open-book exams and collaborative exams promote development of critical thinking skills.
Open-book exams are more engaging and require higher-order thinking skills.
Application of open-book exams simulates the working environment.
Students prefer open-book exams and report decreased anxiety levels.
Collaborative exams stimulate brain cell growth and intricate cognitive complexes.
Johanns, B., Dinkens, A., & Moore, J. (2017). A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills. Nurse education in practice, 27, 89-94. https://www.sciencedirect.com/science/article/abs/pii/S1471595317305486
Couch, B. A., Hubbard, J. K., & Brassil, C. E. (2018). Multiple–true–false questions reveal the limits of the multiple–choice format for detecting students with incomplete understandings. BioScience, 68(6), 455-463. https://doi.org/10.1093/biosci/biy037
Implementation for multiple lower-stakes and open note assessment strategies:
Timed vs. untimed: On the whole, performance on timed and untimed assessments yields similar scores. Students express greater anxiety over timed assessments, while they view untimed assessments as more amenable to dishonest behavior.
NOTE: If you typically have a time limit on your face-to-face assessments, increase it by 20% to allow for the added demands a remote (distinct from online) environment places on students.
If the exam is meant to be taken synchronously, remember to stay within your class period. Adjust the length of the exam accordingly.
Reduced scope: Decreasing content covered in the exam may be necessary to create an exam of appropriate length and complexity, given the unique circumstances this semester.
Question pools: Create a pool of questions, and let D2L randomly populate each student’s quiz. This helps reduce dishonest behavior
For example, a 10 question quiz might have 18 total questions in the pool, 10 of which are randomly distributed to each student by D2L.
Randomize answer order: In questions in which it makes sense, have D2L randomize the order in which the answer options appear.
Individual question per page: This can reduce instances of students taking the assessment together. It is even more effective when question order is randomized and a question pool is used. <//li>
Honor code attestation: Give students an opportunity to affirm their intent to be honest by making question one of every assessment a 0-point question asking students to agree to an honor code. You can access the MSU Honor Code: https://www.deanofstudents.msu.edu/academic-integrity
Live Zoom availability: In D2L Quizzes, set a time window during which the assessment will be available to students.
Hold a live open office hours session in Zoom at some point during that window, so that students who want to can take the assessment while they have direct access to you - this way they can ask questions if any arise.
Ultimately, our guiding principles for online teaching are flexibility, generosity, and transparency. Try to give students as much of an opportunity to demonstrate their knowledge as possible.
Consider allowing multiple attempts on an assessment.
When conditions allow, consider allowing multiple means of expression.
Can students choose to demonstrate their knowledge from a menu of options
M/C test
Written response
Video presentation
Oral Exam (via Zoom)
Consider giving students choices. Perhaps they can opt out of answering a question or two. Perhaps they can choose which of a series of prompts to respond to. Perhaps students can waive one test score (to help accomodate for their rapidly changing environments)
Proctored assessments
Description: Respondus Lockdown Browser and Respondus Monitor are tools for remote proctoring in D2L. More information is available at https://help.d2l.msu.edu/node/4686. Please consider whether your assessments can be designed without the need for Respondus. While Respondus may be helpful in limited circumstances (e.g., when assessments must be proctored for accreditation purposes), introducing a new technology may cause additional stress for both students and instructors, and academic integrity is still not assured. High-stakes exams (those that are a large percentage of a student’s grade) that use new technologies and approaches can decrease student performance and may not reflect students’ understanding of the material. Please do not use an online proctored approach unless your assessment needs require its use.
Benefits:
Increases the barrier to academic dishonesty. Allows for use of existing exams (assuming they are translated in D2L’s Quizzes tool).
Implementation:
Any online proctored exam must be created and administered using D2L’s Quizzes tool.
Prior to offering a graded proctored exam, we strongly recommend that you administer an ungraded (or very low-stakes) practice test using the proctoring tool.
Clear communication with students about system and hardware requirements and timing considerations is required.
MSU has gained temporary no-cost access to a pair of online proctoring tools provided by Respondus: https://help.d2l.msu.edu/node/4686
Respondus Lockdown Browser requires that students download a web browser.
When they click into your exam, the Lockdown Browser opens, and prevents users from accessing anything else on their computer.
Respondus Monitor requires use of Respondus Lockdown Browser and a webcam.
Students are monitored via the webcam while they complete the exam in Lockdown Browser.
Additional Resources:
Remote Assessment Quick Guide
Remote Assessment Video Conversation
D2L Quizzes Tool Guide
Self-training on D2L Quizzes (login to MSU’s D2L is required; self-enroll into the training course)
References: Alessio, H.M.; Malay, N.; Mauere, K.; Bailer, A.J.; & Rubin, B.(2017) Examining the effect of proctoring on online test scores, Online Learning 21 (1) Altınay, Z. (2017) Evaluating peer learning and assessment in online collaborative learning environments, Behaviour & Information Technology, 36:3, 312-320, DOI: 10.1080/0144929X.2016.1232752
Couch, B. A., Hubbard, J. K., & Brassil, C. E. (2018). Multiple–true–false questions reveal the limits of the multiple–choice format for detecting students with incomplete understandings. BioScience, 68(6), 455-463. https://doi.org/10.1093/biosci/biy037 Cramp, J.; Medlin, J. F.; Lake, P.; & Sharp, C. (2019) Lessons learned from implementing remotely invigilated online exams, Journal of University Teaching & Learning Practice, 16(1). Guerrero-Roldán, A., & Noguera, I.(2018) A Model for Aligning Assessment with Competences and Learning Activities in Online Courses, The Internet and Higher Education, vol. 38, pp. 36–46., doi:10.1016/j.iheduc.2018.04.005.
Johanns, B., Dinkens, A., & Moore, J. (2017). A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills. Nurse education in practice, 27, 89-94. https://www.sciencedirect.com/science/article/abs/pii/S1471595317305486 Joseph A. Rios, J.A. & Lydia Liu, O.L. (2017) Online Proctored Versus Unproctored Low-Stakes Internet Test Administration: Is There Differential Test-Taking Behavior and Performance?, American Journal of Distance Education, 31:4, 226-241, DOI: 10.1080/08923647.2017.1258628 Schrank, Z. (2016). An assessment of student perceptions and responses to frequent low-stakes testing in introductory sociology classes. Teaching Sociology, 44(2), 118-127. https://journals.sagepub.com/doi/abs/10.1177/0092055X15624745 Soffer, Tal, et al. “(2017) Assessment of Online Academic Courses via Students' Activities and Perceptions, Studies in Educational Evaluation, vol. 54, pp. 83–93., doi:10.1016/j.stueduc.2016.10.001.
Tan, C.(2020) Beyond high-stakes exam: A neo-Confucian educational programme and its contemporary implications, Educational Philosophy and Theory, 52:2, 137-148, DOI: 10.1080/00131857.2019.1605901
VanPatten, B., Trego, D., & Hopkins, W. P. (2015). In‐Class vs. Online Testing in University‐Level Language Courses: A Research Report. Foreign Language Annals, 48(4), 659-668. https://onlinelibrary.wiley.com/doi/abs/10.1111/flan.12160
Authored by: Jeremy Van Hof, Stephen Thomas, Becky Matz, Kate Sonka, Sarah Wellman, Daniel Trego, Casey Henley, David Howe, Jessica Knott
Assessing Learning
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: #iteachmsu
Team-Teaching Online: Successes and Challenges of the MSU Math Department
Topic Area: Online Teaching & Learning
Presented by: Andrew Krause, Tsveta Sendova
Abstract:
We are excited to share the redesigned departmental teaching structure that we implemented during pandemic-forced online teaching. Our department has realigned our teaching efforts into cohesive course-teams, in lieu of traditional independent (coordinated) teaching roles. No longer are individual instructors responsible for specific sections, but instead instructors have a role on a larger team that shares the instructional load. For example, 24 instructors for MTH 132: Calculus 1 worked together in a variety of roles to deliver a cohesive course to 1400 students.
This configuration has important advantages, the three most important being: flexibility, support, and adaptability.
Flexibility: With diverse roles available, each instructor can contribute with their strength -- leading online webinars, small group tutoring, assessment design, video creation, etc.
Support: The large team can support instructors who experience challenges that disrupt their ability to teach (health, family, etc.). It is easy to substitute one or a few teaching roles, rather than an entire ""teacher"".
Adaptability: Having a cohesive ""backbone"" of the course (D2L, materials for students, etc.) makes it possible to rapidly adjust to changing scenarios, such as changing guidance on in-person meetings. It is easy to plug in additional face-to-face meetings as alternatives or enhancements to the online structure.
Presented by: Andrew Krause, Tsveta Sendova
Abstract:
We are excited to share the redesigned departmental teaching structure that we implemented during pandemic-forced online teaching. Our department has realigned our teaching efforts into cohesive course-teams, in lieu of traditional independent (coordinated) teaching roles. No longer are individual instructors responsible for specific sections, but instead instructors have a role on a larger team that shares the instructional load. For example, 24 instructors for MTH 132: Calculus 1 worked together in a variety of roles to deliver a cohesive course to 1400 students.
This configuration has important advantages, the three most important being: flexibility, support, and adaptability.
Flexibility: With diverse roles available, each instructor can contribute with their strength -- leading online webinars, small group tutoring, assessment design, video creation, etc.
Support: The large team can support instructors who experience challenges that disrupt their ability to teach (health, family, etc.). It is easy to substitute one or a few teaching roles, rather than an entire ""teacher"".
Adaptability: Having a cohesive ""backbone"" of the course (D2L, materials for students, etc.) makes it possible to rapidly adjust to changing scenarios, such as changing guidance on in-person meetings. It is easy to plug in additional face-to-face meetings as alternatives or enhancements to the online structure.
Authored by: Andrew Krause, Tsveta Sendova
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
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
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: #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: 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
The more educators can treat students as professional learners by providing them with reliable, timely, and accurate information about their progress in a course, the more likely it is that students will persist, thrive, and ultimately succeed in their educational journey.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
Posted by: Jeremy Van Hof
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