We found 71 results that contain "theory"
Posted on: MSU Extension
Teaching Adults
Applying best practices and adult learning theory to program design and delivery.
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Teaching & Learning Conference Day 2: Thursday–Virtual day with online sessions (all day)
Spring CTLI Conference Landing Page Content
Graphics if needed
CTLI Spring Teaching and Learning Conference
The Return of MSU's 2023 Spring Conference on Teaching & Learning: Community, Conversation, and Classroom Experience, organized by the Center for Teaching & Learning Innovation (CTLI).
A conference where MSU educators gather to share approaches, tools, and techniques that support teaching and learning.
May 10-11, 2023
Wednesday Day 1: In-person in the STEM Teaching and Learning Facility (all day)
Thursday Day 2: Virtual day with online sessions (all day)
Keynote Speakers:
Stephen Thomas, (Associate Director, CISGS; Assistant Dean for STEM Education Teaching and Learning in the Office of the APUE)
Dr. Kris Renn (Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research)
Conference Registration
Registration for the event is open! Please submit your information into the form below. We will reach out with more information on sessions and schedule closer to the event.
***insert registration form button***
Interested in Submitting a Presentation Proposal?
We are extending an invitation for presentation proposals on select teaching and learning topics across a wide array of presentation formats, including synchronous digital sessions on May 11th to accommodate virtual attendees. The deadline for submissions is February 17th.
Proposal Learning Topics and Formats
Please refer to the descriptions below for details regarding formats and topics. At least one presenter per session should be an educator at MSU.
Teaching and Learning Topics:
The conference committee welcomes presentations on post-secondary education that address one or more of these core topics:
Curriculum and Pedagogy
Assessment and Evaluation
Diversity, Equity, and Inclusion
Learning Technologies
Proposal formats
Presentations may be in-person or virtual.
Paper Presentation: individual papers authored by one or more people, delivered in 15-to-20 minutes. Individual papers will be grouped according to topic and delivered in a multi-paper session that includes a 15-minute question period.
Workshop: this format will include participatory exercises where attendees will learn about a select educational topic or practice from an expert practitioner. These sessions will run for 50-to-60 minutes and include a 15-minute question period.
Welcome to my Classroom: these 50-to-60-minute sessions will feature a short overview of a teaching and learning theory or practice followed by a demonstration of active pedagogy. The audience will be positioned as learners, according to the educational and disciplinary context, and observe the presenter’s demonstration of actual classroom exercises and practices. The sessions will conclude with a 15-to-20-minute discussion or question period.
Learning Technology Demonstration: these 15-to-20-minute demonstrations of learning technologies will be grouped according to topic and delivered in a multi-presentation session that concludes with a 15-minute question period.
***insert proposal form button***
Contact the Center
If you are interested in hearing more about the conference, would like to submit a proposal or have any questions, please contact the Center for Teaching and Learning Innovation.
Graphics if needed
CTLI Spring Teaching and Learning Conference
The Return of MSU's 2023 Spring Conference on Teaching & Learning: Community, Conversation, and Classroom Experience, organized by the Center for Teaching & Learning Innovation (CTLI).
A conference where MSU educators gather to share approaches, tools, and techniques that support teaching and learning.
May 10-11, 2023
Wednesday Day 1: In-person in the STEM Teaching and Learning Facility (all day)
Thursday Day 2: Virtual day with online sessions (all day)
Keynote Speakers:
Stephen Thomas, (Associate Director, CISGS; Assistant Dean for STEM Education Teaching and Learning in the Office of the APUE)
Dr. Kris Renn (Professor of Higher, Adult, and Lifelong Education and serves as Associate Dean of Undergraduate Studies for Student Success Research)
Conference Registration
Registration for the event is open! Please submit your information into the form below. We will reach out with more information on sessions and schedule closer to the event.
***insert registration form button***
Interested in Submitting a Presentation Proposal?
We are extending an invitation for presentation proposals on select teaching and learning topics across a wide array of presentation formats, including synchronous digital sessions on May 11th to accommodate virtual attendees. The deadline for submissions is February 17th.
Proposal Learning Topics and Formats
Please refer to the descriptions below for details regarding formats and topics. At least one presenter per session should be an educator at MSU.
Teaching and Learning Topics:
The conference committee welcomes presentations on post-secondary education that address one or more of these core topics:
Curriculum and Pedagogy
Assessment and Evaluation
Diversity, Equity, and Inclusion
Learning Technologies
Proposal formats
Presentations may be in-person or virtual.
Paper Presentation: individual papers authored by one or more people, delivered in 15-to-20 minutes. Individual papers will be grouped according to topic and delivered in a multi-paper session that includes a 15-minute question period.
Workshop: this format will include participatory exercises where attendees will learn about a select educational topic or practice from an expert practitioner. These sessions will run for 50-to-60 minutes and include a 15-minute question period.
Welcome to my Classroom: these 50-to-60-minute sessions will feature a short overview of a teaching and learning theory or practice followed by a demonstration of active pedagogy. The audience will be positioned as learners, according to the educational and disciplinary context, and observe the presenter’s demonstration of actual classroom exercises and practices. The sessions will conclude with a 15-to-20-minute discussion or question period.
Learning Technology Demonstration: these 15-to-20-minute demonstrations of learning technologies will be grouped according to topic and delivered in a multi-presentation session that concludes with a 15-minute question period.
***insert proposal form button***
Contact the Center
If you are interested in hearing more about the conference, would like to submit a proposal or have any questions, please contact the Center for Teaching and Learning Innovation.
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Translingual Theory in Action, and in Support of Multilingual Learners
Title: Translingual Theory in Action, and in Support of Multilingual LearnersPresenter: Joyce MeierCo-Presenters: Cheryl Caesar (WRAC); Ayman Mohamed (LILAC); Shannon Quinn (LILAC)Date: May 11th, 2023Time: 11:30 am - 12:30pm
Description: Representing what is now called the “translingual turn,“ teacher-scholars argue for an instructional approach that leverages the full range of students’ linguistic resources. Raising awareness of the complex relationship between language and power, translingualism frames languages as in flux rather than fixed; its pedagogy raises students’ awareness of the linguistic choices they make. In this panel, four CAL Inclusive Pedagogy Fellows come together to discuss how translingual pedagogies can transform our teaching – especially of international and/or multilingual students. Two professors from the Department of Linguistics, Languages, and Cultures introduce participants to translingual theory and to some of its implications for the second-language classroom, then the other two teachers (from the Department of Writing, Rhetoric, and American Cultures) discuss how they have enacted this theory in their teaching of multilingual learners. In considering how translingualism might pose particular challenges to teachers of specific disciplines, the presenters will also share a series of animated videos made by a team of multilingual students, which both unpack the “invisible classroom” in terms of the challenges such students face and propose several pedagogical solutions, through a translingual lens.
Description: Representing what is now called the “translingual turn,“ teacher-scholars argue for an instructional approach that leverages the full range of students’ linguistic resources. Raising awareness of the complex relationship between language and power, translingualism frames languages as in flux rather than fixed; its pedagogy raises students’ awareness of the linguistic choices they make. In this panel, four CAL Inclusive Pedagogy Fellows come together to discuss how translingual pedagogies can transform our teaching – especially of international and/or multilingual students. Two professors from the Department of Linguistics, Languages, and Cultures introduce participants to translingual theory and to some of its implications for the second-language classroom, then the other two teachers (from the Department of Writing, Rhetoric, and American Cultures) discuss how they have enacted this theory in their teaching of multilingual learners. In considering how translingualism might pose particular challenges to teachers of specific disciplines, the presenters will also share a series of animated videos made by a team of multilingual students, which both unpack the “invisible classroom” in terms of the challenges such students face and propose several pedagogical solutions, through a translingual lens.
Authored by: Joyce Meier
Pedagogical Design
Posted on: #iteachmsu
Crip Methodologies in Feminist Theory as Anti-Racist Pedagogy
Topic Area: DEI
Presented By: Nicole McCleese
Abstract:
In 2020 feminists have theorized the pandemic in two public feminism examples of note. First, in an MLA webinar, “Medicine, Narrative, Pandemic, Power,” where Paula Krebs facilitated a discussion between Rita Charon and Aakritii Pandita about narrative medicine as an anti-racist praxis for recalibrating the power relationship between minority patient and doctor. They discussed current impediments to health disparities, and Charon stressed the importance in graduate school humanities education and medical students training in Narrative Medicine and Social Medicine for interdisciplinary events to changing health disparities. Similarly, the feminist theory journal, Signs, responded with “COVID-19 and the Language of Racism.” As an Adams Academy Fellow and NICE Fellow in 2020, I responded to health disparities concerns through the lens of black feminist scholarship on health studies to develop an upper-level feminist theory course in literary studies using crip methods for literary and cultural analysis, “Crip Narrative Medicine.” Course modules include: “Revisiting Charon’s Narrative Medicine with Crip Theory in COVID-19,” “Bodies in Short Fiction Crip Theory,” “Dementia and Supercip Narratives,” “Embodying NYC and Detroit” and “Crip Indigeneity.” This informative panel, positioned at the intersections of anti-ableist and anti-racist pedagogy, features inclusive English undergraduate student presentations as part of an interdisciplinary public feminism course project on “Black, Feminist, Queer, Crip Narrative Medicine.” By bringing together black feminist scholarship on medicine and disability, through the course learning objective on crip methodologies, students will share research on new media, film, literature, and critical theory.
Presented By: Nicole McCleese
Abstract:
In 2020 feminists have theorized the pandemic in two public feminism examples of note. First, in an MLA webinar, “Medicine, Narrative, Pandemic, Power,” where Paula Krebs facilitated a discussion between Rita Charon and Aakritii Pandita about narrative medicine as an anti-racist praxis for recalibrating the power relationship between minority patient and doctor. They discussed current impediments to health disparities, and Charon stressed the importance in graduate school humanities education and medical students training in Narrative Medicine and Social Medicine for interdisciplinary events to changing health disparities. Similarly, the feminist theory journal, Signs, responded with “COVID-19 and the Language of Racism.” As an Adams Academy Fellow and NICE Fellow in 2020, I responded to health disparities concerns through the lens of black feminist scholarship on health studies to develop an upper-level feminist theory course in literary studies using crip methods for literary and cultural analysis, “Crip Narrative Medicine.” Course modules include: “Revisiting Charon’s Narrative Medicine with Crip Theory in COVID-19,” “Bodies in Short Fiction Crip Theory,” “Dementia and Supercip Narratives,” “Embodying NYC and Detroit” and “Crip Indigeneity.” This informative panel, positioned at the intersections of anti-ableist and anti-racist pedagogy, features inclusive English undergraduate student presentations as part of an interdisciplinary public feminism course project on “Black, Feminist, Queer, Crip Narrative Medicine.” By bringing together black feminist scholarship on medicine and disability, through the course learning objective on crip methodologies, students will share research on new media, film, literature, and critical theory.
Authored by: Nicole McCleese
Disciplinary Content
Posted on: #iteachmsu
Using Crip Theory to Foster Accessible Teaching and Learning Practices
Topic Area: DEI
Presented by: Emily Abrams
Abstract:
Dolmage (2017) argued that postsecondary education promotes ableism more than most cultural institutions. Noting that “disability has always been constructed as the inverse or opposite of higher education” (p. 3), Dolmage described how ‘academic ableism” erases disabled students and maintains practices that create and maintain the inferiority of disabled people. The purpose of this information session is to apply crip theory (Kafer, 2013; McRuer, 2006) through the use of personal narrative to expose the academic ableism that shaped postsecondary education’s responses to the Covid-19 pandemic and, more so, to offer accessible practices regarding teaching and learning for disabled college students moving forward. Crip theory presents disability as fluid and challenges dominant discourses that define normalcy. Specifically, crip theory challenges the discourse of compulsory able-bodiedness/mindedness that pushes people toward an unobtainable normalcy, determining who is disabled and therefore less worthy. I will use my own personal experiences as a disabled student and educator to ground my discussion of these topics. I will offer suggestions that go beyond accommodations to discuss access as the practice of solidarity toward liberation in the disabled community that aims to enact disability justice (Mingus, 2011)
Presented by: Emily Abrams
Abstract:
Dolmage (2017) argued that postsecondary education promotes ableism more than most cultural institutions. Noting that “disability has always been constructed as the inverse or opposite of higher education” (p. 3), Dolmage described how ‘academic ableism” erases disabled students and maintains practices that create and maintain the inferiority of disabled people. The purpose of this information session is to apply crip theory (Kafer, 2013; McRuer, 2006) through the use of personal narrative to expose the academic ableism that shaped postsecondary education’s responses to the Covid-19 pandemic and, more so, to offer accessible practices regarding teaching and learning for disabled college students moving forward. Crip theory presents disability as fluid and challenges dominant discourses that define normalcy. Specifically, crip theory challenges the discourse of compulsory able-bodiedness/mindedness that pushes people toward an unobtainable normalcy, determining who is disabled and therefore less worthy. I will use my own personal experiences as a disabled student and educator to ground my discussion of these topics. I will offer suggestions that go beyond accommodations to discuss access as the practice of solidarity toward liberation in the disabled community that aims to enact disability justice (Mingus, 2011)
Authored by: Emily Abrams
Pedagogical Design
Posted on: #iteachmsu
Creating Educational Videos
Educational Videos: Best Practices
This document uses learning theory and research to suggest best practices in creating educational videos.
Audio
Don’t read out loud. If you want to create a script, do it. Read it a few times. Put it away and try and speak as naturally as possible when you record. You won’t (and shouldn’t) stick to the script word for word while recording, but it should help you sound articulate without reading from a script.
Don’t speak too slowly. Research shows that speaking slowly results in learners thinking the speaker is less credible and having less interest in the materials. Speaking slower does not increase retention (Simonds, Meyer, Quinlan & Hunt, 2006).
Keep language informal. Speak in a conversational way, avoiding jargon, technical terms, and “academic-speak.” Put concepts in your own words. Use first and second person (I, you) to create a personal connection. This is referred to as the personalization principle in multimedia learning theory (Mayer, 2009).
Visuals
Change visuals often. If you are recording a screen-share of Power Point, use more slides and change the slides more frequently, spending less time on each slide. Visuals (photos, images, and diagrams) are better than words.
Omit needless words. On PowerPoint, that is. Use more images than words because people learn better when they hear the words and see images. This is referred to as the redundancy principle in multimedia learning theory (Mayer, 2009).
Include your face? Maybe! This could help create a connection with learners and help you retain viewer attention by letting you switch between a visual and an image of the speaker. Research shows students may prefer seeing your face, but it doesn’t necessarily help them learn (Kizilcec, Bailenson, & Gomez, 2015).
Recording via Zoom? Select options to record both the active speaker and the shared window (Power Point) so that you can edit the video in a way that includes both. You can do this in Zoom Settings by using Zoom Cloud Recording and selecting to “Record active speaker, gallery view, and shared screen separately.”
Informal settings are fine! High quality production backgrounds don’t engage learners more. Relax and find that balance of professional yet personal (Guo, Kim, Rubin, 2014).
Use tablet drawing. Learners are more engaged by Khan-style videos that show “live” drawing than by static images (Guo, Kim, Rubin, 2014). If you have the tools to do this, great! If not, consider using annotation tools in Power Point.
Content Considerations
Leave off speaker intros and objectives. This type of material can be presented in the description or in the materials preceding the videos. Jump straight into the content. This helps you keep videos short.
Keep it short. Research with MOOCs suggests 6 minutes or less is optimal (Guo, Kim, Rubin, 2014). In addition, it is harder for learners to use a longer video to review specific content. Keeping videos under 6 minutes isn’t a hard rule, since context matters, but shorter usually is better.
Hosting Considerations
Provide background information. Introduce the topic, the speaker, and tell the learner how long the video will be in the video description or in the material preceding the video.
Provide a take-away for more technical content. An example would be a fact sheet or a fillable PDF form with a note-taking outline that learners can fill out while watching and then download and save.
Consider interactive videos. Camtasia lets you add simple interactions to your videos to keep your viewers engaged. MediaSpace allows for interactions as well.
Before, During, After
Frame videos with a task before, during, and after. If you are hosting the video in an online course, have your viewers do something related to the topic before watching it to activate their background knowledge and build schema. Give them a task to do while watching the video, and then give them a task after to check their comprehension or to relate the content to their life experiences. Some basic examples are below.
Before
During
After
Discuss a question about the topic in a forum
Listen to answer specific question(s)
Transform the material into another form (perhaps write a summary)
Reflect on the topic by considering a question
Take notes
Answer comprehension questions
Read related content
Complete a partially filled-out outline
Discuss the topic in a forum
Take a poll related to the topic and notice how your peers answered
Fill in a chart or graphic organizer relating to the content
Share an experience from your life that relates to the material
Learn related vocabulary
Write down one thing you heard that is new and one thing you heard that you already knew
Apply what you have learned by responding to a posted scenario
Final Thought: Not everything needs to be a video.
Not everyone likes video. Presenting materials in different ways and including variety is important. Some material is better read, or presented as a job aid, a table, or a visual. In addition, making a change to a produced video is much more difficult than updating text. Be strategic in choosing how to deliver information.
References
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. L@S 2014 - Proceedings of the 1st ACM Conference on Learning at Scale, 41–50. https://doi.org/10.1145/2556325.2566239
Kizilcec, R. F., Bailenson, J. N., & Gomez, C. J. (2015). The Instructor’s Face in Video Instruction: Evidence From Two Large-Scale Field Studies. Journal of Educational Psychology, 107(3), 724–739.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, England: Cambridge University Press.
Simonds, B. K., Meyer, K. R., Quinlan, M. M., & Hunt, S. K. (2006). Effects of instructor speech rate on student affective learning, recall, and perceptions of nonverbal immediacy, credibility, and clarity. Communication Research Reports, 23(3), 187–197. https://doi.org/10.1080/08824090600796401
This document uses learning theory and research to suggest best practices in creating educational videos.
Audio
Don’t read out loud. If you want to create a script, do it. Read it a few times. Put it away and try and speak as naturally as possible when you record. You won’t (and shouldn’t) stick to the script word for word while recording, but it should help you sound articulate without reading from a script.
Don’t speak too slowly. Research shows that speaking slowly results in learners thinking the speaker is less credible and having less interest in the materials. Speaking slower does not increase retention (Simonds, Meyer, Quinlan & Hunt, 2006).
Keep language informal. Speak in a conversational way, avoiding jargon, technical terms, and “academic-speak.” Put concepts in your own words. Use first and second person (I, you) to create a personal connection. This is referred to as the personalization principle in multimedia learning theory (Mayer, 2009).
Visuals
Change visuals often. If you are recording a screen-share of Power Point, use more slides and change the slides more frequently, spending less time on each slide. Visuals (photos, images, and diagrams) are better than words.
Omit needless words. On PowerPoint, that is. Use more images than words because people learn better when they hear the words and see images. This is referred to as the redundancy principle in multimedia learning theory (Mayer, 2009).
Include your face? Maybe! This could help create a connection with learners and help you retain viewer attention by letting you switch between a visual and an image of the speaker. Research shows students may prefer seeing your face, but it doesn’t necessarily help them learn (Kizilcec, Bailenson, & Gomez, 2015).
Recording via Zoom? Select options to record both the active speaker and the shared window (Power Point) so that you can edit the video in a way that includes both. You can do this in Zoom Settings by using Zoom Cloud Recording and selecting to “Record active speaker, gallery view, and shared screen separately.”
Informal settings are fine! High quality production backgrounds don’t engage learners more. Relax and find that balance of professional yet personal (Guo, Kim, Rubin, 2014).
Use tablet drawing. Learners are more engaged by Khan-style videos that show “live” drawing than by static images (Guo, Kim, Rubin, 2014). If you have the tools to do this, great! If not, consider using annotation tools in Power Point.
Content Considerations
Leave off speaker intros and objectives. This type of material can be presented in the description or in the materials preceding the videos. Jump straight into the content. This helps you keep videos short.
Keep it short. Research with MOOCs suggests 6 minutes or less is optimal (Guo, Kim, Rubin, 2014). In addition, it is harder for learners to use a longer video to review specific content. Keeping videos under 6 minutes isn’t a hard rule, since context matters, but shorter usually is better.
Hosting Considerations
Provide background information. Introduce the topic, the speaker, and tell the learner how long the video will be in the video description or in the material preceding the video.
Provide a take-away for more technical content. An example would be a fact sheet or a fillable PDF form with a note-taking outline that learners can fill out while watching and then download and save.
Consider interactive videos. Camtasia lets you add simple interactions to your videos to keep your viewers engaged. MediaSpace allows for interactions as well.
Before, During, After
Frame videos with a task before, during, and after. If you are hosting the video in an online course, have your viewers do something related to the topic before watching it to activate their background knowledge and build schema. Give them a task to do while watching the video, and then give them a task after to check their comprehension or to relate the content to their life experiences. Some basic examples are below.
Before
During
After
Discuss a question about the topic in a forum
Listen to answer specific question(s)
Transform the material into another form (perhaps write a summary)
Reflect on the topic by considering a question
Take notes
Answer comprehension questions
Read related content
Complete a partially filled-out outline
Discuss the topic in a forum
Take a poll related to the topic and notice how your peers answered
Fill in a chart or graphic organizer relating to the content
Share an experience from your life that relates to the material
Learn related vocabulary
Write down one thing you heard that is new and one thing you heard that you already knew
Apply what you have learned by responding to a posted scenario
Final Thought: Not everything needs to be a video.
Not everyone likes video. Presenting materials in different ways and including variety is important. Some material is better read, or presented as a job aid, a table, or a visual. In addition, making a change to a produced video is much more difficult than updating text. Be strategic in choosing how to deliver information.
References
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. L@S 2014 - Proceedings of the 1st ACM Conference on Learning at Scale, 41–50. https://doi.org/10.1145/2556325.2566239
Kizilcec, R. F., Bailenson, J. N., & Gomez, C. J. (2015). The Instructor’s Face in Video Instruction: Evidence From Two Large-Scale Field Studies. Journal of Educational Psychology, 107(3), 724–739.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, England: Cambridge University Press.
Simonds, B. K., Meyer, K. R., Quinlan, M. M., & Hunt, S. K. (2006). Effects of instructor speech rate on student affective learning, recall, and perceptions of nonverbal immediacy, credibility, and clarity. Communication Research Reports, 23(3), 187–197. https://doi.org/10.1080/08824090600796401
Authored by: Anne Baker
Pedagogical Design
Posted on: #iteachmsu
Snapshot of Andragogy
Andragogy is a useful framework for talking about adult learning. While no theory is perfect, andragogy, as presented by researcher Malcolm Knowles, provides educators of adults with much food for thought regarding how adults learn, and, in turn, how we can facilitate their learning.
Most theories, including this one, are basing assumptions on an ideal learner. In the case of andragogy, much of the theory assumes that adult learners are self-directed and motivated, and this is not always the case. Here's a short elearning module on Andragogy, and a chart of assumptions and their applications, below.
Andragogy: The Art and Science of Helping Adults Learn
Assumption
Explanation
Application
Need to know
“Do I need to know this?”
Meaningful learning happens when teachers know the learners enough to be able to show them why they should care.
Help adults understand why they need to know something. Use diagnostic self-assessments to reveal the gaps in their knowledge and share these results with them (individually).
Think of the learners and learn about them beforehand. Who are they? What are their needs? What is their context? Start with where THEY are on the topic, not where you are. Focus on what they NEED and not just on all you know.
Self-concept (self-directed)
“Is this my choice to learn? Am I in control of learning it?”
Adults need to feel self-directed and be seen by others as such. They want to take responsibility for their own learning and feel like it is a choice. Adults are rich in life experiences and they are partners in the learning process. This can create a problem: If an adult walks into a situation labeled as “training” or “education,” and is treated like a student, they may take up the attitude of a kid in school: passive, with a “teach me” attitude.
Do not let participants slip into the “teach me” attitude of a passive child in school. Make it clear that the burden of learning is on them. Let them have choices. Use self-study or group collaboration projects that involve minimal instructor intervention. Ask participants to help set learning objectives. Think of yourself as a facilitator, and set up the instructional space as such.
Readiness & relevancy
“Do I need and want to learn this?”
Adults typically become ready to learn when they experience a need to cope with a life situation or perform a task.
Make learning timely. Adults are concerned with what they need to know RIGHT now. People want to learn something when they are ready to and need to learn it.
Teach them what they need at the right time.
Having online self-access materials aligns well with this principle, since the learner can then learn what they need at the time they need to.
Use realistic scenarios, stories, and problems to introduce concepts.
Experience as foundation
“What do I already know about this? How does it relate to my experiences?”
The older we get, the more life experiences we have. These experiences shape us as people and shape how we learn. Adults have more life experience than children do, and are more apt to define themselves through these experiences.
Life experiences form the lens through which new information, or learning, must pass. When the two are in harmony, it helps learners understand and integrate the new information into their mental representation of the world.
When new information does not fit in with their life experiences, this can block learning.
Often learners themselves are your best resource for teaching. Use techniques that tap this resource:
Group discussions
Peer teaching
Simulations and role plays
Problem solving, scenarios and case studies
Laboratory and hands-on learning
When new material does not fit into their life experiences, you have to help adults think critically and challenge their assumptions.
Orientation to learning
“What problem does this solve in my life?”
Adults have an orientation to learning that is based on their immediate needs – on completing a task or solving a problem. This is very different compared to how kids learn by subject in traditional schools. Adults want answers to the question: “What problem does this solve in my life?”
Use problem solving, scenarios, and case studies. Start with the problem, not the solution or the information. Let them work together at solving the problem, and learn from the process.
Make use of this orientation to learning by introducing a topic by presenting the problem first. The process of solving the problem can be intertwined with the discovery of new ideas and concepts.
Motivation to learn
“Why do I care? What is driving me to learn?”
In adults, internal incentives become an important form of motivation for people as they mature. These internal incentives include notions such as self-esteem, quality of life, and personal achievement.
Find out what motivation they have, or what problem they want to solve. Focus on that.
Do you also work with youth? Think about how the concepts in this module also apply to working with youth. Most of them do to some extent or another, especially when the youth are choosing to engage with the subject they are learning about.Some of these tenants of andragogy may or may not fit well with your teaching context. If you have a rigid curriculum, then you may not having the luxury of co-creating learning objectives with your audience, for example. But perhaps you can honor their input on which objectives to spend more time on, or on how they want to acheive those objectives.
Reference:
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2010). The adult learner: The definitive classic in adult education and human resource development. Amsterdam: Elsevier.
Most theories, including this one, are basing assumptions on an ideal learner. In the case of andragogy, much of the theory assumes that adult learners are self-directed and motivated, and this is not always the case. Here's a short elearning module on Andragogy, and a chart of assumptions and their applications, below.
Andragogy: The Art and Science of Helping Adults Learn
Assumption
Explanation
Application
Need to know
“Do I need to know this?”
Meaningful learning happens when teachers know the learners enough to be able to show them why they should care.
Help adults understand why they need to know something. Use diagnostic self-assessments to reveal the gaps in their knowledge and share these results with them (individually).
Think of the learners and learn about them beforehand. Who are they? What are their needs? What is their context? Start with where THEY are on the topic, not where you are. Focus on what they NEED and not just on all you know.
Self-concept (self-directed)
“Is this my choice to learn? Am I in control of learning it?”
Adults need to feel self-directed and be seen by others as such. They want to take responsibility for their own learning and feel like it is a choice. Adults are rich in life experiences and they are partners in the learning process. This can create a problem: If an adult walks into a situation labeled as “training” or “education,” and is treated like a student, they may take up the attitude of a kid in school: passive, with a “teach me” attitude.
Do not let participants slip into the “teach me” attitude of a passive child in school. Make it clear that the burden of learning is on them. Let them have choices. Use self-study or group collaboration projects that involve minimal instructor intervention. Ask participants to help set learning objectives. Think of yourself as a facilitator, and set up the instructional space as such.
Readiness & relevancy
“Do I need and want to learn this?”
Adults typically become ready to learn when they experience a need to cope with a life situation or perform a task.
Make learning timely. Adults are concerned with what they need to know RIGHT now. People want to learn something when they are ready to and need to learn it.
Teach them what they need at the right time.
Having online self-access materials aligns well with this principle, since the learner can then learn what they need at the time they need to.
Use realistic scenarios, stories, and problems to introduce concepts.
Experience as foundation
“What do I already know about this? How does it relate to my experiences?”
The older we get, the more life experiences we have. These experiences shape us as people and shape how we learn. Adults have more life experience than children do, and are more apt to define themselves through these experiences.
Life experiences form the lens through which new information, or learning, must pass. When the two are in harmony, it helps learners understand and integrate the new information into their mental representation of the world.
When new information does not fit in with their life experiences, this can block learning.
Often learners themselves are your best resource for teaching. Use techniques that tap this resource:
Group discussions
Peer teaching
Simulations and role plays
Problem solving, scenarios and case studies
Laboratory and hands-on learning
When new material does not fit into their life experiences, you have to help adults think critically and challenge their assumptions.
Orientation to learning
“What problem does this solve in my life?”
Adults have an orientation to learning that is based on their immediate needs – on completing a task or solving a problem. This is very different compared to how kids learn by subject in traditional schools. Adults want answers to the question: “What problem does this solve in my life?”
Use problem solving, scenarios, and case studies. Start with the problem, not the solution or the information. Let them work together at solving the problem, and learn from the process.
Make use of this orientation to learning by introducing a topic by presenting the problem first. The process of solving the problem can be intertwined with the discovery of new ideas and concepts.
Motivation to learn
“Why do I care? What is driving me to learn?”
In adults, internal incentives become an important form of motivation for people as they mature. These internal incentives include notions such as self-esteem, quality of life, and personal achievement.
Find out what motivation they have, or what problem they want to solve. Focus on that.
Do you also work with youth? Think about how the concepts in this module also apply to working with youth. Most of them do to some extent or another, especially when the youth are choosing to engage with the subject they are learning about.Some of these tenants of andragogy may or may not fit well with your teaching context. If you have a rigid curriculum, then you may not having the luxury of co-creating learning objectives with your audience, for example. But perhaps you can honor their input on which objectives to spend more time on, or on how they want to acheive those objectives.
Reference:
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2010). The adult learner: The definitive classic in adult education and human resource development. Amsterdam: Elsevier.
Authored by: Anne Baker
Pedagogical Design
Posted on: #iteachmsu
Developing a Picture of LGBTQA+ Student Success
Topic Area: Student Success
Presented By: Jesse Beal, Heather Shea
Abstract:
In this interactive, data- and practice-informed presentation, we will explore LGBTQA+ student success as a vital component of University student success efforts. Due to the lack of data on traditional student success metrics (persistence, retention, time to degree, and graduation) for LGBTQA+ students, LGBTQA+ student success work must be creative, collaborative, cross-disciplinary, and expansive. We will show how developing LGBTQA+ inclusive policies and practices supports student success and increases a sense of belonging. We will share the impact of implementing LGBTQA+ inclusive data collection practices on understanding student success on other campuses. We will explore the mental health challenges LGBTQA+ students face due to LGBTQA+ oppression, how these challenges have intensified during the COVID-19 pandemic, available mental health support services, and promising practices for intervention and support. We will also discuss ways in which each of us, as educators, can make a real and tangible difference for our LGBTQA+ students. The ability of LGBTQA+ students to learn, develop, and succeed is inextricably tied to their sense of belonging and the support provided to them by the University to face and overcome challenges. This session will provide an introduction to theories of LGBTQA+ student success, as well practical application, creative solutions, and methods of intervention.
Presented By: Jesse Beal, Heather Shea
Abstract:
In this interactive, data- and practice-informed presentation, we will explore LGBTQA+ student success as a vital component of University student success efforts. Due to the lack of data on traditional student success metrics (persistence, retention, time to degree, and graduation) for LGBTQA+ students, LGBTQA+ student success work must be creative, collaborative, cross-disciplinary, and expansive. We will show how developing LGBTQA+ inclusive policies and practices supports student success and increases a sense of belonging. We will share the impact of implementing LGBTQA+ inclusive data collection practices on understanding student success on other campuses. We will explore the mental health challenges LGBTQA+ students face due to LGBTQA+ oppression, how these challenges have intensified during the COVID-19 pandemic, available mental health support services, and promising practices for intervention and support. We will also discuss ways in which each of us, as educators, can make a real and tangible difference for our LGBTQA+ students. The ability of LGBTQA+ students to learn, develop, and succeed is inextricably tied to their sense of belonging and the support provided to them by the University to face and overcome challenges. This session will provide an introduction to theories of LGBTQA+ student success, as well practical application, creative solutions, and methods of intervention.
Authored by: Jesse Beal, Heather Shea
Pedagogical Design
Posted on: #iteachmsu
Proximate Ambivalence: Cruel Optimism and Affect in Post-COVID Higher Education
Topic Area: Online Teaching & Learning
Presented by: Paul Bylsma
Abstract:
Higher education was severely disrupted by the novel coronavirus disease 2019 (COVID). In order to safely resume educational activities, classes were moved online or were subject to severe protective measures. As a result, something about post-COVID higher education simply felt different. In this paper we use affect theory, a perspective that emphasizes an embodied ontology and an epistemology defined by feelings and intensities, to explore the elements that make in-person interactions significant. We conduct an affective analysis to show how post-COVID higher education demonstrated instances of proximate ambivalence, or the simultaneous proximity and distance of any particular object. Though this analysis critiques the attempted substitution of in-person learning with online learning, we also use lessons learned during this analysis to demonstrate the prevalence of proximate ambivalence in in-person learning. We argue that post-COVID higher education was cruelly optimistic in its attempt to re-create education as it existed before the pandemic and its ultimate failure to do so. We further show how the affective lens used to critique online learning is also useful in identifying areas for improvement to access and engagement in in-person learning.
Presented by: Paul Bylsma
Abstract:
Higher education was severely disrupted by the novel coronavirus disease 2019 (COVID). In order to safely resume educational activities, classes were moved online or were subject to severe protective measures. As a result, something about post-COVID higher education simply felt different. In this paper we use affect theory, a perspective that emphasizes an embodied ontology and an epistemology defined by feelings and intensities, to explore the elements that make in-person interactions significant. We conduct an affective analysis to show how post-COVID higher education demonstrated instances of proximate ambivalence, or the simultaneous proximity and distance of any particular object. Though this analysis critiques the attempted substitution of in-person learning with online learning, we also use lessons learned during this analysis to demonstrate the prevalence of proximate ambivalence in in-person learning. We argue that post-COVID higher education was cruelly optimistic in its attempt to re-create education as it existed before the pandemic and its ultimate failure to do so. We further show how the affective lens used to critique online learning is also useful in identifying areas for improvement to access and engagement in in-person learning.
Authored by: Paul Bylsma
Disciplinary Content
Posted on: #iteachmsu
Strategies to address and support student mental health and self-care in the virtual classroom
Topic Area: Pandemic Pivot
Presented By: Crista Reaves, Michael Martel
Abstract:
The COVID-19 pandemic resulted in a swift transition to online learning that left students emotionally distressed secondary to isolation, disruption in routine, and navigating how to learn virtually. The stress students were under was often palpable in the virtual classroom setting. Creating an online environment that supported students’ mental health and self-care was a priority for the course faculty.To address student mental health in the course, a widget was created on the D2L course homepage providing students with quick access to counseling and psychiatric service contact information. A mental health and self-care resource module were also created within the D2L course, providing students with self-care resources, mindfulness videos and instructions, and the MSU CAPS resources.To promote and support mental health and self-care during online synchronous theory, faculty would pause halfway through lectures to guide students through a mindfulness exercise. Examples of the mindfulness exercises utilized were guided imagery, stretching, deep breathing, turning negative to positive thoughts, and music. The goal was to educate students on a variety of mental health self-care techniques allowing students the opportunity to deploy the technique they found most beneficial when feeling overwhelmed, anxious, or distressed. Having course faculty teach and demonstrate the techniques during theory communicated to the students the importance, value, and need for self-care.The hope is to continue supporting mental health by improving the self-care techniques offered during theory and to share our lessons learned with other faculty seeking to implement similar strategies to promote mental health and self-care.
Mindfulness Exercises Incorporated During Theory
Guided Imagery
Deep Breathing
5-Square Breathing
Progressive Muscle Relaxation
The 5 Senses
Resource Sharing
Laughter
Dancing
Yoga
Cognitive Behavioral Therapy (turning negative thoughts to positive)
Grateful Journaling Exercise (journal 5 things you are grateful for)
Presented By: Crista Reaves, Michael Martel
Abstract:
The COVID-19 pandemic resulted in a swift transition to online learning that left students emotionally distressed secondary to isolation, disruption in routine, and navigating how to learn virtually. The stress students were under was often palpable in the virtual classroom setting. Creating an online environment that supported students’ mental health and self-care was a priority for the course faculty.To address student mental health in the course, a widget was created on the D2L course homepage providing students with quick access to counseling and psychiatric service contact information. A mental health and self-care resource module were also created within the D2L course, providing students with self-care resources, mindfulness videos and instructions, and the MSU CAPS resources.To promote and support mental health and self-care during online synchronous theory, faculty would pause halfway through lectures to guide students through a mindfulness exercise. Examples of the mindfulness exercises utilized were guided imagery, stretching, deep breathing, turning negative to positive thoughts, and music. The goal was to educate students on a variety of mental health self-care techniques allowing students the opportunity to deploy the technique they found most beneficial when feeling overwhelmed, anxious, or distressed. Having course faculty teach and demonstrate the techniques during theory communicated to the students the importance, value, and need for self-care.The hope is to continue supporting mental health by improving the self-care techniques offered during theory and to share our lessons learned with other faculty seeking to implement similar strategies to promote mental health and self-care.
Mindfulness Exercises Incorporated During Theory
Guided Imagery
Deep Breathing
5-Square Breathing
Progressive Muscle Relaxation
The 5 Senses
Resource Sharing
Laughter
Dancing
Yoga
Cognitive Behavioral Therapy (turning negative thoughts to positive)
Grateful Journaling Exercise (journal 5 things you are grateful for)
Authored by: Crista Reaves, Michael Martel
Pedagogical Design
Posted on: The MSU Graduate Le...
Happy Monday everyone! We're kicking off our Leadership Theory Series with the Social Change Model of Leadership. Looking to learn and implement leadership theory? Check out the Institute's website: https://grad.msu.edu/leadership-institute
Learn more about the SCM here: https://www.stophazing.org/.../2014/11/Komives_compiled.pdf
Learn more about the SCM here: https://www.stophazing.org/.../2014/11/Komives_compiled.pdf
Posted by: Emma Dodd
Navigating Context
Posted on: #iteachmsu
Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom
By Asao B. Inoue
Copy edited by Don Donahue. Designed by Mike Palmquist.
In Labor-Based Grading Contracts, Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students. He frames this practice by considering how Freirean problem-posing led him to experiment with grading contracts and explore the literature on grading contracts. Inoue offers a robust Marxian theory of labor that considers Hannah Arendt's theory of labor-work-action and Barbara Adam's concept of "timescapes." The heart of the book details the theoretical and practical ways labor-based grading contracts can be used and assessed for effectiveness in classrooms and programs. Inoue concludes the book by moving outside the classroom, considering how assessing writing in the socially just ways he offers in the book may provide a way to address the violence and discord seen in the world today.
Access FULL TEXT in attachment
Inoue, Asao B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2019.0216.0
Accessed via https://wac.colostate.edu/books/perspectives/labor/?fbclid=IwAR1ZJWZbLYuAU4aQhQ9xlBiIzbX60bGg_VGQwwnZImFUnofX1L5Il2Ec53w
By Asao B. Inoue
Copy edited by Don Donahue. Designed by Mike Palmquist.
In Labor-Based Grading Contracts, Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students. He frames this practice by considering how Freirean problem-posing led him to experiment with grading contracts and explore the literature on grading contracts. Inoue offers a robust Marxian theory of labor that considers Hannah Arendt's theory of labor-work-action and Barbara Adam's concept of "timescapes." The heart of the book details the theoretical and practical ways labor-based grading contracts can be used and assessed for effectiveness in classrooms and programs. Inoue concludes the book by moving outside the classroom, considering how assessing writing in the socially just ways he offers in the book may provide a way to address the violence and discord seen in the world today.
Access FULL TEXT in attachment
Inoue, Asao B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2019.0216.0
Accessed via https://wac.colostate.edu/books/perspectives/labor/?fbclid=IwAR1ZJWZbLYuAU4aQhQ9xlBiIzbX60bGg_VGQwwnZImFUnofX1L5Il2Ec53w
Posted by: Makena Neal
Assessing Learning
Posted on: The MSU Graduate Le...
Next up in our Leadership Theory Series, The Four Diamonds Model of Inclusive Leadership! One of our Coordinators, Ronald Asiimwe, introduced this leadership theory to the Institute at our Academy this year. We were especially interested in accountability partnerships & how to balance the personal and professional elements of relationships with your teammates.
Posted by: Emma Dodd
Navigating Context
Posted on: GenAI & Education
AI Commons Bulletin 1/6/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.
💚 Try This: Create Examples for Critical Analysis
Students can use AI to create an example “in the style of” something, and then evaluate the result. For example, Dickens scholar Dan Doughtery offers: “Write a story about a young man falling in love in the style of Charles Dickens’ novel David Copperfield” (Dougherty).
Learn More: https://bowiestate.edu/academics/colleges/college-of-arts-and-sciences/departments/language-literature-and-cultural-studies/ceamag/ceamar-journal-2024.pdf#page=38
🔮 Crystal Ball: “Digital Twins”
Watch for this in the next year: virtual models of a specific object, person or system updated using real-time data. Imagine it as a tool for the ultimate personalized learning system.
Learn More: https://www.ibm.com/think/topics/digital-twin
ℹ️ Students See Feedback from a “Calibrated” AI as Helpful
In this example, instructors augmented a general AI tool with research from their discipline and works from previous students (both = 35 million words). Then instructors had the AI tool give feedback on student assignments. The students loved it.
Learn More: (Numerous theories here – skip to page 17 for results). Zapata, G. C., Saini, A., Tzirides, A. -O. (Olnacy), Cope, W., & Kalantzis, M. (2024). The Role of Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory. Ubiquitious Learning: An International Journal, 18(2), 1-30. https://cgscholar.com/bookstore/works/the-role-of-ai-feedback-in-university-students-learning-experiences
Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Human-curated news about generative AI for Teaching and Learning in Higher Education.
💚 Try This: Create Examples for Critical Analysis
Students can use AI to create an example “in the style of” something, and then evaluate the result. For example, Dickens scholar Dan Doughtery offers: “Write a story about a young man falling in love in the style of Charles Dickens’ novel David Copperfield” (Dougherty).
Learn More: https://bowiestate.edu/academics/colleges/college-of-arts-and-sciences/departments/language-literature-and-cultural-studies/ceamag/ceamar-journal-2024.pdf#page=38
🔮 Crystal Ball: “Digital Twins”
Watch for this in the next year: virtual models of a specific object, person or system updated using real-time data. Imagine it as a tool for the ultimate personalized learning system.
Learn More: https://www.ibm.com/think/topics/digital-twin
ℹ️ Students See Feedback from a “Calibrated” AI as Helpful
In this example, instructors augmented a general AI tool with research from their discipline and works from previous students (both = 35 million words). Then instructors had the AI tool give feedback on student assignments. The students loved it.
Learn More: (Numerous theories here – skip to page 17 for results). Zapata, G. C., Saini, A., Tzirides, A. -O. (Olnacy), Cope, W., & Kalantzis, M. (2024). The Role of Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory. Ubiquitious Learning: An International Journal, 18(2), 1-30. https://cgscholar.com/bookstore/works/the-role-of-ai-feedback-in-university-students-learning-experiences
Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Posted by: Sarah Freye
Posted on: #iteachmsu
"Posttraumatic Stress Among Students After the Shootings at Virginia Tech" (Hughes et al., 2011) provides a discussion of findings from a cross-sectional survey of Virginia Tech students the summer/fall following the April 16, 2007 shooting of 49 students and faculty using the Trauma Screening Questionnaire to assess PTSD symptoms. The 9-page PDF article from Volume 3, Number 4, of Psychological Trauma: Theory, Research, Practice, and Policy is attached below.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
Posted by: Makena Neal
Navigating Context
Posted on: Teaching Toolkit Ta...
ASK ME ANYTHING with Justin Wigard -- Zines and Zine-Making as Critical Pedagogy.
Earlier this year, I taught ENG 342: "Playful Literature and Literary Games," a special topics literature seminar geared around the intersections between play and literature. As a result, this course centered zines, smallscale and handmade publications that offer opportunities for marginalized voices to make themselves heard. This culminated in a project where students forged their own entry point into these popular genres by creating a zine related to play, games, or taking the form of a game-zine. Because zines are an intimate literary form designed for smallscale distribution and are handcrafted, the zine stands as a perfect entry point to blending scholarship with creation, design with theory. Throughout the day, I will be online talking through approaches to teaching zines in the online classroom, particularly approaches to incorporating, analyzing, and making zines. Come ask me anything!
Earlier this year, I taught ENG 342: "Playful Literature and Literary Games," a special topics literature seminar geared around the intersections between play and literature. As a result, this course centered zines, smallscale and handmade publications that offer opportunities for marginalized voices to make themselves heard. This culminated in a project where students forged their own entry point into these popular genres by creating a zine related to play, games, or taking the form of a game-zine. Because zines are an intimate literary form designed for smallscale distribution and are handcrafted, the zine stands as a perfect entry point to blending scholarship with creation, design with theory. Throughout the day, I will be online talking through approaches to teaching zines in the online classroom, particularly approaches to incorporating, analyzing, and making zines. Come ask me anything!
Posted by: Justin Wigard
Navigating Context
Posted on: #iteachmsu
I'm Brittany Dillman and today I will be hosting an AMA (Ask Me Anything) on Teaching Online: Pedagogy, Assessment & Instructor Presence.
I have my PhD in Educational Psychology and Educational Technology from MSU and currently work with the Master of Arts in Educational Technology (MAET) program in the College of Education. I am currently teaching a learning theories course and a technology teaching across the curriculum course, so I pretty much live, eat, and breath pedagogy, assessment, and instructor presence in online learning spaces.
Please share your questions, comments, concerns, or ideas by commenting on this post and I'll share what I know (or ask the best questions I can come up with). Let's have a conversation about teaching online!
I have my PhD in Educational Psychology and Educational Technology from MSU and currently work with the Master of Arts in Educational Technology (MAET) program in the College of Education. I am currently teaching a learning theories course and a technology teaching across the curriculum course, so I pretty much live, eat, and breath pedagogy, assessment, and instructor presence in online learning spaces.
Please share your questions, comments, concerns, or ideas by commenting on this post and I'll share what I know (or ask the best questions I can come up with). Let's have a conversation about teaching online!
Posted by: Dillman, Brittany
Pedagogical Design
Posted on: Reading Group for S...
Chapter 5: Notes and questions
1. Erasure: “We must engage in critical self-reflection about the conscious and unconscious ways higher education continues to participate in Native people’s erasure and develop decolonial engagement practices that foreground Native movements for cultural/political sovereignty and self-determination.”
2. Assimilation: “…the problematic goal of assimilation…”
3. Social Justice: “…scholars must work toward social change.”
4. Storying: “Stories are not separate from theory.”
5. Strategies offered:
a. Develop and Maintain Relationships with Indigenous Communities
i. Can a faculty member do this within their pedagogy? How?
ii. Can we encourage our students to do this in our classes/programs? How?
b. Honor Connections to Place
c. Build Community with Indigenous Students
d. Support and Protect Indigenous Student Cultural Practices
e. Foster Student Connections to Home Communities
f. Reframe Concepts of Student Engagement (WE, meaning the university community writ large, are the uninvited guests)
Chapter 6: Notes and Questions
1. “Whiteness is not a culture but a social concept”
2. “Critical White Studies”: ideas for how to use/introduce this to students? Will you? Why or why not? (“critically analyzing Whiteness and racial oppression from the habits and structures of the privileged group”)
3. In your current class design/structure, what ways could your own whiteness influence your students in invisible ways? Does it?
4. In your current class design/structure, what ways could your white students’ whiteness influence your POC, international students, etc… in invisible ways? Does it?
5. What aspects of “humanizing pedagogy” happen in your classes?
6. Have you ever shared your course design with a POC peer?
7. Thoughts of where “Nontraditional” white students (older students, part-time students, transfer students, commuter students, student-parents, veteran students (and I would argue other cross-sectional/intersectional identities of queerness, transgender students, religious minorities, disability, etc…)) and traditional white students INTERSECT or DIVERGE in terms of student success initiatives?
1. Erasure: “We must engage in critical self-reflection about the conscious and unconscious ways higher education continues to participate in Native people’s erasure and develop decolonial engagement practices that foreground Native movements for cultural/political sovereignty and self-determination.”
2. Assimilation: “…the problematic goal of assimilation…”
3. Social Justice: “…scholars must work toward social change.”
4. Storying: “Stories are not separate from theory.”
5. Strategies offered:
a. Develop and Maintain Relationships with Indigenous Communities
i. Can a faculty member do this within their pedagogy? How?
ii. Can we encourage our students to do this in our classes/programs? How?
b. Honor Connections to Place
c. Build Community with Indigenous Students
d. Support and Protect Indigenous Student Cultural Practices
e. Foster Student Connections to Home Communities
f. Reframe Concepts of Student Engagement (WE, meaning the university community writ large, are the uninvited guests)
Chapter 6: Notes and Questions
1. “Whiteness is not a culture but a social concept”
2. “Critical White Studies”: ideas for how to use/introduce this to students? Will you? Why or why not? (“critically analyzing Whiteness and racial oppression from the habits and structures of the privileged group”)
3. In your current class design/structure, what ways could your own whiteness influence your students in invisible ways? Does it?
4. In your current class design/structure, what ways could your white students’ whiteness influence your POC, international students, etc… in invisible ways? Does it?
5. What aspects of “humanizing pedagogy” happen in your classes?
6. Have you ever shared your course design with a POC peer?
7. Thoughts of where “Nontraditional” white students (older students, part-time students, transfer students, commuter students, student-parents, veteran students (and I would argue other cross-sectional/intersectional identities of queerness, transgender students, religious minorities, disability, etc…)) and traditional white students INTERSECT or DIVERGE in terms of student success initiatives?
Posted by: Stacia Moroski-Rigney
Pedagogical Design
Host: MSU Libraries
Renaissances, Revivals, and Records
Throughout history, humans have been finding ways to revive, rebirth, and reconstruct their favorite artistic practices. Music has been one of the greatest playgrounds for these types of explorations. In acts that both pay homage to the past and push the craft forward, renaissances have revolved around time periods, genres, and even mediums. Join us for an interactive listening party where we take a closer look at some iconic musical revivals, ask how we got here, and wonder where we might go next.
Curated and hosted by: Lilly Korkontzelos, MSU Music Library Student Assistant and master’s student in Music Theory
Location: Music Library (4th Floor West)
Navigating Context
EXPIRED