We found 19 results that contain "protocol"
Posted on: #iteachmsu
Peer-Educator Dialogue Protocol
Peer-Educator Dialogue Protocol
Date:Time:Instructor-Educator:Course Number:Course Title:Modality:# Students Enrolled:# Students Present:Peer-Educator:
This dialogue protocol can be used independently or in conjunction with the Peer-Educator Dialogue Guide. It is important to note that the peer-educator dialogue should be an iterative process of lifelong learning and practice improvement. These are tools aimed at helping educators learn with and from one another. How an instructor-educator utilizes or shares the feedback provided in through this dialogue process is completely up to them.
Before class starts:
Short observations such as: when instructor-educator arrives, what happens (e.g. do they greet students?)? Does class start on time? How many students are present? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Introduction:
Does the instructor-educator give context for today’s lesson/learning experience? (What does this look like?) How does the instructor-educator motivate students? What is student response? Do students arrive late? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Core Learning Experience:
Is there variety and pacing in the planned learning experience(s)? Can/do students ask questions? Is the conversation 2-way/are the students part of the conversation or passive listeners? How are student questions addressed? Is it clear how this material relates to the course? (the field?) What percentage of class time is spent in lecture? What might you say about the instructor-educator’s presentation skills? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Group Activity/Participation:
Are students engaged? How are activities relevant? Are these activities intended to be evaluated? If so, how? What percentage of class time is spent in such activities? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Conclusion:
Did the session seem organized well? Did it end on time? Was there any recap or mention of course goals/objectives? Were diverse examples, resources, perspectives etc. included? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Additional comments/observations:
This document was adapted with permission from 2019 document "AAN Peer Observation Protocol" by Patricia Stewart.Photo by Amy Hirschi on Unsplash
Date:Time:Instructor-Educator:Course Number:Course Title:Modality:# Students Enrolled:# Students Present:Peer-Educator:
This dialogue protocol can be used independently or in conjunction with the Peer-Educator Dialogue Guide. It is important to note that the peer-educator dialogue should be an iterative process of lifelong learning and practice improvement. These are tools aimed at helping educators learn with and from one another. How an instructor-educator utilizes or shares the feedback provided in through this dialogue process is completely up to them.
Before class starts:
Short observations such as: when instructor-educator arrives, what happens (e.g. do they greet students?)? Does class start on time? How many students are present? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Introduction:
Does the instructor-educator give context for today’s lesson/learning experience? (What does this look like?) How does the instructor-educator motivate students? What is student response? Do students arrive late? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Core Learning Experience:
Is there variety and pacing in the planned learning experience(s)? Can/do students ask questions? Is the conversation 2-way/are the students part of the conversation or passive listeners? How are student questions addressed? Is it clear how this material relates to the course? (the field?) What percentage of class time is spent in lecture? What might you say about the instructor-educator’s presentation skills? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Group Activity/Participation:
Are students engaged? How are activities relevant? Are these activities intended to be evaluated? If so, how? What percentage of class time is spent in such activities? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Conclusion:
Did the session seem organized well? Did it end on time? Was there any recap or mention of course goals/objectives? Were diverse examples, resources, perspectives etc. included? Please note examples of instructor-educator actions or behaviors.
Went well:
Consider for enhancement:
Additional comments/observations:
This document was adapted with permission from 2019 document "AAN Peer Observation Protocol" by Patricia Stewart.Photo by Amy Hirschi on Unsplash
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Etiquette for Peer-Educator Learning-Experience Sessions
Thinking about how to improve your educator practice, tapping in to expertise on campus, or engaging with high-impact peers can feel intimidating. Here are a few etiquette tips to accompany Peer-Educator Dialogue Guide and Protocol.
Remember, peer-educator dialogues can be initiated for multiple reasons including: an instructor-educator looking for peer-educator feedback on a learning session observation, OR a peer-educator looking to observe a peer-educator employ a practice they'd like to incorporate/improve
Regardless, avoid engaging in a learning-expereince as a peer-educator during the first two or three weeks of a semester.
Before going to observe the class, check with the instructor-educator to see if they would like to meet with you in advance. It helps to find out in advance about the class you will be engaging with— what the course is designed to do, what level the students are at, what the teacher is planning to do in the specific class to be observed and why. This could help you to make more sense of what it is that goes on in the learning-expereince.
note: if you cannot meet to have this conversation due to the complex nature of schedules, it is recommended that you asynchronously ammend the Peer-Educator Dialogue Guide to ensure the engagement meets goals all around.
Double-check with the instructor-educator prior to the engagement on:
where you sit in the classroom. Many educators may not care where you sit, as long as it doesn’t interfere with instruction, but some may have preferences.
If you didn’t have a chance to meet prior to the observation, ask the instructor-educator when you arrive.
whether or not it’s all right to move around from group to group during group-work activities.
whether or not you are going to participate in activities or just observe. (Generally speaking, it’s preferable not to participate while doing an observation. When the purpose is to observe instructor-educator, it makes more sense to focus your attention on that task.)
Arrive on time, or early — arriving late is always an interruption. And stay throughout the entire class period. Getting up and leaving early is also an interruption.
No matter how non-threatening and cooperative the peer-educator may be, learning-session observations are a necessary imposition (but an imposition nonetheless). As peer-educators, it’s good to keep this in mind when observing and let it guide your actions.
Also keep in mind that the observation should be a positive experience for both the peer-educator and the instructor-educator. Ideally, both educators will learn something as a result of the observation.
When the learning-experience ends, thank the instructor-educator (and, if possible, the learners) for inviting/allowing you to observe them.
Debriefing should be done as soon as is feasible after the class session, while the events are still fresh in mind.
In general, if you have concerns, you can ask questions to clarify some things that happened in the class
“I’m very interested in learning more about XXXX. Could you explain why you set up the XXXX activity the way you did?”
“How do you think it went?”
The instructor-educator may have planned something that they thought was going to work marvelously, but didn’t... Or, if they noticed that it didn’t work, they may ask you for your ideas about how it could have been more effective.
Keep in mind how you would feel if you were the one being observed, and what kinds of feedback would be most useful to you.
If you notice a number of areas where the learning-expereince could be enhanced, try not to overwhelm the instructor-educator with suggestions; limit your feedback to the areas where they are seeking feedback, or perhaps those points that seem most immediately important to address.
Share your notes and onservations from the Peer-Educator Dialogue Guide and Protocol with ONLY the instructor-educator. This practice is purely a itterative dialogue amongst peers, NOT an evaluative report to be shared with administratiors. What an instructor-educator chooses to do with your notes is up to them.
This list has been adapted from the University of Hawai'i, English Language Institute "Guidelines and Etiquette for Observers".Photo by Dom Fou on Unsplash
Remember, peer-educator dialogues can be initiated for multiple reasons including: an instructor-educator looking for peer-educator feedback on a learning session observation, OR a peer-educator looking to observe a peer-educator employ a practice they'd like to incorporate/improve
Regardless, avoid engaging in a learning-expereince as a peer-educator during the first two or three weeks of a semester.
Before going to observe the class, check with the instructor-educator to see if they would like to meet with you in advance. It helps to find out in advance about the class you will be engaging with— what the course is designed to do, what level the students are at, what the teacher is planning to do in the specific class to be observed and why. This could help you to make more sense of what it is that goes on in the learning-expereince.
note: if you cannot meet to have this conversation due to the complex nature of schedules, it is recommended that you asynchronously ammend the Peer-Educator Dialogue Guide to ensure the engagement meets goals all around.
Double-check with the instructor-educator prior to the engagement on:
where you sit in the classroom. Many educators may not care where you sit, as long as it doesn’t interfere with instruction, but some may have preferences.
If you didn’t have a chance to meet prior to the observation, ask the instructor-educator when you arrive.
whether or not it’s all right to move around from group to group during group-work activities.
whether or not you are going to participate in activities or just observe. (Generally speaking, it’s preferable not to participate while doing an observation. When the purpose is to observe instructor-educator, it makes more sense to focus your attention on that task.)
Arrive on time, or early — arriving late is always an interruption. And stay throughout the entire class period. Getting up and leaving early is also an interruption.
No matter how non-threatening and cooperative the peer-educator may be, learning-session observations are a necessary imposition (but an imposition nonetheless). As peer-educators, it’s good to keep this in mind when observing and let it guide your actions.
Also keep in mind that the observation should be a positive experience for both the peer-educator and the instructor-educator. Ideally, both educators will learn something as a result of the observation.
When the learning-experience ends, thank the instructor-educator (and, if possible, the learners) for inviting/allowing you to observe them.
Debriefing should be done as soon as is feasible after the class session, while the events are still fresh in mind.
In general, if you have concerns, you can ask questions to clarify some things that happened in the class
“I’m very interested in learning more about XXXX. Could you explain why you set up the XXXX activity the way you did?”
“How do you think it went?”
The instructor-educator may have planned something that they thought was going to work marvelously, but didn’t... Or, if they noticed that it didn’t work, they may ask you for your ideas about how it could have been more effective.
Keep in mind how you would feel if you were the one being observed, and what kinds of feedback would be most useful to you.
If you notice a number of areas where the learning-expereince could be enhanced, try not to overwhelm the instructor-educator with suggestions; limit your feedback to the areas where they are seeking feedback, or perhaps those points that seem most immediately important to address.
Share your notes and onservations from the Peer-Educator Dialogue Guide and Protocol with ONLY the instructor-educator. This practice is purely a itterative dialogue amongst peers, NOT an evaluative report to be shared with administratiors. What an instructor-educator chooses to do with your notes is up to them.
This list has been adapted from the University of Hawai'i, English Language Institute "Guidelines and Etiquette for Observers".Photo by Dom Fou on Unsplash
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Toolkit to Recognize and Understand Effective Teaching to Enhance Student Learning
Two years ago, faculty and administrators from the colleges of Agriculture and Natural Resources, Arts and Letters, and educators from the Academic Advancement Network and the Hub for Innovation in Learning and Technology began working on how best to support units in recognizing and rewarding effective teaching. The result is this Toolkit to Recognize and Understand EffectiveTeaching to Enhance Student Learning.
The purpose of this toolkit is to help unit leaders and educators recognize, understand and support the role of teaching as a catalyst for student learning. The toolkit is a response to requests from unit leaders for resources to help understand effective teaching. Many leaders feel more comfortable with their ability to understand and evaluate research, but teaching often presents a challenge. Faculty have made similar requests for this type of support.
A culture that values teaching and learning and that is committed to rewarding effective teaching requires more than a single tool or measure. As such, Chairs and Directors are encouraged to constructively consider issues and initiatives affecting student success (e.g., interviewing and hiring protocols, assignment distribution). This toolkit provides guidance to better evaluate teaching and learning in support of student success at MSU. These resources are useful for administrators and entire departments, so the Toolkit is offered in that spirit.
The purpose of this toolkit is to help unit leaders and educators recognize, understand and support the role of teaching as a catalyst for student learning. The toolkit is a response to requests from unit leaders for resources to help understand effective teaching. Many leaders feel more comfortable with their ability to understand and evaluate research, but teaching often presents a challenge. Faculty have made similar requests for this type of support.
A culture that values teaching and learning and that is committed to rewarding effective teaching requires more than a single tool or measure. As such, Chairs and Directors are encouraged to constructively consider issues and initiatives affecting student success (e.g., interviewing and hiring protocols, assignment distribution). This toolkit provides guidance to better evaluate teaching and learning in support of student success at MSU. These resources are useful for administrators and entire departments, so the Toolkit is offered in that spirit.
Authored by: Jeff Grabill
Navigating Context
Posted on: #iteachmsu
Building Community & Connection in Your Context from SOIREE
No-Tech Ideas:
Provide personalized, timely feedback that takes learners' contexts into account.
When communicating with your learners, prioritize and focus on their wellbeing and emotions. If this is a new way of thinking for you, that's okay, we still encourage you to try it. Your learners will be appreciative!
Low-Tech Variations:
Provide opportunities for learners to engage in non-threatening, low-stakes discussions as they learn to communicate in online spaces. Use prompts and protocols to scaffold and provide equitable participation.
Send a weekly recap video just recorded from your phone. Maybe even walking around outside. Do not edit it! They will appreciate it raw.
Provide a means for students to provide feedback to you (e.g., email, polls, Google Forms, or Microsoft Forms), and be willing to adjust your approaches if they aren't meeting learners' needs. Consider a mid-term survey or focus group and share out what you learn and how you will respond.
High-Tech Variations:
Give learners the opportunity to see and hear each other through videos (for example, set up a video discussion forum or daily check-in with Flipgrid).
Set up shared, editable Google Slides or PowerPoint through Office Online and allow learners to add an animated GIF to describe how they're feeling.
Using tools like ezgif, you can add some personal flare to email and content or have your students create their own GIFs to personalize communication.
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
Provide personalized, timely feedback that takes learners' contexts into account.
When communicating with your learners, prioritize and focus on their wellbeing and emotions. If this is a new way of thinking for you, that's okay, we still encourage you to try it. Your learners will be appreciative!
Low-Tech Variations:
Provide opportunities for learners to engage in non-threatening, low-stakes discussions as they learn to communicate in online spaces. Use prompts and protocols to scaffold and provide equitable participation.
Send a weekly recap video just recorded from your phone. Maybe even walking around outside. Do not edit it! They will appreciate it raw.
Provide a means for students to provide feedback to you (e.g., email, polls, Google Forms, or Microsoft Forms), and be willing to adjust your approaches if they aren't meeting learners' needs. Consider a mid-term survey or focus group and share out what you learn and how you will respond.
High-Tech Variations:
Give learners the opportunity to see and hear each other through videos (for example, set up a video discussion forum or daily check-in with Flipgrid).
Set up shared, editable Google Slides or PowerPoint through Office Online and allow learners to add an animated GIF to describe how they're feeling.
Using tools like ezgif, you can add some personal flare to email and content or have your students create their own GIFs to personalize communication.
SOIREE Team:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick
Authored by: SOIREE Team
Pedagogical Design
Posted on: #iteachmsu
Mandatory Reporting & Sample Syllabus Statement
Mandatory reporting
If you are an employee and a student or colleague discloses that she or he was a victim of sexual assault or relationship violence, your response and support can make a big difference.
MSU recognizes the complexities associated with fulfilling your mandatory reporting obligations as an employee while offering support and maintaining the relationship you have built with the student or employee. To that end, MSU has created the University Reporting Protocols in order to provide employees with information about the mandatory reporting process, including what happens when a report is made, as well as tips for responding and supporting students and employees.
Unless identified as a confidential source, all university employees are obligated to promptly report incidents of sexual harassment, sexual violence, sexual misconduct, stalking, and relationship violence that:
Are observed or learned about in their professional capacity
Involve a member of the university community or
Occurred at a university-sponsored event or on university property
Employees are only required to report relationship violence and sexual misconduct of which they become aware in their capacity as a university employee, not in a personal capacity.
For more information about employee mandatory reporting roles and responsibilities, download the University Reporting Protocols.
I am a faculty member or instructor. Is there recommended language I can put in my syllabus to notify students that I am a mandatory reporter?
(EXAMPLES OF RECOMMENDED LANGUAGE)
Michigan State University is committed to fostering a culture of caring and respect that is free of relationship violence and sexual misconduct, and to ensuring that all affected individuals have access to services. For information on reporting options, confidential advocacy and support resources, university policies and procedures, or how to make a difference on campus, visit the Title IX website at civilrights.msu.edu.
Limits to confidentiality. Essays, journals, and other materials submitted for this class are generally considered confidential pursuant to the University's student record policies. However, students should be aware that University employees, including instructors, may not be able to maintain confidentiality when it conflicts with their responsibility to report certain issues to protect the health and safety of MSU community members and others. As the instructor, I must report the following information to other University offices (including the Department of Police and Public Safety) if you share it with me:
Suspected child abuse/neglect, even if this maltreatment happened when you were a child;
Allegations of sexual assault, relationship violence, stalking, or sexual harassment; and
Credible threats of harm to oneself or to others.
These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared. In almost all cases, it will be your decision whether you wish to speak with that individual. If you would like to talk about these events in a more confidential setting, you are encouraged to make an appointment with the MSU Counseling and Psychiatric Services.
If you are an employee and a student or colleague discloses that she or he was a victim of sexual assault or relationship violence, your response and support can make a big difference.
MSU recognizes the complexities associated with fulfilling your mandatory reporting obligations as an employee while offering support and maintaining the relationship you have built with the student or employee. To that end, MSU has created the University Reporting Protocols in order to provide employees with information about the mandatory reporting process, including what happens when a report is made, as well as tips for responding and supporting students and employees.
Unless identified as a confidential source, all university employees are obligated to promptly report incidents of sexual harassment, sexual violence, sexual misconduct, stalking, and relationship violence that:
Are observed or learned about in their professional capacity
Involve a member of the university community or
Occurred at a university-sponsored event or on university property
Employees are only required to report relationship violence and sexual misconduct of which they become aware in their capacity as a university employee, not in a personal capacity.
For more information about employee mandatory reporting roles and responsibilities, download the University Reporting Protocols.
I am a faculty member or instructor. Is there recommended language I can put in my syllabus to notify students that I am a mandatory reporter?
(EXAMPLES OF RECOMMENDED LANGUAGE)
Michigan State University is committed to fostering a culture of caring and respect that is free of relationship violence and sexual misconduct, and to ensuring that all affected individuals have access to services. For information on reporting options, confidential advocacy and support resources, university policies and procedures, or how to make a difference on campus, visit the Title IX website at civilrights.msu.edu.
Limits to confidentiality. Essays, journals, and other materials submitted for this class are generally considered confidential pursuant to the University's student record policies. However, students should be aware that University employees, including instructors, may not be able to maintain confidentiality when it conflicts with their responsibility to report certain issues to protect the health and safety of MSU community members and others. As the instructor, I must report the following information to other University offices (including the Department of Police and Public Safety) if you share it with me:
Suspected child abuse/neglect, even if this maltreatment happened when you were a child;
Allegations of sexual assault, relationship violence, stalking, or sexual harassment; and
Credible threats of harm to oneself or to others.
These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared. In almost all cases, it will be your decision whether you wish to speak with that individual. If you would like to talk about these events in a more confidential setting, you are encouraged to make an appointment with the MSU Counseling and Psychiatric Services.
Authored by: Office for Civil Rights and Title IX Education and Compliance
Navigating Context
Posted on: The MSU Graduate Le...
Institute Development & Role of the Co-Coordinators
Maddie and Makena worked throughout the year to continue to build out their more sustainable model for the Leadership Institute. New to this year, they established the Leadership Fellows as a Steering Committee for the following year’s Leadership Summit. This move meant that the academic year’s fellows would plan the next year’s Leadership Summit, resulting in increased graduate student voice in the planning of the Summit and less summer labor needs. Additionally, they worked to further build buy-in across campus, connecting with the Colleges of Human Medicine, Nursing, and VetMed about establishing a fellow in their colleges for the year 2020-2021. Due to a change in Graduate School staff, this particular effort had to be put on hold. They also built additional relationships across campus, welcoming more speakers, professional development leaders, and “resource people” connected to leadership and change-oriented work within our community. Also of note was their work on programmatic assessment. The two worked with Fellows to create a new assessment protocol of fellowship growth and program success. Due again to a change in Graduate School staff, this effort was also put on hold. Finally, the Leadership Summit saw an increase in participation, they were successful in adding an additional 5 fellows to the Leadership Fellowship program this year and had their programming not been impacted by COVID-19, the Leadership Showcase would have seen an increase in attendance as well. Navigating the move to a remote campus, they have shifted their efforts to digitally celebrating and showcasing the work of the 2020 Academy Cohort, as well as the 2019-2020 fellows.
In their first year as Co-coordinating Fellows, they worked to create a standardized structure for fellows activities. More intentional professional development and peer-to-peer resource sharing were built into group meetings. The competency framework and connected application process were formalized and implemented to increase transparency and equitable access to opportunities. The structure of each component of the Leadership Institute (Summit, Academy, Fellows) was aligned to a common framework- increasing scaffolding across programming- and the Fellows as a steering committee for the next academic year’s Institute was piloted. There was also a shift of the Academy Showcase to a public facing event where all Academy participants plus some of the Fellows presented their work to Deans, Associate Deans, faculty, friends, colleagues, and family.
In their first year as Co-coordinating Fellows, they worked to create a standardized structure for fellows activities. More intentional professional development and peer-to-peer resource sharing were built into group meetings. The competency framework and connected application process were formalized and implemented to increase transparency and equitable access to opportunities. The structure of each component of the Leadership Institute (Summit, Academy, Fellows) was aligned to a common framework- increasing scaffolding across programming- and the Fellows as a steering committee for the next academic year’s Institute was piloted. There was also a shift of the Academy Showcase to a public facing event where all Academy participants plus some of the Fellows presented their work to Deans, Associate Deans, faculty, friends, colleagues, and family.
Authored by: Maddie Shellgren and Makena Neal
Navigating Context
Posted on: Catalyst Innovation...
CIP: QR Code-Based Instruction in Engineering and Biology Laboratories
Project Title: Opening New WindowsProject Leads: Sunil Kishore Chakrapani and Jenifer Saldanha
College/ Unit:
Department of ECE, College of Engineering and Biological Science Program, College of Natural Sciences
Elevator Pitch:Quick response or QR codes are machine readable (typically by smart phone/tablet cameras) systems similar to bar-codes that can contain information within the image. They are used to provide an easy, fast and concise way to connect to information via the internet. QR codes are used in stores as payment options, and to display information, especially becoming commonplace during the COVID-19 pandemic. This project explores the use of QR codes in improving the delivery of instructional content in engineering and biology laboratories. The specific objective of this project is to implement QR code-based instruction strategies for laboratories, which will help to make “lab-manuals” more accessible and engaging. Standard laboratory manuals can be overwhelming due to clutter and overloading of information. Students can find it unengaging, and accessing specific information can be challenging. This project will utilize sequentially programmed QR codes placed at different locations in the lab to “walk” students through experimental procedures. The QR codes will be linked to interactive web pages which will display the course content in an engaging manner. When students want to find information regarding a specific instrument or experimental protocol, they can simply scan the associated QR code which will lead them to the information along with a video of how it works. This project also employs this QR code concept to design interactive assessments. Students will answer questions by identifying and scanning the correct QR codes. Team Bios: Dr. Sunil Kishore Chakrapani is an Assistant Professor in the Department of Electrical and Computer Engineering and Mechanical Engineering in the College of Engineering. He teaches undergraduate and graduate courses in both departments in the topics of computer aided manufacturing, and mechanics. His research interests include use of ultrasonics for nondestructive evaluation. Dr. Jenifer Saldanha is an Assistant Professor in the Biological Sciences program in the College of Natural Science. She is the Curriculum Coordinator for introductory molecular and cellular biology labs. Her broad research interests include student success and retention in STEM disciplines, life science education research, and stress biology.What are some of the successes?QR coded links for videos and initial course content were embedded in HTML pages and these work well. The use of sequential QR codes for activities was tested and we found that these work well and smoothly. QR coded assignments were developed for the lab and they work as expected. What are some of the challenges that you have experienced on this project?The QR coded assignments work for the engineering lab, but will require more time and effort to adapt for the biology lab. Web design requires a lot of effort. Using the tools from this project requires a smooth web interface. In the future, it’ll be great if the project resources can be used for web design and development in the form of undergrad hours. Supply chain issues delayed our ability to order tablets for the courses.Image attribution:QR Code for Object Taggingby preetamrai is licensed under CC-BY-2.0
College/ Unit:
Department of ECE, College of Engineering and Biological Science Program, College of Natural Sciences
Elevator Pitch:Quick response or QR codes are machine readable (typically by smart phone/tablet cameras) systems similar to bar-codes that can contain information within the image. They are used to provide an easy, fast and concise way to connect to information via the internet. QR codes are used in stores as payment options, and to display information, especially becoming commonplace during the COVID-19 pandemic. This project explores the use of QR codes in improving the delivery of instructional content in engineering and biology laboratories. The specific objective of this project is to implement QR code-based instruction strategies for laboratories, which will help to make “lab-manuals” more accessible and engaging. Standard laboratory manuals can be overwhelming due to clutter and overloading of information. Students can find it unengaging, and accessing specific information can be challenging. This project will utilize sequentially programmed QR codes placed at different locations in the lab to “walk” students through experimental procedures. The QR codes will be linked to interactive web pages which will display the course content in an engaging manner. When students want to find information regarding a specific instrument or experimental protocol, they can simply scan the associated QR code which will lead them to the information along with a video of how it works. This project also employs this QR code concept to design interactive assessments. Students will answer questions by identifying and scanning the correct QR codes. Team Bios: Dr. Sunil Kishore Chakrapani is an Assistant Professor in the Department of Electrical and Computer Engineering and Mechanical Engineering in the College of Engineering. He teaches undergraduate and graduate courses in both departments in the topics of computer aided manufacturing, and mechanics. His research interests include use of ultrasonics for nondestructive evaluation. Dr. Jenifer Saldanha is an Assistant Professor in the Biological Sciences program in the College of Natural Science. She is the Curriculum Coordinator for introductory molecular and cellular biology labs. Her broad research interests include student success and retention in STEM disciplines, life science education research, and stress biology.What are some of the successes?QR coded links for videos and initial course content were embedded in HTML pages and these work well. The use of sequential QR codes for activities was tested and we found that these work well and smoothly. QR coded assignments were developed for the lab and they work as expected. What are some of the challenges that you have experienced on this project?The QR coded assignments work for the engineering lab, but will require more time and effort to adapt for the biology lab. Web design requires a lot of effort. Using the tools from this project requires a smooth web interface. In the future, it’ll be great if the project resources can be used for web design and development in the form of undergrad hours. Supply chain issues delayed our ability to order tablets for the courses.Image attribution:QR Code for Object Taggingby preetamrai is licensed under CC-BY-2.0
Authored by: Sunil Kishore Chakrapani and Jenifer Saldanha
Posted on: #iteachmsu
How Do We Best Support Students in a Remote Learning Environment?
With the transition to remote learning we have all faced some difficulties, but how has this affected our students? Based on posts and stories that we have seen on the internet, we compiled this resource for students to help support their transition to remote learning.
Remote Learning for Students
Dear students,
We have been learning more about some of your fears, frustrations, anxiety, loneliness, uncertainty, and challenges that you are facing with the evolving situation of COVID-19, and how that is affecting your lives as well as your relationship with your college or university. We have read some of your stories and posts, and those have helped us start to understand the hardships and uncertainty some of you are facing during this unprecedented time. With the continually evolving updates, changes, and restrictions being communicated daily, your institution’s choice to move to remote learning might seem trivial given everything else happening around you. We hope that this guide can provide you with useful information, resources, and tools to make remote learning approachable and valuable to your education.
For as many different styles of teaching that exist among instructors, whether it’s reading content from slides, assigning multiple chapters of reading, or allowing a space for collaboration between peers, there are a far greater number of diverse ways that students absorb and learn information. We understand that being tossed into an online learning environment may not be the way that many of you prefer to learn, but there are some tools and strategies that you can implement to make it work for you.
One of the strengths of online learning is the diverse set of tools that you can individually use to support your learning. Our institutions want to support you through these times. If you have questions, please consult with your college or university to learn more about the support they offer. Students with minoritized identities may be impacted differently in this situation, and we encourage you to communicate with each other, and advocate for yourselves and your peers.
Student Support
Let’s get real about education, we all learn differently and we all respond differently to changes in our learning environments. Remote learning probably would not have been most students’ first choice. Some of us may thrive with remote learning and some of us may struggle. It is important to be honest with yourself and recognize that this is an unprecedented time and that we may experience struggles we have never encountered before. However, through difficult times comes new opportunities.
Why did my institution move to an online environment?
In this section, we’re not necessarily sharing the specific reasons why our two institutions may have moved to remote, but rather sharing various reasons that institutions have provided. There are a lot of reasons why colleges and institutions of higher education are moving to fully remote instruction. In this time of change, it is important to consider why your institution may have moved to remote instruction. Although it may seem like the obvious answer would have been to cancel classes the following are the reasons why classes may be continuing:
Some students may have already accepted a job contingent upon their graduation and by canceling classes and pushing them to a later time students would not be able to honor these commitments.
If classes were to extend through the summer, some students would have to deal with the unexpected costs of summer housing.
There are accreditation programs that the universities must meet and with those come specific responsibilities and assessment criteria that could not be honored if classes were canceled.
Institutions of higher education and students need to move forward. Putting students behind an entire semester will set back every subsequent class, both incoming and graduating.
Concerns with Remote Learning
Whether you have worked in an online environment before or not, you might be concerned about your level of readiness to succeed in your course. In order for our institutions to best support students, some questions have been gathered, and answers generated to address potential concerns among the student population.
I’m worried that transitioning to remote learning is going to impact my success.
Having an open line of communication with your instructor is important now more than ever. Instructors are trying to make sure that they are meeting their students’ needs and providing a successful learning environment for their students. However, this shift has not been easy for the instructors nor the learners. As everyone continues figuring out this change together, we need to be mindful of the challenges. If you have concerns about your performance or have other concerns, do not hesitate to reach out to your instructor. This is an important first step to take.
Does moving online impact the assessments and expectations set at the beginning of the semester?
Moving to an online environment has also caused disruption to initial course objectives, goals, and how to meet them. Many adjustments to syllabi have been made to reflect the possible limitations posed in new learning environments. Focus on the big picture for your course: what is the central idea being taught, what are the main takeaways, and what do you need to know to be successful moving forward? Assessments should reflect the central concepts to your course, so focus your time and energy there and not on the miniscule details. If you are still feeling uncertain or overwhelmed, then reach out to your instructor and ask about their new expectations for you moving forward. If you are concerned with how quizzes or exams may be provided and/or proctored, be sure to communicate with your instructor.
How can I continue collaborating with my classmates?
Communication with classmates can be essential to your success in a course. In a face to face environment, these conversations happen naturally and not much thought goes into it. However, this is something we now have to actively think about and problem solve. If your instructor has not created an environment for student interactions to take place yet, it might be beneficial to request them to do so. This can be an open discussion forum in your Learning Management System (such as Blackboard, Canvas, D2L, etc.), a virtual meeting session especially for students to collaborate, or an outside channel (such as Microsoft Teams) for students to chat. Exchanging phone numbers, emails, or even social media information (to those who have it) can also be beneficial to keep conversations fluid and accessible.
Can I still meet with my instructor in a one on one setting?
Open communication with your instructor is vital. Remote learning can be challenging and we want to make sure we are able to support you in any way necessary. If your instructor held office hours before, they are likely still willing to hold office hours in a virtual setting. Reach out to ask how to schedule a meeting with them.
What impact will remote learning have on my future courses?
The uncertainty or newness in an online learning environment might leave you overwhelmed and concerned about what impact this may have on your future courses. This can be especially impactful if you are currently in a prerequisite course or in a course that is core to your degree program. Ask yourself the following questions to gauge the potential impact of these courses on future courses:
How does this course affect my future learning?
Is it a requirement for my future courses?
Will I need this information to be successful in my degree program?
Have I thought about which information is the most important for my future success?
Your answers to the above questions should help you in prioritizing your current courses. Also, do not forget to reach out to your instructors if you are feeling overwhelmed, anxious, or concerned during this time.
Where else can I look for more support if these tips and tools aren’t enough?
Your college or university likely has additional resources. For example, if you are a student with physical and/or cognitive disabilities, and you think you may need an accommodation, we really encourage you to contact your Disability Services office. Moving to remote learning may change your needs and these offices are designed to aid students with disabilities in pursuit of their educational goals. Accommodations can be granted based on need, and the requirements for receiving accommodations will vary by institution. A diverse range of disabilities both physical and cognitive may make you eligible for accommodations.
Communication with Instructors
Transitioning to an online learning environment can pose new challenges compared to face to face discussions. Below you can find some templates for communicating with your instructors if you have questions, or are having difficulty in the new environment.
Ask your instructor to host open office hours through a virtual meeting platform for the whole class:
Option One
“Hi (insert name),
I am concerned about my ability to continue to meet with you during your office hours due to the recent shift to online learning. I was curious if you will continue to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? Could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you set up a protocol for how we should sign up for these sessions? All help would be appreciated!
Best,
(insert name)”
Option Two
“Hi (insert name),
With the recent shift to online learning, I am having some difficulty grasping the new concepts being taught. I am worried that without more one on one support I will not be successful for the remainder of the semester. I was curious if you are able to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? If so, could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you had set up protocol for how we should sign up for these sessions. All help would be appreciated!
Best,
(insert name)”
Ask your instructor if you can schedule a one on one meeting with them for support:
“Hi (insert name),
I just wanted to reach out to inquire about the possibility of one on one meetings. Remote learning is new to me and something I have struggled with in the past. I feel like I would perform better through weekly/bi-weekly check ups for clarity and understanding. I typically respond better to one on one interaction. Is this something we could set up? I think 15 minutes would be sufficient for me to ask questions or review content. Let me know if this is something we could set up! I appreciate all your support during this time.
Best,
(insert name)”
Ask the instructor if they can create a space for you and your classmates to have open discussions:
“Hi (insert name),
With the recent change to online learning, I have realized that my classmates and I are no longer able to ask each other questions as easily as before since we no longer have face to face interaction. These conversations helped me a lot throughout this course and it would be very beneficial for us to continue to have these conversations during this time. Below are some options that I think would be helpful to support our conversations in an online environment:
Virtual meeting sessions specially for students
(Class Chat Channel: Microsoft Teams, Slack, Facebook, etc.) channel for our course
Q&A thread in (Course website: Blackboard, Canvas, D2L, etc.)
I am also open to suggestions you may have as well to help in this area. Please let me know what you think of the above options.
Best,
(insert name)”
Communication with Classmates
We’ve been monitoring ways that students around the United States are choosing to keep in touch with each other. Below are popular options to support your continued engagement with your classmates.
Virtual Meeting Sessions (e.g., Bluejeans/Hangouts Meet/Zoom, etc.)
With the shift to remote learning, natural conversations that may have occurred before or after class can become more difficult to continue. These times are often a space to talk through questions or concerns with fellow classmates. If these conversations were something you found useful, we encourage you to reach out to your instructor to see if they would be willing to start a virtual meeting session early or keep it open after the class has ended as a space for students to collaborate. If you want a private space to talk with you and your classmates, then ask the instructor if they would be willing to share a virtual space where students can join at certain times to talk through content, concerns, or frustrations.
Teams Channel
Teams is a great resource for communicating with your classmates. It imitates direct messaging and you are able to download the application onto your phone allowing you to receive instant notifications from chat responses. If your instructor was able to create a Teams channel for you class you might benefit from asking them to create separate channels within the course channel so that you can communicate more directly with classmates on group projects and more. Once a separate channel has been created for your group only members of that group would be able to see your messages (including your instructor if they so choose).
Facebook Groups
Facebook groups are an easy way to stay in touch with your classmates. If you are looking for a space to converse more naturally than on a university platform then Facebook would be a great option. Keep in mind that not all of your classmates may have a Facebook or have access to continuous wireless support and may prefer exchanging phone numbers instead. It is best to have an open conversation with your groupmates or classmates to see which platform they may prefer.
WhatAapp
WhatsApp is a great platform for instant messaging, sharing content, voice messages, and video calls. Given the current situation, many students have returned to their permanent places of residence across the United States and abroad. WhatsApp allows users to communicate via Wi-Fi without a phone plan and without long distance rates. It can be an inclusive option for students who are not located on or near campus. It can be downloaded on Android and Apple devices as well as Mac or PC.
GroupMe
GroupMe is a free instant messaging app that works across iOS, Android, and Windows Phones, but you can send messages from your laptop as well. Users don't need to have the app to text, just add anyone from your contacts and they can chat within the group through SMS.
Slack Channel
Slack is a messaging platform that is used all around the world, throughout industry, and higher education. Within Slack users have the ability to create public and private groups, and send direct messages. Group work can be divided into “channels” for greater organization, and clarity. Slack even has integrations for apps like Google Drive and Box, if you’d prefer to avoid such integrations, then you’re able to share files through Slack as well. Calls can be made via Slack as well if you’ve integrated a video-conferencing solution like Bluejeans, or Zoom; however, on the free version of Slack, only 1:1 voice or video calls can be made, so you may consider using a video-conferencing software for that purpose specifically. Slack can be downloaded on MacOs or PC, and is mobile friendly for Android, and iPhone users.
Discord Channel
Discord is a free voice, video, and text chat service that is available to download on your PC, mobile device, or directly within your browser. This app was originally designed for online gaming, however over the past few years more instructors have been incorporating this tool into their courses to promote ongoing conversations among classmates.
Participation
If your instructor has enabled the “chat” feature in your virtual meeting sessions, try to participate and ask questions as they arise. On some platforms, you have the ability to submit questions anonymously. It is encouraged to use this feature if you are concerned about singling yourself out. Remember, if you need clarification or have a question, it is likely that others in class do as well. Don’t hesitate to join discussions if your instructor allows you the ability to collaborate. You can also share your contact information with others to provide support for them or vice versa. It is encouraged to find a platform where you can share information and questions with classmates. Try to regularly check the platform(s) and answer questions to support your classmates when you can help provide guidance.
Discussion Forums
Ask your instructor when new discussion forums will be opened, as well as when initial posts and responses are due. This will make it easier for you to keep track of your tasks as well as to keep you on top of checking the forums. Make sure you have a clear understanding of how many posts you need to contribute as well as the expectations for quality and quantity in your posts. Often, instructors will ask you to disperse your responses to prevent you from responding to the same post more than once. It is key that you understand what is being expected of you. Try to respond to topics that are of interest to you to provide more meaningful interactions even when tempted by others that only require a quick response. You will learn more from topics that draw your attention.
Assessments such as Quizzes and Exams
Your instructors may not know how their syllabus is going to be affected or how they expect to deliver quizzes or exams or other ways of checking your learning. You should ask your instructor if previously established quizzes and exams have been rescheduled. Update these assessment dates in your notes and begin to organize study materials accordingly. Remember, quizzes and exams may now be delivered through an online platform. Ask your instructor how they intend to offer their exams and how this might impact you.
Technical Support and Resources
Please note, that none of these links are endorsements towards any product or company, but rather are here as potential resources which you can look into on your own.
Wifi Access
Nationwide (United States) Connectivity Resources
With a note of thanks to Richard Saouma, Michigan State University, for compiling the original list. This was last reviewed 03/18/2020.
With the shift to remote learning, the need for reliable Internet connection has become vital. Below is a list from major internet providers and the services they are offering in response to COVID-19:
Comcast
Free essential internet for two-months and no data caps (60 days).
T-Mobile & Sprint
Unlimited smartphone data to existing customers (60 days), 20GB/month wi-fi hotspot for smartphone customers (60 days), free international calls to Level 3 impacted countries.
ATT
Free hotspot access to anyone, $10 home unlimited internet for qualifying households, no late fees and no disconnects.
Verizon
No late fees.
CenturyLink
No late fees, no disconnects, and no data caps (60 days).
EduROAM
Your institution may be part of this network, and you can login to your institution’s domain on multiple campuses throughout the United States.
Free Resources for Students
Please note that your institution may use or not use some of these tools. This list is not designed to indicate endorsement of any individual tool, but rather to help provide some starting points for students looking to adapt their learning style to the shift to remote instruction. These technologies may be potential useful tools for personal use. We did not test the accessibility of each of these technologies, but recommend you check out these and other technologies that support your learning or your peer group’s learning. The authors of this document do not imply endorsement, but rather want to link to Assistive Technology and studying tools. Please be sure to read the Terms & Conditions and End User License Agreements, and consider asking your instructors what tools they recommend. Be sure to read and make informed decisions when making agreements with companies.
Note Taking Tools
Glean
This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.
Study Tools
Quizlet
Quizlet allows you to either build your own custom digital notecards or import your notes which can be converted into notecards. Once your note cards have been created you can easily share them with fellow classmates. If you have a particular card you are struggling with, Quizlet allows you to “star” certain cards and only review those cards at a particular time.
Kahoot!
You can create a Kahoot (quiz) for yourself off of items you think will be asked on an assessment. You can then make Kahoot live and share it with friends to see how everyone does.
Screen Recording Tools
Loom
Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.
Techsmith Snagit
Snagit is a screen capture and screen recording tool. It makes screen recording and screen capturing an easy and seamless process for users. TechSmith is currently offering Snagit for free through the end of June 2020.
Speech to Text, Text to Speech, and Captioning Tools
Otter.ai
Otter ai is a free captioning tool for real time video content that allows users up to 600 free minutes a month. It can also be used as a speech to text tool for creation of notes.
Kurzweil 3000
Kurzweil 3000 is a text to speech software that allows a user to have electronic text aloud. It can help with concentration and focus and is beneficial for those who learn through auditory means. For MSU students: before downloading a free trial reach out to your campus’ Resource Center for Persons with Disabilities since they often have free licenses.
Read&Write
Read&Write is an additional text to speech software that allows a user to have text read aloud and that can also be useful for writing and note-taking. For University of Michigan students, faculty, and staff: please visit the accessible computing webpage at ITS for details on how to download this free of charge.
NonVisual Desktop Access (NVDA)
NVDA is a free, open-source screen reader technology which can be used to read webpages, documents, or applications. NVDA is a commonly used assistive technology by folks who are blind and low vision.
Google Docs
Google Docs has many useful built-in features to support students. One to highlight is the speech to text feature. This tool can be used to support the creation of notes, papers, discussion responses, etc.
Time Management Tools
Be Focused Timer
This app has a built-in timer that provides users with a way to stay focused, manage tasks, and track progress over time. You can set timers for work durations as well as short and long breaks to help maximize productivity.
Remember the Milk
This app allows users to create to do lists and set up reminders that link can be linked to other apps such as Gmail, Outlook, and Google Calendar. The user even has the ability to attach documents to tasks to stay organized.
Focus Tools
Freedom
This app allows the user to take control of distractions. Freedom can limit websites, desktop apps, or the internet as a whole and can sync these blocks across all devices.
Reader View Chrome Extension
Reader View strips away unnecessary clutter on a webpage and allows you to focus only on the content. It removes all advertisements to help prevent distraction. It also allows you to change the text size, font, contrast and layout for easier reading.
Additional Tools
Grammarly
Grammarly is a browser plugin that runs a grammar check on your content and offers suggestions on how you can improve your wording or punctuation. This can prove especially useful for email correspondence.
EquatiO
EquatiO is a tool designed to support students in mathematics and STEM courses. With this tool the user has the availability to type, write, and dictate expressions and equations. It also has the ability to predict expressions and transform your handwritten expressions into text. It also allows the user to grab an equation and transform it into digital text. Users can take a picture of a written equation and upload it into a digital format.
WordToEPUB
WordToEPUB is a tool that allows for the converting of Word documents to accessible EPUB files. The EPUB format makes for easier reading on laptops, smartphones, and other devices.
Note Taking Support
How you take notes might be a new obstacle with changing to an online environment. There are many tools available to help support the note taking process and to ease the burden on the student. Below are some tools to assist in the process as well as some organizational recommendations in platforms you might already be using (such as Microsoft Word documents). None of these are endorsements and please make informed decisions and review user agreements when choosing a tool that works for you. or You may also consider asking your instructor or classmates if they would like to create a shared note document. Make sure to choose a platform that works for all students in your class or group, regardless of any disability. Sometimes technologies may not be as accessible as we like.
Tools:
Evernote
Evernote is a note taking tool that allows you to take and organize notes, as well as include files, photos, and voice memos in the same area. The basic version of Evernote is free and can be downloaded and synced across multiple devices.
Glean
This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information over notes. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.
Loom
Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.
OneNote
OneNote is a note taking tool that allows users to take and organize notes in one place. You can sort your notes into different tabs, sections, and pages. Flag important information with to-do tags, insert files and record audio files within your notes. OneNote also allows you to draw and annotate on a touchscreen that will save within your notes.
Tips
Microsoft Word
Making use of the following features while taking notes in a Word document will make it easier to organize your content and easily navigate your content when revisiting notes for studying.
Make use of headings in your document. Main content areas can be marked with headings. This will make navigating your document more seamless because with the use of headings an outline will be available in the navigation view.
Make use of comments throughout your document to place emphasis on important topics and details.
Organize your notes with the built-in list styles. This will help you to create a natural hierarchy of information throughout your notes.
Through Office365, you have the ability to share your documents with others to collaborate on a document in one place at the same time.
Accessible Note Taking
When it comes to sharing notes or sharing content it is important to keep in mind that accessible content is better content. Accessible content is content that can be accessed by any individual regardless of disability. This is important when it comes to sharing content with fellow classmates or professors. Here are a few quick tips for accessible content:
Make use of heading styles.
Make use of built in list styles.
Consider your color contrast (text vs. background color).
Try to avoid using color alone to denote meaning.
Make use of descriptive link text.
Add alternative text to images that are non-decorative.
Make use of header rows and columns when building tables.
For more detailed information on how to produce accessible content please visit Michigan State University's Webaccess website where detailed tutorials can guide you through accessibility of various document types.
Organization
You probably have heard several different strategies for doing this from your instructors. We wanted to provide an additional strategy for when you run out of all of those other ones. Here’s some things that we’ve heard have worked for others. Maybe they’ll help you, too. We also just wanted to quickly note that all of us are different. We each have different responsibilities, strategies, and spaces to work from in this time. Some of us have families to care for or are balancing other work responsibilities. Take from these what you will. An important tip: you learn how you learn. This is not a one-size-fit-all solution.
Managing your Calendar
There are a variety of ways to keep a calendar, or manage a calendar. Many of us have calendars on our phones, and laptops that make it easy to save events, schedule appointments, and access a high-level overview of our week. Additionally, many Learning Management Systems (LMS’s) like D2L and Canvas, have built-in calendars and calendar integrations to things like Google Calendar, which allow you to automatically schedule assignments and receive reminders. You may find it helpful to set recurring reminders for study time and homework time.
Managing your Email
Keeping emails organized and unifying information streams from instructors is important. Advocate for a single source of information that links to other areas.
Create a separate folder for each of your classes within your email so you can more easily navigate back to content. You can also set up rules so that information is funneled appropriately as it comes in.
Compile resources as you go in one single document. With all the information that is being shared it can be easy to lose information or track down that information once you leave it. By copying information into one single document you will have an easier time referring back.
Managing your Files/Documents
If you are downloading content from a course and adding notes try to save those files with descriptive file names (e.g., Biology_Lecture_001) in a specific folder designated to that course on your Laptop.
If your computer has limited storage you can make use of OneDrive which is a free tool to all students.
Managing your Time
If you’re new to online learning it can be easy to become overwhelmed with the lack of structure, and subsequently fall behind in all your classes. The following strategies may help you to more efficiently manage your time:
Try to avoid working in bed.
Get ready as though you were leaving your home.
Eat breakfast, just coffee does not count.
Whether your classes are synchronous or asynchronous, follow your class schedule to keep structure to your days.
Take a 15 minute break for every hour of work or study time. Your eyes will strain from looking at screens for too long.
Minimize distractions by working with the TV off, and away from your Xbox, PS2, Atari, GameCube, etc.
Schedule online co-working sessions with your classmates to increase accountability and productivity.
Put your phone on “Do not disturb.”
Make a to do list for each class and pick which items you will work on each particular day.
Wellness Strategies
Plan a healthy lunch to the best of your ability.
If it’s an option, work in different locations within your permanent residence. You can get stagnant being in one place for too long.
If you’re able: do some stretches, go for a walk, or exercise in some way that works for you in order to keep your energy up and your mind sharp.
If you’re in isolation, call, email, Facetime, or video chat a friend. We’re primarily social beings, and even the most introverted among us require human contact.
Reach out to your campus Mental Health Professionals (MHP’s) if you’re feeling isolated, anxious, or depressed. These services are free on most campuses.
Applications to Support Health and Wellness
What’s Up (Free; What's Up for iOS and What's Up for Android)
What’s up uses Cognitive Behavior Therapy and Acceptance Commitment Therapy approaches to help users cope with depression, anxiety, and stress. The app contains over 100 different questions to help pinpoint what you are feeling and offers thinking patterns to teach you how to stop negative internal thoughts.
Mind Shift (Free; Mind Shift for iOS and Mind Shift for Android)
Mind Shift is an app designed specifically for young adults with anxiety. Mind Shift helps users change their focus from avoiding anxious feelings to being mindful about how you think about anxiety and process through anxious situations and feelings.
Self-Help for Anxiety Management (SAM) (Free; SAM for iOS and SAM for Android)
SAM supports users in creating a build your own 24 hour anxiety toolkit. This toolkit supports users in tracking anxious thoughts and behavior and then pulls from 25 different self-help techniques and tailors the recommendations to the user. SAM also allows users to connect to an online community for additional support.
Phone and Hotline Resources
The National Suicide Prevention Lifeline provides free and confidential emotional support to people in a suicidal crisis or emotional distress. By calling 1.800.273.TALK (8255) you will be connected to a skilled, trained counselor at a crisis center in your area, anytime 24/7. Hearing-impaired TTY users may dial (800) 799-4889.
The Trevor Lifeline is the nation’s only around-the-clock crisis intervention and suicide prevention lifeline for lesbian, gay, bisexual, transgender, and questioning youth. Call 1.866.488.7386. [Note: the lifeline will talk with any individual regardless of sexuality or gender.]
For University of Michigan and Michigan State students: for further information about available resources, please visit Michigan State University’s Emergency Resources for Students or University of Michigan’s CAPS Services Regarding Covid 19 Update.
Productive Ways to Fill Your Time
Join a Facebook group that is of interest for you.
Schedule FaceTime/Snapchat/Facebook video sessions with your friends and family to keep up with social interactions.
Refresh your resume.
Apply for jobs.
Apply for scholarships.
Take a free online course through the libraries if you are interested in a specific topic.
Look into graduate school programs that might be of interest in the future.
Take a YouTube crash course and build your own website.
Develop a daily schedule.
What should I do if I have unresolved concerns?
It is a difficult time and we are all doing the best we can. However, if you feel frustrated or have a concern that warrants attention and you have not received a response in a timely fashion, then it is important to know with whom to speak. Ensure you have accurately and succinctly voiced your concerns to your instructor. Instructors have struggles and time constraints just like you, and they might just need a few days to circle back. If your instructor is not responsive, or you believe they've requested something of you that is inappropriate, e.g., such as attending midterms in person, the next step would be to escalate those concerns to the chair of your department, or find an associate dean or dean of your college. If you have a course coordinator or are aware of a program coordinator they would also be a good person to reach out to as well. Do not be afraid to follow up as many times as are necessary, it is the responsibility of these offices and persons to support you. If you feel as though you need to escalate even further, you can bring the issue to your University’s Ombudsperson office. Their charge is to assist students in resolving conflicts.
Keep Learning
Remember, higher education institutions are here to help you learn. What is important right now (for us, and we’re hoping for you, too) is that you are safe and that you have good opportunities to learn. We’ve heard from some students that the reason we call this remote teaching is because we have “no remote idea” what we’re doing, and you may be onto something there... So help us help you, and communicate openly with your instructor about your needs! We know that these times have not been kind or fair to many of you, and that many of you face significant personal challenges or uncertainty at this time. We hope that you can get to where home is or needs to be right now. Things can be ambiguous and scary right now. We hope that you can focus on learning the things that move you forward and keep you safe, and that you will share in the joy in learning that all of us in higher education have. We thank you for your patience and grace in this process. And for keeping us going, too. #KeepLearning
Sincerely,
Brooke Knapp (Michigan State University), Darrell Williams (University of Michigan), Gabrielle King (Michigan State University), and Phillip Deaton (University of Michigan)
References
Create A Work From Home Workplace Wellness Program
How to Work From Home & Still Be Productive
EMERGENCY Resources for Students | Counseling & Psychiatric Services | Michigan State University
Tips for Excelling in an Online Learning Environment
Purdue Online Student Toolkit
A Brief Letter to an Institution that Believes Extensions are the Accommodations We Need Right Now
Remote Learning for Students
Dear students,
We have been learning more about some of your fears, frustrations, anxiety, loneliness, uncertainty, and challenges that you are facing with the evolving situation of COVID-19, and how that is affecting your lives as well as your relationship with your college or university. We have read some of your stories and posts, and those have helped us start to understand the hardships and uncertainty some of you are facing during this unprecedented time. With the continually evolving updates, changes, and restrictions being communicated daily, your institution’s choice to move to remote learning might seem trivial given everything else happening around you. We hope that this guide can provide you with useful information, resources, and tools to make remote learning approachable and valuable to your education.
For as many different styles of teaching that exist among instructors, whether it’s reading content from slides, assigning multiple chapters of reading, or allowing a space for collaboration between peers, there are a far greater number of diverse ways that students absorb and learn information. We understand that being tossed into an online learning environment may not be the way that many of you prefer to learn, but there are some tools and strategies that you can implement to make it work for you.
One of the strengths of online learning is the diverse set of tools that you can individually use to support your learning. Our institutions want to support you through these times. If you have questions, please consult with your college or university to learn more about the support they offer. Students with minoritized identities may be impacted differently in this situation, and we encourage you to communicate with each other, and advocate for yourselves and your peers.
Student Support
Let’s get real about education, we all learn differently and we all respond differently to changes in our learning environments. Remote learning probably would not have been most students’ first choice. Some of us may thrive with remote learning and some of us may struggle. It is important to be honest with yourself and recognize that this is an unprecedented time and that we may experience struggles we have never encountered before. However, through difficult times comes new opportunities.
Why did my institution move to an online environment?
In this section, we’re not necessarily sharing the specific reasons why our two institutions may have moved to remote, but rather sharing various reasons that institutions have provided. There are a lot of reasons why colleges and institutions of higher education are moving to fully remote instruction. In this time of change, it is important to consider why your institution may have moved to remote instruction. Although it may seem like the obvious answer would have been to cancel classes the following are the reasons why classes may be continuing:
Some students may have already accepted a job contingent upon their graduation and by canceling classes and pushing them to a later time students would not be able to honor these commitments.
If classes were to extend through the summer, some students would have to deal with the unexpected costs of summer housing.
There are accreditation programs that the universities must meet and with those come specific responsibilities and assessment criteria that could not be honored if classes were canceled.
Institutions of higher education and students need to move forward. Putting students behind an entire semester will set back every subsequent class, both incoming and graduating.
Concerns with Remote Learning
Whether you have worked in an online environment before or not, you might be concerned about your level of readiness to succeed in your course. In order for our institutions to best support students, some questions have been gathered, and answers generated to address potential concerns among the student population.
I’m worried that transitioning to remote learning is going to impact my success.
Having an open line of communication with your instructor is important now more than ever. Instructors are trying to make sure that they are meeting their students’ needs and providing a successful learning environment for their students. However, this shift has not been easy for the instructors nor the learners. As everyone continues figuring out this change together, we need to be mindful of the challenges. If you have concerns about your performance or have other concerns, do not hesitate to reach out to your instructor. This is an important first step to take.
Does moving online impact the assessments and expectations set at the beginning of the semester?
Moving to an online environment has also caused disruption to initial course objectives, goals, and how to meet them. Many adjustments to syllabi have been made to reflect the possible limitations posed in new learning environments. Focus on the big picture for your course: what is the central idea being taught, what are the main takeaways, and what do you need to know to be successful moving forward? Assessments should reflect the central concepts to your course, so focus your time and energy there and not on the miniscule details. If you are still feeling uncertain or overwhelmed, then reach out to your instructor and ask about their new expectations for you moving forward. If you are concerned with how quizzes or exams may be provided and/or proctored, be sure to communicate with your instructor.
How can I continue collaborating with my classmates?
Communication with classmates can be essential to your success in a course. In a face to face environment, these conversations happen naturally and not much thought goes into it. However, this is something we now have to actively think about and problem solve. If your instructor has not created an environment for student interactions to take place yet, it might be beneficial to request them to do so. This can be an open discussion forum in your Learning Management System (such as Blackboard, Canvas, D2L, etc.), a virtual meeting session especially for students to collaborate, or an outside channel (such as Microsoft Teams) for students to chat. Exchanging phone numbers, emails, or even social media information (to those who have it) can also be beneficial to keep conversations fluid and accessible.
Can I still meet with my instructor in a one on one setting?
Open communication with your instructor is vital. Remote learning can be challenging and we want to make sure we are able to support you in any way necessary. If your instructor held office hours before, they are likely still willing to hold office hours in a virtual setting. Reach out to ask how to schedule a meeting with them.
What impact will remote learning have on my future courses?
The uncertainty or newness in an online learning environment might leave you overwhelmed and concerned about what impact this may have on your future courses. This can be especially impactful if you are currently in a prerequisite course or in a course that is core to your degree program. Ask yourself the following questions to gauge the potential impact of these courses on future courses:
How does this course affect my future learning?
Is it a requirement for my future courses?
Will I need this information to be successful in my degree program?
Have I thought about which information is the most important for my future success?
Your answers to the above questions should help you in prioritizing your current courses. Also, do not forget to reach out to your instructors if you are feeling overwhelmed, anxious, or concerned during this time.
Where else can I look for more support if these tips and tools aren’t enough?
Your college or university likely has additional resources. For example, if you are a student with physical and/or cognitive disabilities, and you think you may need an accommodation, we really encourage you to contact your Disability Services office. Moving to remote learning may change your needs and these offices are designed to aid students with disabilities in pursuit of their educational goals. Accommodations can be granted based on need, and the requirements for receiving accommodations will vary by institution. A diverse range of disabilities both physical and cognitive may make you eligible for accommodations.
Communication with Instructors
Transitioning to an online learning environment can pose new challenges compared to face to face discussions. Below you can find some templates for communicating with your instructors if you have questions, or are having difficulty in the new environment.
Ask your instructor to host open office hours through a virtual meeting platform for the whole class:
Option One
“Hi (insert name),
I am concerned about my ability to continue to meet with you during your office hours due to the recent shift to online learning. I was curious if you will continue to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? Could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you set up a protocol for how we should sign up for these sessions? All help would be appreciated!
Best,
(insert name)”
Option Two
“Hi (insert name),
With the recent shift to online learning, I am having some difficulty grasping the new concepts being taught. I am worried that without more one on one support I will not be successful for the remainder of the semester. I was curious if you are able to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? If so, could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you had set up protocol for how we should sign up for these sessions. All help would be appreciated!
Best,
(insert name)”
Ask your instructor if you can schedule a one on one meeting with them for support:
“Hi (insert name),
I just wanted to reach out to inquire about the possibility of one on one meetings. Remote learning is new to me and something I have struggled with in the past. I feel like I would perform better through weekly/bi-weekly check ups for clarity and understanding. I typically respond better to one on one interaction. Is this something we could set up? I think 15 minutes would be sufficient for me to ask questions or review content. Let me know if this is something we could set up! I appreciate all your support during this time.
Best,
(insert name)”
Ask the instructor if they can create a space for you and your classmates to have open discussions:
“Hi (insert name),
With the recent change to online learning, I have realized that my classmates and I are no longer able to ask each other questions as easily as before since we no longer have face to face interaction. These conversations helped me a lot throughout this course and it would be very beneficial for us to continue to have these conversations during this time. Below are some options that I think would be helpful to support our conversations in an online environment:
Virtual meeting sessions specially for students
(Class Chat Channel: Microsoft Teams, Slack, Facebook, etc.) channel for our course
Q&A thread in (Course website: Blackboard, Canvas, D2L, etc.)
I am also open to suggestions you may have as well to help in this area. Please let me know what you think of the above options.
Best,
(insert name)”
Communication with Classmates
We’ve been monitoring ways that students around the United States are choosing to keep in touch with each other. Below are popular options to support your continued engagement with your classmates.
Virtual Meeting Sessions (e.g., Bluejeans/Hangouts Meet/Zoom, etc.)
With the shift to remote learning, natural conversations that may have occurred before or after class can become more difficult to continue. These times are often a space to talk through questions or concerns with fellow classmates. If these conversations were something you found useful, we encourage you to reach out to your instructor to see if they would be willing to start a virtual meeting session early or keep it open after the class has ended as a space for students to collaborate. If you want a private space to talk with you and your classmates, then ask the instructor if they would be willing to share a virtual space where students can join at certain times to talk through content, concerns, or frustrations.
Teams Channel
Teams is a great resource for communicating with your classmates. It imitates direct messaging and you are able to download the application onto your phone allowing you to receive instant notifications from chat responses. If your instructor was able to create a Teams channel for you class you might benefit from asking them to create separate channels within the course channel so that you can communicate more directly with classmates on group projects and more. Once a separate channel has been created for your group only members of that group would be able to see your messages (including your instructor if they so choose).
Facebook Groups
Facebook groups are an easy way to stay in touch with your classmates. If you are looking for a space to converse more naturally than on a university platform then Facebook would be a great option. Keep in mind that not all of your classmates may have a Facebook or have access to continuous wireless support and may prefer exchanging phone numbers instead. It is best to have an open conversation with your groupmates or classmates to see which platform they may prefer.
WhatAapp
WhatsApp is a great platform for instant messaging, sharing content, voice messages, and video calls. Given the current situation, many students have returned to their permanent places of residence across the United States and abroad. WhatsApp allows users to communicate via Wi-Fi without a phone plan and without long distance rates. It can be an inclusive option for students who are not located on or near campus. It can be downloaded on Android and Apple devices as well as Mac or PC.
GroupMe
GroupMe is a free instant messaging app that works across iOS, Android, and Windows Phones, but you can send messages from your laptop as well. Users don't need to have the app to text, just add anyone from your contacts and they can chat within the group through SMS.
Slack Channel
Slack is a messaging platform that is used all around the world, throughout industry, and higher education. Within Slack users have the ability to create public and private groups, and send direct messages. Group work can be divided into “channels” for greater organization, and clarity. Slack even has integrations for apps like Google Drive and Box, if you’d prefer to avoid such integrations, then you’re able to share files through Slack as well. Calls can be made via Slack as well if you’ve integrated a video-conferencing solution like Bluejeans, or Zoom; however, on the free version of Slack, only 1:1 voice or video calls can be made, so you may consider using a video-conferencing software for that purpose specifically. Slack can be downloaded on MacOs or PC, and is mobile friendly for Android, and iPhone users.
Discord Channel
Discord is a free voice, video, and text chat service that is available to download on your PC, mobile device, or directly within your browser. This app was originally designed for online gaming, however over the past few years more instructors have been incorporating this tool into their courses to promote ongoing conversations among classmates.
Participation
If your instructor has enabled the “chat” feature in your virtual meeting sessions, try to participate and ask questions as they arise. On some platforms, you have the ability to submit questions anonymously. It is encouraged to use this feature if you are concerned about singling yourself out. Remember, if you need clarification or have a question, it is likely that others in class do as well. Don’t hesitate to join discussions if your instructor allows you the ability to collaborate. You can also share your contact information with others to provide support for them or vice versa. It is encouraged to find a platform where you can share information and questions with classmates. Try to regularly check the platform(s) and answer questions to support your classmates when you can help provide guidance.
Discussion Forums
Ask your instructor when new discussion forums will be opened, as well as when initial posts and responses are due. This will make it easier for you to keep track of your tasks as well as to keep you on top of checking the forums. Make sure you have a clear understanding of how many posts you need to contribute as well as the expectations for quality and quantity in your posts. Often, instructors will ask you to disperse your responses to prevent you from responding to the same post more than once. It is key that you understand what is being expected of you. Try to respond to topics that are of interest to you to provide more meaningful interactions even when tempted by others that only require a quick response. You will learn more from topics that draw your attention.
Assessments such as Quizzes and Exams
Your instructors may not know how their syllabus is going to be affected or how they expect to deliver quizzes or exams or other ways of checking your learning. You should ask your instructor if previously established quizzes and exams have been rescheduled. Update these assessment dates in your notes and begin to organize study materials accordingly. Remember, quizzes and exams may now be delivered through an online platform. Ask your instructor how they intend to offer their exams and how this might impact you.
Technical Support and Resources
Please note, that none of these links are endorsements towards any product or company, but rather are here as potential resources which you can look into on your own.
Wifi Access
Nationwide (United States) Connectivity Resources
With a note of thanks to Richard Saouma, Michigan State University, for compiling the original list. This was last reviewed 03/18/2020.
With the shift to remote learning, the need for reliable Internet connection has become vital. Below is a list from major internet providers and the services they are offering in response to COVID-19:
Comcast
Free essential internet for two-months and no data caps (60 days).
T-Mobile & Sprint
Unlimited smartphone data to existing customers (60 days), 20GB/month wi-fi hotspot for smartphone customers (60 days), free international calls to Level 3 impacted countries.
ATT
Free hotspot access to anyone, $10 home unlimited internet for qualifying households, no late fees and no disconnects.
Verizon
No late fees.
CenturyLink
No late fees, no disconnects, and no data caps (60 days).
EduROAM
Your institution may be part of this network, and you can login to your institution’s domain on multiple campuses throughout the United States.
Free Resources for Students
Please note that your institution may use or not use some of these tools. This list is not designed to indicate endorsement of any individual tool, but rather to help provide some starting points for students looking to adapt their learning style to the shift to remote instruction. These technologies may be potential useful tools for personal use. We did not test the accessibility of each of these technologies, but recommend you check out these and other technologies that support your learning or your peer group’s learning. The authors of this document do not imply endorsement, but rather want to link to Assistive Technology and studying tools. Please be sure to read the Terms & Conditions and End User License Agreements, and consider asking your instructors what tools they recommend. Be sure to read and make informed decisions when making agreements with companies.
Note Taking Tools
Glean
This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.
Study Tools
Quizlet
Quizlet allows you to either build your own custom digital notecards or import your notes which can be converted into notecards. Once your note cards have been created you can easily share them with fellow classmates. If you have a particular card you are struggling with, Quizlet allows you to “star” certain cards and only review those cards at a particular time.
Kahoot!
You can create a Kahoot (quiz) for yourself off of items you think will be asked on an assessment. You can then make Kahoot live and share it with friends to see how everyone does.
Screen Recording Tools
Loom
Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.
Techsmith Snagit
Snagit is a screen capture and screen recording tool. It makes screen recording and screen capturing an easy and seamless process for users. TechSmith is currently offering Snagit for free through the end of June 2020.
Speech to Text, Text to Speech, and Captioning Tools
Otter.ai
Otter ai is a free captioning tool for real time video content that allows users up to 600 free minutes a month. It can also be used as a speech to text tool for creation of notes.
Kurzweil 3000
Kurzweil 3000 is a text to speech software that allows a user to have electronic text aloud. It can help with concentration and focus and is beneficial for those who learn through auditory means. For MSU students: before downloading a free trial reach out to your campus’ Resource Center for Persons with Disabilities since they often have free licenses.
Read&Write
Read&Write is an additional text to speech software that allows a user to have text read aloud and that can also be useful for writing and note-taking. For University of Michigan students, faculty, and staff: please visit the accessible computing webpage at ITS for details on how to download this free of charge.
NonVisual Desktop Access (NVDA)
NVDA is a free, open-source screen reader technology which can be used to read webpages, documents, or applications. NVDA is a commonly used assistive technology by folks who are blind and low vision.
Google Docs
Google Docs has many useful built-in features to support students. One to highlight is the speech to text feature. This tool can be used to support the creation of notes, papers, discussion responses, etc.
Time Management Tools
Be Focused Timer
This app has a built-in timer that provides users with a way to stay focused, manage tasks, and track progress over time. You can set timers for work durations as well as short and long breaks to help maximize productivity.
Remember the Milk
This app allows users to create to do lists and set up reminders that link can be linked to other apps such as Gmail, Outlook, and Google Calendar. The user even has the ability to attach documents to tasks to stay organized.
Focus Tools
Freedom
This app allows the user to take control of distractions. Freedom can limit websites, desktop apps, or the internet as a whole and can sync these blocks across all devices.
Reader View Chrome Extension
Reader View strips away unnecessary clutter on a webpage and allows you to focus only on the content. It removes all advertisements to help prevent distraction. It also allows you to change the text size, font, contrast and layout for easier reading.
Additional Tools
Grammarly
Grammarly is a browser plugin that runs a grammar check on your content and offers suggestions on how you can improve your wording or punctuation. This can prove especially useful for email correspondence.
EquatiO
EquatiO is a tool designed to support students in mathematics and STEM courses. With this tool the user has the availability to type, write, and dictate expressions and equations. It also has the ability to predict expressions and transform your handwritten expressions into text. It also allows the user to grab an equation and transform it into digital text. Users can take a picture of a written equation and upload it into a digital format.
WordToEPUB
WordToEPUB is a tool that allows for the converting of Word documents to accessible EPUB files. The EPUB format makes for easier reading on laptops, smartphones, and other devices.
Note Taking Support
How you take notes might be a new obstacle with changing to an online environment. There are many tools available to help support the note taking process and to ease the burden on the student. Below are some tools to assist in the process as well as some organizational recommendations in platforms you might already be using (such as Microsoft Word documents). None of these are endorsements and please make informed decisions and review user agreements when choosing a tool that works for you. or You may also consider asking your instructor or classmates if they would like to create a shared note document. Make sure to choose a platform that works for all students in your class or group, regardless of any disability. Sometimes technologies may not be as accessible as we like.
Tools:
Evernote
Evernote is a note taking tool that allows you to take and organize notes, as well as include files, photos, and voice memos in the same area. The basic version of Evernote is free and can be downloaded and synced across multiple devices.
Glean
This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information over notes. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.
Loom
Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.
OneNote
OneNote is a note taking tool that allows users to take and organize notes in one place. You can sort your notes into different tabs, sections, and pages. Flag important information with to-do tags, insert files and record audio files within your notes. OneNote also allows you to draw and annotate on a touchscreen that will save within your notes.
Tips
Microsoft Word
Making use of the following features while taking notes in a Word document will make it easier to organize your content and easily navigate your content when revisiting notes for studying.
Make use of headings in your document. Main content areas can be marked with headings. This will make navigating your document more seamless because with the use of headings an outline will be available in the navigation view.
Make use of comments throughout your document to place emphasis on important topics and details.
Organize your notes with the built-in list styles. This will help you to create a natural hierarchy of information throughout your notes.
Through Office365, you have the ability to share your documents with others to collaborate on a document in one place at the same time.
Accessible Note Taking
When it comes to sharing notes or sharing content it is important to keep in mind that accessible content is better content. Accessible content is content that can be accessed by any individual regardless of disability. This is important when it comes to sharing content with fellow classmates or professors. Here are a few quick tips for accessible content:
Make use of heading styles.
Make use of built in list styles.
Consider your color contrast (text vs. background color).
Try to avoid using color alone to denote meaning.
Make use of descriptive link text.
Add alternative text to images that are non-decorative.
Make use of header rows and columns when building tables.
For more detailed information on how to produce accessible content please visit Michigan State University's Webaccess website where detailed tutorials can guide you through accessibility of various document types.
Organization
You probably have heard several different strategies for doing this from your instructors. We wanted to provide an additional strategy for when you run out of all of those other ones. Here’s some things that we’ve heard have worked for others. Maybe they’ll help you, too. We also just wanted to quickly note that all of us are different. We each have different responsibilities, strategies, and spaces to work from in this time. Some of us have families to care for or are balancing other work responsibilities. Take from these what you will. An important tip: you learn how you learn. This is not a one-size-fit-all solution.
Managing your Calendar
There are a variety of ways to keep a calendar, or manage a calendar. Many of us have calendars on our phones, and laptops that make it easy to save events, schedule appointments, and access a high-level overview of our week. Additionally, many Learning Management Systems (LMS’s) like D2L and Canvas, have built-in calendars and calendar integrations to things like Google Calendar, which allow you to automatically schedule assignments and receive reminders. You may find it helpful to set recurring reminders for study time and homework time.
Managing your Email
Keeping emails organized and unifying information streams from instructors is important. Advocate for a single source of information that links to other areas.
Create a separate folder for each of your classes within your email so you can more easily navigate back to content. You can also set up rules so that information is funneled appropriately as it comes in.
Compile resources as you go in one single document. With all the information that is being shared it can be easy to lose information or track down that information once you leave it. By copying information into one single document you will have an easier time referring back.
Managing your Files/Documents
If you are downloading content from a course and adding notes try to save those files with descriptive file names (e.g., Biology_Lecture_001) in a specific folder designated to that course on your Laptop.
If your computer has limited storage you can make use of OneDrive which is a free tool to all students.
Managing your Time
If you’re new to online learning it can be easy to become overwhelmed with the lack of structure, and subsequently fall behind in all your classes. The following strategies may help you to more efficiently manage your time:
Try to avoid working in bed.
Get ready as though you were leaving your home.
Eat breakfast, just coffee does not count.
Whether your classes are synchronous or asynchronous, follow your class schedule to keep structure to your days.
Take a 15 minute break for every hour of work or study time. Your eyes will strain from looking at screens for too long.
Minimize distractions by working with the TV off, and away from your Xbox, PS2, Atari, GameCube, etc.
Schedule online co-working sessions with your classmates to increase accountability and productivity.
Put your phone on “Do not disturb.”
Make a to do list for each class and pick which items you will work on each particular day.
Wellness Strategies
Plan a healthy lunch to the best of your ability.
If it’s an option, work in different locations within your permanent residence. You can get stagnant being in one place for too long.
If you’re able: do some stretches, go for a walk, or exercise in some way that works for you in order to keep your energy up and your mind sharp.
If you’re in isolation, call, email, Facetime, or video chat a friend. We’re primarily social beings, and even the most introverted among us require human contact.
Reach out to your campus Mental Health Professionals (MHP’s) if you’re feeling isolated, anxious, or depressed. These services are free on most campuses.
Applications to Support Health and Wellness
What’s Up (Free; What's Up for iOS and What's Up for Android)
What’s up uses Cognitive Behavior Therapy and Acceptance Commitment Therapy approaches to help users cope with depression, anxiety, and stress. The app contains over 100 different questions to help pinpoint what you are feeling and offers thinking patterns to teach you how to stop negative internal thoughts.
Mind Shift (Free; Mind Shift for iOS and Mind Shift for Android)
Mind Shift is an app designed specifically for young adults with anxiety. Mind Shift helps users change their focus from avoiding anxious feelings to being mindful about how you think about anxiety and process through anxious situations and feelings.
Self-Help for Anxiety Management (SAM) (Free; SAM for iOS and SAM for Android)
SAM supports users in creating a build your own 24 hour anxiety toolkit. This toolkit supports users in tracking anxious thoughts and behavior and then pulls from 25 different self-help techniques and tailors the recommendations to the user. SAM also allows users to connect to an online community for additional support.
Phone and Hotline Resources
The National Suicide Prevention Lifeline provides free and confidential emotional support to people in a suicidal crisis or emotional distress. By calling 1.800.273.TALK (8255) you will be connected to a skilled, trained counselor at a crisis center in your area, anytime 24/7. Hearing-impaired TTY users may dial (800) 799-4889.
The Trevor Lifeline is the nation’s only around-the-clock crisis intervention and suicide prevention lifeline for lesbian, gay, bisexual, transgender, and questioning youth. Call 1.866.488.7386. [Note: the lifeline will talk with any individual regardless of sexuality or gender.]
For University of Michigan and Michigan State students: for further information about available resources, please visit Michigan State University’s Emergency Resources for Students or University of Michigan’s CAPS Services Regarding Covid 19 Update.
Productive Ways to Fill Your Time
Join a Facebook group that is of interest for you.
Schedule FaceTime/Snapchat/Facebook video sessions with your friends and family to keep up with social interactions.
Refresh your resume.
Apply for jobs.
Apply for scholarships.
Take a free online course through the libraries if you are interested in a specific topic.
Look into graduate school programs that might be of interest in the future.
Take a YouTube crash course and build your own website.
Develop a daily schedule.
What should I do if I have unresolved concerns?
It is a difficult time and we are all doing the best we can. However, if you feel frustrated or have a concern that warrants attention and you have not received a response in a timely fashion, then it is important to know with whom to speak. Ensure you have accurately and succinctly voiced your concerns to your instructor. Instructors have struggles and time constraints just like you, and they might just need a few days to circle back. If your instructor is not responsive, or you believe they've requested something of you that is inappropriate, e.g., such as attending midterms in person, the next step would be to escalate those concerns to the chair of your department, or find an associate dean or dean of your college. If you have a course coordinator or are aware of a program coordinator they would also be a good person to reach out to as well. Do not be afraid to follow up as many times as are necessary, it is the responsibility of these offices and persons to support you. If you feel as though you need to escalate even further, you can bring the issue to your University’s Ombudsperson office. Their charge is to assist students in resolving conflicts.
Keep Learning
Remember, higher education institutions are here to help you learn. What is important right now (for us, and we’re hoping for you, too) is that you are safe and that you have good opportunities to learn. We’ve heard from some students that the reason we call this remote teaching is because we have “no remote idea” what we’re doing, and you may be onto something there... So help us help you, and communicate openly with your instructor about your needs! We know that these times have not been kind or fair to many of you, and that many of you face significant personal challenges or uncertainty at this time. We hope that you can get to where home is or needs to be right now. Things can be ambiguous and scary right now. We hope that you can focus on learning the things that move you forward and keep you safe, and that you will share in the joy in learning that all of us in higher education have. We thank you for your patience and grace in this process. And for keeping us going, too. #KeepLearning
Sincerely,
Brooke Knapp (Michigan State University), Darrell Williams (University of Michigan), Gabrielle King (Michigan State University), and Phillip Deaton (University of Michigan)
References
Create A Work From Home Workplace Wellness Program
How to Work From Home & Still Be Productive
EMERGENCY Resources for Students | Counseling & Psychiatric Services | Michigan State University
Tips for Excelling in an Online Learning Environment
Purdue Online Student Toolkit
A Brief Letter to an Institution that Believes Extensions are the Accommodations We Need Right Now
Authored by: Brooke Knapp, Gabrielle King, Darrell Williams, Phillip Deaton
Pedagogical Design
Posted on: #iteachmsu
It is important to note that the peer-educator dialogue should be an iterative process of lifelong learning and practice improvement. These are tools aimed at helping educators learn with and from one another. How an instructor-educator utilizes or shares the feedback provided in through this dialogue process is completely up to them.
Click the attachment below to download a copy of the Peer-Educator Dialogue Protocol (.docx, 41KB).
Click the attachment below to download a copy of the Peer-Educator Dialogue Protocol (.docx, 41KB).
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Digital Humanities did a great job with this Code of Conduct they drafted for an upcoming conference. Do you have a similar document? Have you found it useful to include these sorts of items within a given event or conference (or something that's more discipline-specific)? Digital Humanities also came up with a reporting form that accompanies this document. Let me know if you'd like to see that too!
Posted by: Summer Issawi
Navigating Context