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 Teaching Commons: “an emergent conceptual space for exchange and community among faculty, students, and all others committed to learning as an essential activity of life in contemporary democratic society” (Huber and Hutchings, 2005, p.1) What Is the #iteachmsu Commons?    You teach MSU. We, the Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. #iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find blog posts, curated playlists, educator learning module pathways, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond. How Do I Contribute to the #iteachmsu Commons? Content is organized by posts, playlists and pathways.

Posts: Posts are shorter or longer-form blog postings about teaching practice(s), questions for the educator community, and/or upcoming teaching and learning events. With an MSU email address and free account signup, educators can immediately contribute blog posts and connected media (e.g. handouts, slide decks, class activity prompts, promotional materials). All educators at MSU are welcome to use and contribute to #iteachmsu. And there are no traditional editorial calendars. Suggested models of posts can be found here.
Playlists: Playlists are groupings of posts curated by individual educators and the #iteachmsu community. Playlists allow individual educators to tailor their development and community experiences based on teaching competency area, interest, and/or discipline.
Pathways: Pathways are groupings of educator learning modules curated by academic and support units for badges and other credentialing.

There are two ways to add your contribution to the space:

Contribute existing local resources for posts and pathways: Your unit, college, and/or department might already have educator development resources that could be of use to the wider MSU teaching and learning community. These could be existing blog posts on teaching practice, teaching webinars, and/or open educational resources (e.g classroom assessments, activities). This content will make up part of the posts, playlists, and pathways on this site. Educators can then curate these posts into playlists based on their individual interests. Please make sure to have permission to share this content on a central MSU web space.
Contribute new content for posts: A strength of the #iteachmsu Commons is that it immediately allows educators to share teaching resources, questions and events through posts to the entire community. Posts can take a variety of forms and are organized by teaching competency area categories, content tags, date, and popularity. Posts can be submitted by both individual educators and central units for immediate posting but must adhere to #iteachmsu Commons community guidelines. Posts could be:




About your teaching practice(s): You discuss and/or reflect on the practices you’re using in your teaching. In addition to talking about your ideas, successes, and challenges, we hope you also provide the teaching materials you used (sharing the assignment, slidedeck, rubric, etc.)
Responses to teaching ideas across the web or social media: You share your thoughts about teaching ideas they engage with from other media across the web (e.g. blog posts, social media posts, etc.).
Cross-posts from other teaching-related blogs that might be useful for the #iteachmsu community: You cross-post content from other teaching-related blogs they feel might be useful to the #iteachmsu community.
About teaching-related events: You share upcoming teaching related events as well as their thoughts about ideas they engage with events at MSU and beyond (e.g. workshops, conferences, etc.). If these events help you think in new ways about your practice, share them with the #iteachmsu community.
Questions for our community: You pose questions via posts to the larger community to get ideas for their practice and connect with others considering similar questions.



What Are the #iteachmsu Commons Policies?Part of the mission of the #iteachmsu Commons is to provide space for sharing, reflecting, and learning for all educators on our campus wherever they are in their teaching development. The commons is designed to encourage these types of interactions and reflect policies outlined by the MSU Faculty Senate.  We maintain the right to remove any post that violates guidelines as outlined here and by MSU. To maintain a useful and safer commons, we ask that you:

Follow the MSU Guidelines for Social Media.
Engage across the #iteachmsu commons in a civil and respectful manner. Content may be moderated in accordance with the MSU Guidelines for Social Media.
Do not share private or confidential information via shared content on the #iteachmsu Commons.

Content posted on the #iteachmsu Commons is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. Learn more about this licensing here. Posted comments, images, etc. on the #iteachmsu Commons do not necessarily represent the views of Michigan State University or the #iteachmsu Commons Team. Links to external, non-#iteachmsu Commons content do not constitute official endorsement by, or necessarily represent the views of, the #iteachmsu Commons or Michigan State University. What if I Have #iteachmsu Commons Questions and/or Feedback?If you have any concerns about #iteachmsu Commons content, please email us at iteach@msu.edu. We welcome all feedback and thank you for your help in promoting a safer, vibrant and respectful community.  

Teaching Commons: “an emergent conceptual space for exchange and communityamong faculty, students, and all others committed to learning as an essential activity of life in contemporary democratic society”(Huber and Hutchings, 2005, p.1) 
What Is the #iteachmsu Commons?    You teach MSU. We, the Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice.#iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find blog posts, curated playlists, educator learning module pathways, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond.  
How Do I Contribute to the #iteachmsu Commons? Content is organized by posts, playlists and pathways.Posts: Posts are shorter or longer-form blog postings about teaching practice(s), questions for the educator community, and/or upcoming teaching and learning events. With an MSU email address and free account signup, educators can immediately contribute blog posts and connected media (e.g. handouts, slide decks, class activity prompts, promotional materials). All educators at MSU are welcome to use and contribute to #iteachmsu. And there are no traditional editorial calendars. Suggested models of posts can be found here.Playlists: Playlists are groupings of posts curated by individual educators and the #iteachmsu community. Playlists allow individual educators to tailor their development and community experiences based on teaching competency area, interest, and/or discipline.Pathways: Pathways are groupings of educator learning modules curated by academic and support units for badges and other credentialing. 
There are two ways to add your contribution to the space:Contribute existing local resources for posts and pathways: Your unit, college, and/or department might already have educator development resources that could be of use to the wider MSU teaching and learning community. These could be existing blog posts on teaching practice, teaching webinars, and/or open educational resources (e.g classroom assessments, activities). This content will make up part of the posts, playlists, and pathways on this site. Educators can then curate these posts into playlists based on their individual interests. Please make sure to have permission to share this content on a central MSU web space.Contribute new content for posts: A strength of the #iteachmsu Commons is that it immediately allows educators to share teaching resources, questions and events through posts to the entire community. Posts can take a variety of forms and are organized by teaching competency area categories, content tags, date, and popularity. Posts can be submitted by both individual educators and central units for immediate posting but must adhere to #iteachmsu Commons community guidelines.Posts could be:About your teaching practice(s): You discuss and/or reflect on the practices you’re using in your teaching. In addition to talking about your ideas, successes, and challenges, we hope you also provide the teaching materials you used (sharing the assignment, slidedeck, rubric, etc.)Responses to teaching ideas across the web or social media: You share your thoughts about teaching ideas they engage with from other media across the web (e.g. blog posts, social media posts, etc.).Cross-posts from other teaching-related blogs that might be useful for the #iteachmsu community: You cross-post content from other teaching-related blogs they feel might be useful to the #iteachmsu community.About teaching-related events: You share upcoming teaching related events as well as their thoughts about ideas they engage with events at MSU and beyond (e.g. workshops, conferences, etc.). If these events help you think in new ways about your practice, share them with the #iteachmsu community.Questions for our community: You pose questions via posts to the larger community to get ideas for their practice and connect with others considering similar questions.What Are the #iteachmsu Commons Policies?Part of the mission of the #iteachmsu Commons is to provide space for sharing, reflecting, and learning for all educators on our campus wherever they are in their teaching development. The commons is designed to encourage these types of interactions and reflect policies outlined by the MSU Faculty Senate.  We maintain the right to remove any post that violates guidelines as outlined here and by MSU. To maintain a useful and safer commons, we ask that you:Follow the MSU Guidelines for Social Media.Engage across the #iteachmsu commons in a civil and respectful manner. Content may be moderated in accordance with the MSU Guidelines for Social Media.Do not share private or confidential information via shared content on the #iteachmsu Commons.Content posted on the #iteachmsu Commons is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. Learn more about this licensing here. Posted comments, images, etc. on the #iteachmsu Commons do not necessarily represent the views of Michigan State University or the #iteachmsu Commons Team. Links to external, non-#iteachmsu Commons content do not constitute official endorsement by, or necessarily represent the views of, the #iteachmsu Commons or Michigan State University.What if I Have #iteachmsu Commons Questions and/or Feedback?If you have any concerns about #iteachmsu Commons content, please email us at iteach@msu.edu. We welcome all feedback and thank you for your help in promoting a safer, vibrant and respectful community.

1. Consider how AI technology might compel you to revise your course assignments, quizzes, and tests to avoid encouraging unethical or dishonest use of generative AI.  2. Develop and integrate a generative AI policy throughout the course resources:  



Provide clear definitions, expectations, and repercussions of what will happen if students violate the policy.  
Explain the standards of academic integrity in the course, especially as related to use of AI technologies, and review the Integrity of Scholarship and Grades Policy.  






Be clear about what types of AI are acceptable and what versions of the technology students can use or not use.  
Put this policy into D2L and any assignment instructions consistently.  



3. Discuss these expectations when talking about course policies at the beginning of the course and remind students about them as you discuss course assignments:  



Take time to explain to students the pros and cons of generative AI technologies relative to your course. 
Explain the development of your policy and make clear the values, ethics, and philosophies underpinning its development.  






Explain the repercussions of not following the course policy and submit an Academic Dishonesty Report if needed.  



4. If you want to integrate AI in the classroom as an allowed or required resource:  



Consult with MSU IT guidance about recommendations for use and adoption of generative AI technology, including guidelines for keeping you and your data safe.  
Determine if MSU already has access to the tools you desire for free, and if not available through MSU, consider the cost and availability of the resources you will allow or require, and go through MSU's procurement process.   
If you want to require students to use an AI technology that comes with a cost, put the resource into the scheduling system as you would a textbook, so students know that is an anticipated cost to them.  

Usually, large companies and organizations have a vast army of human resources working under them. In such scenarios where there’s a significant number of human employees to manage, it becomes challenging to supervise and manage the activities of the human resources efficiently. Such companies/organizations need an advanced employee management system that can handle everything related to the company’s human resources.
This project aims to build an employee management system that consolidates all the relevant information on a company’s human resources. It has two major components – Admin and Employee.

The group project is a much-dreaded component of undergraduate courses, doubly so if students are expected to create their own project from scratch. However, instructors consistently return to the independent group project as an exercise that, if done properly, stimulates student inquiry and cooperation. In this post, I reflect on my experiences facilitating student-led group projects in a biology course and relate these experiences to the commonalities of independent group work across disciplines. I outline four common issues related to independent group projects, then provide the rationale for managing each issue to maximize learning outcomes.
Issue #1: Students Don’t See the Value of Independent Projects
With several classes, part-time jobs, extracurricular activities, and a social life to manage, we can imagine why undergraduates may prefer working on a prescribed project rather than one they design themselves. Independent projects require a lot of brainpower and effort, and we are all likely inclined to gravitate toward projects in which we can work on each step in a straightforward manner. Much of the work that students will encounter outside the classroom, however, requires flexibility and creativity. Using inquiry is essential to translate knowledge into new situations, and independent projects are a great opportunity to practice inquiry.
 Tips

Emphasize the real-world skills that students gain. This can be particularly valuable for students who aren’t necessarily interested in the subject matter but can see the benefits they gain in other areas, such as problem solving and managing a team.
Explain how each component of the independent project emulates a real practice in the discipline. This communicates to your students that you are putting them through this experience to help them develop their competencies, not to waste their time.
Treat every pitfall as a lesson, not as an opportunity to point out deficiencies. If something goes wrong, help the students figure out a way to move forward. Then, ask the students what they learned from the experience (e.g., how to better communicate, the value of a contingency plan, time management) and how they might strategize differently if confronted with a similar situation.

Issue #2: Designing and Conducting Independent Projects is Overwhelming
Often, the end product of an independent project seems like an unattainable goal. The concept of an independent project can provide freedom, but the lack of structure can leave students feeling lost and unsure of their path. They key for instructors is to provide structure (e.g., schedules, formatting guidelines) without stifling opportunities for students to be creative and take charge of their own learning. 
Tips

Break down the project into manageable goals. Create a guide for students that details out the specific steps that lead to the end product, which includes due dates for smaller components of the project. This will help students feel competent as they achieve each small task and to better manage their time.
Provide iterative feedback. If the only evaluation students receive on their work is their final project grade, they don’t have the opportunity to improve and learn along the way. Checking in with students as they reach each small goal allows both students and instructor to keep track of progress and to make adjustments if a group has gotten off-course.
Take time in class to praise students for their progress. Students may have trouble perceiving their accomplishments, so bringing them up will help to increase student confidence moving forward with the project.
Help groups work through challenges in a structured manner. Ask groups to bring up challenges they have encountered lately, and run a brainstorming session with the entire class to overcome these challenges. Often, other groups will have encountered similar challenges, so working through them together helps students feel more competent and build a sense of community among classmates.

Issue #3: Group Members do not Contribute Equally
A common issue in group projects is that some students don’t have the time or interest to fully participate. This puts an undue burden on the other group members, who must take on a larger role in the project than intended. Instructors can minimize the incentive to “slack off” and create strategies for teams to manage uncooperative group members.
Tips

Have students create a team contract. Provide students with a general template for a group contract with space to detail procedures for written communication among teammates, goals for the project, and consequences for group members who don’t pull their weight. All students should contribute to the creation of the contract and sign it. If an issue arises at any point during the project, the group has a clear path forward to correct the issue.
Build in opportunities for every member to contribute. The threat of being held individually accountable is often enough motivation for students to pull their weight. Take time in class to consult with each group individually or run brainstorming sessions with the entire class, asking individual students to share their experience or discuss project results.

Issue #4: Group Members Have Disparate Goals
Group projects can be frustrating if students clash with teammates due to differing interests or goals. While it’s impossible to remove all disagreement among group members, creating a positive collaborative atmosphere can help students discuss and pursue their goals in a supportive manner. 
Tips

Form groups based on mutual interests. Ask students to sit in different sections of the classroom based on potential project topics, then organize the students into groups based on their “interest zone.” An added bonus to this approach is that student groups will automatically have something in common, which can help them form social bonds and increase the enjoyment of working together.
Make time at the start of the project for students to discuss goals. Talking about how the project might relate to their goals for the course, their undergraduate education, and/or their career helps students understand the motivations of their teammates. When group members understand each other’s motivations, they can adjust their expectations and support the achievement of a variety of goals.

While your students may not enjoy the long hours, issues with teammates, and frustrations that accompany the independent group project, they may come to appreciate the lessons learned from their experiences. An example of working through a road block on their project could become a scenario they describe in a job interview. Dealing with an uncooperative group member could inform their approach to team management in their career. Engaging in inquiry could become the foundation for a student’s decision to pursue graduate school. Keep these outcomes in mind, and make every effort to put a positive spin on student progress.

Further Reading
Guide: “What are Best Practices for Designing Group Projects?” from Carnegie Mellon University. https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/design.html
Guide: “Group Work: Using Cooperative Learning Groups Effectively” from Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/
Guide: “Successful Group Projects” from University of Leicester. https://www2.le.ac.uk/offices/ld/resources/study/group-projects
Article: Creating Positive Group Project Experiences by Chapman and van Auken. http://journals.sagepub.com/doi/abs/10.1177/0273475301232005

Just over 3 billion people are online with an estimated 17 billion connected devices or sensors. [9] That generates a large amount of data which, combined with decreasing costs of data storage, is easily available for use. Machine learning can use this as training data for learning algorithms, developing new rules to perform increasingly complex tasks.
Just over 3 billion people are online with an estimated 17 billion connected devices or sensors.  That generates a large amount of data which, combined with decreasing costs of data storage, is easily available for use. Machine learning can use this as training data for learning algorithms, developing new rules to perform increasingly complex tasks.
Just over 3 billion people are online with an estimated 17 billion connected devices or sensors. [9] That generates a large amount of data which, combined with decreasing costs of data storage, is easily available for use. Machine learning can use this as training data for learning algorithms, developing new rules to perform increasingly complex tasks.
Just over 3 billion people are online with an estimated 17 billion connected devices or sensors. That generates a large amount of data which, combined with decreasing costs of data storage, is easily available for use. Machine learning can use this as training data for learning algorithms, developing new rules to perform increasingly complex tasks.

They were wrong. It soon became obvious that employees, less than engaged, were more likely to roll their eyes than roll up their sleeves when the new change requirements were explained to them. "Change fatigue" was ubiquitous. After all, the current effort was just the latest in a long string of change efforts—few of which had succeeded.
Even more worrisome: proof of resistance was everywhere, confidence in the company's senior management was low, and there was little clarity concerning the factors by which employees were measured. Long story short: the changes went nowhere fast. In that respect, the energy company was no different from the myriads of other organizations that fail to do a proper job of delivering transformational changes.
Today, the company's story is quite different. The targeted savings have been achieved—and are being sustained. Many of the company's functions are cost-effective, thanks largely to motivated in-house teams of line managers. The key initiatives are explicitly defined and owned, and managers know which milestones the organization must achieve and when, as well as which course corrections they must make if a milestone is likely to be missed.
 
 

Ref


Testing article

Educator provides evidence
of their understanding of communication and outlines and provides evidence of a lesson that uses technology to support students’ use of communication in learning.
Method Components
What are the 4Cs?
The 4Cs for 21st century learning are Creativity, Critical Thinking, Communication, and Collaboration. They are part of the framework for 21st Century Learning and are designed to support student learning in today’s world and are skills they can use in college and career.
What is communication (and what isn’t it)?
The P21 framework emphasizes effective use of oral, written, and nonverbal communication skills for multiple purposes (e.g., to inform, instruct, motivate, persuade, and share ideas). It also focuses on effective listening, using technology to communicate, and being able to evaluate the effectiveness of communication efforts—all within diverse contexts (adapted from P21). Note that working in partners is a great way to collaborate or build shared understanding but a critical part of communication is sharing with an authentic audience.
Example strategies that use technology to support communication in the classroom:

Host a TED-style conference or showcases for your students to present original ideas on a topic of interest to them to an authentic, external audience. Record and post the videos to a youtube stream.
Provide opportunities to listen and ask questions through back channel tools like Today’s Meet or even Twitter.
Have your students publish their work through blogs, by creating websites, and by building other online resources that are shared with authentic audiences.
For other ideas see the resources below.