We found 28 results that contain "accessibility"
Posted on: #iteachmsu
Web Content Accessibility Guidelines (WCAG) 2.2
Web Content Accessibility Guidelines (WCAG) 2.2 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.
WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [WCAG20] and WCAG 2.1 [WCAG21], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.
Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.
Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:
Essential Components of Web Accessibility
User Agent Accessibility Guidelines (UAAG) Overview
Authoring Tool Accessibility Guidelines (ATAG) Overview
Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.
WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [WCAG20] and WCAG 2.1 [WCAG21], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.
Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.
Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:
Essential Components of Web Accessibility
User Agent Accessibility Guidelines (UAAG) Overview
Authoring Tool Accessibility Guidelines (ATAG) Overview
Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Data Science in Digital Marketing
The digital revolution is now sweeping small towns and villages perhaps driven by increased accessibility at affordable data costs? The whole world is in our hands and the increase in the usage of digital in rural India, where more than two-thirds of active internet users are present is a great opportunity and a win-win situation for both. They are trying to meet their entertainment and communication needs and we can help them provide the best of service in addition to winning their hearts and pocket.
ASSESSING LEARNING
Posted on: #iteachmsu
Web Content Accessibility Guidelines (WCAG) 2.2
Web Content Accessibility Guidelines (WCAG) 2.2 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.
WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [WCAG20] and WCAG 2.1 [WCAG21], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.
Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.
Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:
Essential Components of Web Accessibility
User Agent Accessibility Guidelines (UAAG) Overview
Authoring Tool Accessibility Guidelines (ATAG) Overview
Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.
WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [WCAG20] and WCAG 2.1 [WCAG21], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.
Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.
Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:
Essential Components of Web Accessibility
User Agent Accessibility Guidelines (UAAG) Overview
Authoring Tool Accessibility Guidelines (ATAG) Overview
Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.
Authored by: Vijaya
Disciplinary Content
Posted on: #iteachmsu
Three Flashes or Below Threshold: Understanding SC 2.3.1
Intent of this Success Criterion
The intent of this Success Criterion is to allow users to access the full content of a site without inducing seizures due to photosensitivity.
Individuals who have photosensitive seizure disorders can have a seizure triggered by content that flashes at certain frequencies for more than a few flashes. People are even more sensitive to red flashing than to other colors, so a special test is provided for saturated red flashing. These guidelines are based on guidelines for the broadcasting industry as adapted for computer screens, where content is viewed from a closer distance (using a larger angle of vision).
Flashing can be caused by the display, the computer rendering the image or by the content being rendered. The author has no control of the first two. They can be addressed by the design and speed of the display and computer. The intent of this criterion is to ensure that flicker that violates the flash thresholds is not caused by the content itself. For example, the content could contain a video clip or animated image of a series of strobe flashes, or close-ups of rapid-fire explosions.
This Success Criterion replaces a much more restrictive criterion in WCAG 1.0 that did not allow any flashing (even of a single pixel) within a broad frequency range (3 to 50 Hz). This Success Criterion is based on existing specifications in use in the UK and by others for television broadcast and has been adapted for computer display viewing. The 1024 x 768 screen is used as the reference screen resolution for the evaluation. The 341 x 256 pixel block represents a 10 degree viewport at a typical viewing distance. (The 10 degree field is taken from the original specifications and represents the central vision portion of the eye, where people are most susceptible to photo stimuli.)
The combined area of flashes occurring concurrently and contiguously means the total area that is actually flashing at the same time. It is calculated by adding up the contiguous area that is flashing simultaneously within any 10 degree angle of view.
Ref: https://www.w3.org/TR/UNDERSTANDING-WCAG20/seizure-does-not-violate.html
The intent of this Success Criterion is to allow users to access the full content of a site without inducing seizures due to photosensitivity.
Individuals who have photosensitive seizure disorders can have a seizure triggered by content that flashes at certain frequencies for more than a few flashes. People are even more sensitive to red flashing than to other colors, so a special test is provided for saturated red flashing. These guidelines are based on guidelines for the broadcasting industry as adapted for computer screens, where content is viewed from a closer distance (using a larger angle of vision).
Flashing can be caused by the display, the computer rendering the image or by the content being rendered. The author has no control of the first two. They can be addressed by the design and speed of the display and computer. The intent of this criterion is to ensure that flicker that violates the flash thresholds is not caused by the content itself. For example, the content could contain a video clip or animated image of a series of strobe flashes, or close-ups of rapid-fire explosions.
This Success Criterion replaces a much more restrictive criterion in WCAG 1.0 that did not allow any flashing (even of a single pixel) within a broad frequency range (3 to 50 Hz). This Success Criterion is based on existing specifications in use in the UK and by others for television broadcast and has been adapted for computer display viewing. The 1024 x 768 screen is used as the reference screen resolution for the evaluation. The 341 x 256 pixel block represents a 10 degree viewport at a typical viewing distance. (The 10 degree field is taken from the original specifications and represents the central vision portion of the eye, where people are most susceptible to photo stimuli.)
The combined area of flashes occurring concurrently and contiguously means the total area that is actually flashing at the same time. It is calculated by adding up the contiguous area that is flashing simultaneously within any 10 degree angle of view.
Ref: https://www.w3.org/TR/UNDERSTANDING-WCAG20/seizure-does-not-violate.html
Authored by: Understanding WCAG 2.0
Disciplinary Content
Posted on: #iteachmsu
AI can turn spoken language into photorealistic sign language videos Read more: https://www.newscie
An AI that can produce photorealistic videos of sign language interpreters from speech could improve accessibility by removing the need for humans.
Ben Saunders at the University of Surrey, UK, and his colleagues used a neural network that converts spoken language into sign language. The system, called SignGAN, then maps these signs on to a 3D model of the human skeleton.
The team also trained the AI on videos of real sign language interpreters, teaching it how to create a photorealistic video of anyone signing based off an image of …
Read more: https://www.newscientist.com/article/2261113-ai-can-turn-spoken-language-into-photorealistic-sign-language-videos/#ixzz6g1KMybts
Ben Saunders at the University of Surrey, UK, and his colleagues used a neural network that converts spoken language into sign language. The system, called SignGAN, then maps these signs on to a 3D model of the human skeleton.
The team also trained the AI on videos of real sign language interpreters, teaching it how to create a photorealistic video of anyone signing based off an image of …
Read more: https://www.newscientist.com/article/2261113-ai-can-turn-spoken-language-into-photorealistic-sign-language-videos/#ixzz6g1KMybts
Posted by: Greg Thomsan
Pedagogical Design
Posted on: #iteachmsu
A student exchange program may involve international travel, but does not necessarily require the st
Checking Your Course Materials & Resources
In anticipation of starting a new semester it is always a good idea to check the materials you plan on using for your course. Here are a couple of pitfalls that could happen, and how you might protect yourself.
1) Where did that go?
Sometimes we link to library resources such as journal articles, books, or media and we expect that the link will be ‘good’ in perpetuity. However, over time things shift and change. It is a good idea to use stable links to ensure that your resources will be available to students when they select the link you have provided. Here is the library resource on using stable links in your course - https://libguides.lib.msu.edu/stablelinks
2) It’s not the limits we set…
Some resources have a limit to the number of individuals who can access the resource at one time. It’s kind of like the olden days when there were only a few copies of a book in the library for hundreds of students. The same occurs in some digital resources. It is a good idea to ensure that your resources don’t have any restrictions, and if they do, that you are aware of these prior to adding these to your final syllabus or course reading list. Here is a library article to help with these situations - https://libguides.lib.msu.edu/c.php?g=917727&p=6913084
3) Deadlines and other support help
If you are experiencing an issue with access or availability to course resources from the library, you should contact them as soon as possible in the planning process. MSU librarians are very skilled and knowledgeable about the availability of resources and suggestions for alternatives when necessary. Here is a link to help with course materials - https://libguides.lib.msu.edu/c.php?g=917727&p=6913084
The aforementioned points are related to resources and materials available through the MSU library. It is always a good idea to check your links and access to third-party resources and materials that you have ‘used in the past’. Over time open and free resources can become fee-for-access (e.g., you will receive a 401 Unauthorized error), as well as being removed from the web entirely (e.g., the dreaded 404 ‘Not Found’ error). Checking these resources early can help you avoid last minute panic and scramble to find alternatives for your course.
In anticipation of starting a new semester it is always a good idea to check the materials you plan on using for your course. Here are a couple of pitfalls that could happen, and how you might protect yourself.
1) Where did that go?
Sometimes we link to library resources such as journal articles, books, or media and we expect that the link will be ‘good’ in perpetuity. However, over time things shift and change. It is a good idea to use stable links to ensure that your resources will be available to students when they select the link you have provided. Here is the library resource on using stable links in your course - https://libguides.lib.msu.edu/stablelinks
2) It’s not the limits we set…
Some resources have a limit to the number of individuals who can access the resource at one time. It’s kind of like the olden days when there were only a few copies of a book in the library for hundreds of students. The same occurs in some digital resources. It is a good idea to ensure that your resources don’t have any restrictions, and if they do, that you are aware of these prior to adding these to your final syllabus or course reading list. Here is a library article to help with these situations - https://libguides.lib.msu.edu/c.php?g=917727&p=6913084
3) Deadlines and other support help
If you are experiencing an issue with access or availability to course resources from the library, you should contact them as soon as possible in the planning process. MSU librarians are very skilled and knowledgeable about the availability of resources and suggestions for alternatives when necessary. Here is a link to help with course materials - https://libguides.lib.msu.edu/c.php?g=917727&p=6913084
The aforementioned points are related to resources and materials available through the MSU library. It is always a good idea to check your links and access to third-party resources and materials that you have ‘used in the past’. Over time open and free resources can become fee-for-access (e.g., you will receive a 401 Unauthorized error), as well as being removed from the web entirely (e.g., the dreaded 404 ‘Not Found’ error). Checking these resources early can help you avoid last minute panic and scramble to find alternatives for your course.
Authored by: Shweta patil
Disciplinary Content
Posted on: #iteachmsu
Evaluations
Identify a student with a disability in your classroom. Specifically, identify a student that has difficulty accessing information or instructions or demonstrating knowledge within the same timeframe as other students. For example, the student might have difficulty staying focused on classwork and, therefore, does not complete work on time. To protect the privacy of your student, please use a first name only, or else use an alias.
Describe the student you selected, making sure to include:
Basic details about the student, including age, gender, first language, etc.
A description of the student's disability category and the barrier that interferes with the student’s ability to access or demonstrate learning
At least three of the student’s strengths
What the student is having difficulty with (e.g., completing a task on time)
Describe the student you selected, making sure to include:
Basic details about the student, including age, gender, first language, etc.
A description of the student's disability category and the barrier that interferes with the student’s ability to access or demonstrate learning
At least three of the student’s strengths
What the student is having difficulty with (e.g., completing a task on time)
Authored by: Shawn Chittle
Posted on: #iteachmsu
Dengue and severe dengue
Key facts
Dengue is a mosquito-borne viral infection.
The virus responsible for causing dengue, is called dengue virus (DENV). There are four DENV serotypes, meaning that it is possible to be infected four times.
Severe dengue is a leading cause of serious illness and death in some Asian and Latin American countries. It requires management by medical professionals.
While many DENV infections produce only mild illness, DENV can cause an acute flu-like illness. Occasionally this develops into a potentially lethal complication, called severe dengue.
There is no specific treatment for dengue/severe dengue. Early detection of disease progression associated with severe dengue, and access to proper medical care lowers fatality rates of severe dengue to below 1%.
Dengue is found in tropical and sub-tropical climates worldwide, mostly in urban and semi-urban areas.
Dengue is a mosquito-borne viral infection.
The virus responsible for causing dengue, is called dengue virus (DENV). There are four DENV serotypes, meaning that it is possible to be infected four times.
Severe dengue is a leading cause of serious illness and death in some Asian and Latin American countries. It requires management by medical professionals.
While many DENV infections produce only mild illness, DENV can cause an acute flu-like illness. Occasionally this develops into a potentially lethal complication, called severe dengue.
There is no specific treatment for dengue/severe dengue. Early detection of disease progression associated with severe dengue, and access to proper medical care lowers fatality rates of severe dengue to below 1%.
Dengue is found in tropical and sub-tropical climates worldwide, mostly in urban and semi-urban areas.
Authored by: Chathu
Posted on: #iteachmsu
A class is a user-defined blueprint or prototype from which objects are created. -- Edited
A class is a user-defined blueprint or prototype from which objects are created. It represents the set of properties or methods that are common to all objects of one type. Using classes, you can create multiple objects with the same behavior instead of writing their code multiple times. This includes classes for objects occurring more than once in your code. https://www.javatpoint.com/microprocessor-introduction In general, class declarations can include these components in order:
Modifiers: A class can be public or have default access (Refer to this for details).
Class name: The class name should begin with the initial letter capitalized by convention.
Superclass (if any): The name of the class’s parent (superclass), if any, preceded by the keyword extends. A class can only extend (subclass) one parent.
Interfaces (if any): A comma-separated list of interfaces implemented by the class, if any, preceded by the keyword implements. A class can implement more than one interface.
Body: The class body is surrounded by braces, { }.
An object is a basic unit of Object-Oriented Programming that represents real-life entities. A typical Java program creates many objects, which as you know, interact by invoking methods. The objects are what perform your code, they are the part of your code visible to the viewer/user. An object mainly consists of:
State: It is represented by the attributes of an object. It also reflects the properties of an object.
Behavior: It is represented by the methods of an object. It also reflects the response of an object to other objects.
Identity: It is a unique name given to an object that enables it to interact with other objects.
Method: A method is a collection of statements that perform some specific task and return the result to the caller. A method can perform some specific task without returning anything. Methods allow us to reuse the code without retyping it, which is why they are considered time savers. In Java, every method must be part of some class, which is different from languages like C, C++, and Python.
Modifiers: A class can be public or have default access (Refer to this for details).
Class name: The class name should begin with the initial letter capitalized by convention.
Superclass (if any): The name of the class’s parent (superclass), if any, preceded by the keyword extends. A class can only extend (subclass) one parent.
Interfaces (if any): A comma-separated list of interfaces implemented by the class, if any, preceded by the keyword implements. A class can implement more than one interface.
Body: The class body is surrounded by braces, { }.
An object is a basic unit of Object-Oriented Programming that represents real-life entities. A typical Java program creates many objects, which as you know, interact by invoking methods. The objects are what perform your code, they are the part of your code visible to the viewer/user. An object mainly consists of:
State: It is represented by the attributes of an object. It also reflects the properties of an object.
Behavior: It is represented by the methods of an object. It also reflects the response of an object to other objects.
Identity: It is a unique name given to an object that enables it to interact with other objects.
Method: A method is a collection of statements that perform some specific task and return the result to the caller. A method can perform some specific task without returning anything. Methods allow us to reuse the code without retyping it, which is why they are considered time savers. In Java, every method must be part of some class, which is different from languages like C, C++, and Python.
Authored by: Vijayalaxmi Mhetre
Disciplinary Content
Posted on: #iteachmsu
Timing and Scheduling Accommodations
Descriptions:
The educator identifies one timing and scheduling accommodation for a student with a disability based on his or her individual learning strengths and needs and the barrier created by the disability.
Introduction
The educator uses a set of guiding questions to identify one timing and scheduling accommodation for a student with a disability based on his or her individual learning strengths and needs and the barrier created by the disability. The educator then implements the accommodation and evaluates its effectiveness.
Key Method Components
This micro-credential, one of four in the Accommodations stack, addresses timing and scheduling accommodations. These micro-credentials are consistent with the Individuals with Disabilities Education Improvement Act (IDEA) requirements, and are therefore relevant to students in grades K-12 with disabilities.
Educators should understand that students with disabilities often encounter barriers when they access the general education curriculum. The Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Improvement Act (IDEA) require that educators provide appropriate accommodations to students with disabilities to address these barriers. Careful consideration of a student’s strengths and needs can help guide the identification and selection of an accommodation that is likely to benefit a student.
The educator identifies one timing and scheduling accommodation for a student with a disability based on his or her individual learning strengths and needs and the barrier created by the disability.
Introduction
The educator uses a set of guiding questions to identify one timing and scheduling accommodation for a student with a disability based on his or her individual learning strengths and needs and the barrier created by the disability. The educator then implements the accommodation and evaluates its effectiveness.
Key Method Components
This micro-credential, one of four in the Accommodations stack, addresses timing and scheduling accommodations. These micro-credentials are consistent with the Individuals with Disabilities Education Improvement Act (IDEA) requirements, and are therefore relevant to students in grades K-12 with disabilities.
Educators should understand that students with disabilities often encounter barriers when they access the general education curriculum. The Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Improvement Act (IDEA) require that educators provide appropriate accommodations to students with disabilities to address these barriers. Careful consideration of a student’s strengths and needs can help guide the identification and selection of an accommodation that is likely to benefit a student.
Posted by: Chathuri Hewapathirana
Disciplinary Content
Posted on: #iteachmsu
accessibility test : reference tool : https://chrome.google.com/webstore/detail/axe-web-accessibility-tes/lhdoppojpmngadmnindnejefpokejbdd
Posted by: Roni Smith
Posted on: #iteachmsu
Software-as-a-Service (SaaS) is a software licensing model in which access to the software is provided on a subscription basis, with the software being located on external servers rather than on servers located in-house. Software-as-a-Service is typically accessed through a web browser, with users logging into the system using a username and password.
Posted by: Rupali Jagtap
Assessing Learning
Posted on: #iteachmsu
Management Information Systems is of paramount importance to reach effective decisions in an organization. The literature presented in this study explained the significant role of MIS in the decision-making process enhancement in an organization. MIS is deemed to be an integrated user-machine system that provides information to support operations, management, and decision-making functions at various levels of an organization. Organizations are aware that MIS is a special-purpose system useful for management objectives. The study has highlighted that MIS should be accessible in supplying appropriate and high-quality information from its generation to its users. To MIS, to be vital and effective, a carefully conceived, designed, and executed database should exist to communicate the adaptive decisions.
Posted by: Rupali Jagtap
Assessing Learning
Host: MSU Libraries
Intro to VR @DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
The Lucky Ones: A Memoir with Author Zara Chowdhary
Please join us for a special Muslim Journeys session led by author Zara Chowdhary. Chowdhary’s memoir recounts surviving the 2002 massacres at Ahmedabad, India, and delves into the history of her multigenerational Muslim family. Free and open to the public. All are welcome, light refreshments served.
More information, including how to obtain the book at: https://libguides.lib.msu.edu/muslimstudies/muslimjourneys.
Co-sponsored by: MSU Creative Writing Program, Islamic Society of Greater Lansing, One Love Global
For parking information visit http://maps.msu.edu/interactive.
Persons with disabilities may request accommodations by emailing Lib.DL.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
Latine Voces Uncensored: Symposium on Latine Narratives
The digital age has brought us virtually (pun, intended) limitless access to information in the digital age. Despite this access, Latine communities continue to confront the challenges of rampant misinformation, censorship and misrepresentation—influencing how Latines are depicted in news coverage to popular culture to domestic and international policies that directly impact (and harm) our communities. Accurate Latine narratives and exposure to our histories are as important as ever. In this timely and important symposium, we address representation and free speech through the lens of Puerto Rican storytelling.
Hosted by Latino Spartans & MSU Chicanx/Latinx Association (ChiLA).
Note: The first half of this event will take place at the Multicultural Center. The Library portion will begin at 1:30 in the Green Room.
Please register by clicking here
Navigating Context
Host: MSU Libraries
Research Data Management: Best Practices for organizing and managing your data
Why is research data management so important? This workshop will help you plan for organizing and managing your data from the outset of your project.
We will look at some basic best practices for:
organizing your data
cleaning/prepping/working with your data
working with multiple data files
storage solutions
long-term archiving and making your data accessible to other researchers
Navigating Context
Host: MSU Libraries
MSU Family Weekend: Game Labs Open House
For MSU Family Weekend, stop by the Libraries' game labs for some down-time fun. The Gerald M Kline Digital and Multimedia Center (Main Library 4 West) is home to game labs for study and recreation alike! Console games from our collection or yours may be played by individuals or groups in our fully equipped video game labs.
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
MSU Family Weekend: Game Labs Open House
For MSU Family Weekend, stop by the Libraries' game labs for some down-time fun. The Gerald M Kline Digital and Multimedia Center (Main Library 4 West) is home to game labs for study and recreation alike! Console games from our collection or yours may be played by individuals or groups in our fully equipped video game labs.
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
EXPIRED
Host: MSU Libraries
Intro to VR @ DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
EXPIRED
Host: CTLI
Navigating D2L Functions as GTAs: Q&A
On behalf of the GREAT office at The Graduate School, check out Navigating D2L Functions as GTAs: Q&A
Date: Thursday, August 28, 2025 - 1:00pm to 2:00pm
Location: Zoom
Audience: Current Graduate Students & Postdocs
You are in a new Graduate Teaching Assistant role and have started working with D2L, and as you do so, questions about various functions and use of these arise. This workshop is a Q & A session with MSU IT experts on D2L, Gradebook, Accessibility Checker, Checklists, etc. Join us if you have any questions and need assistance as you navigate the Learning Management System as GTA.
Facilitators: Cui Cheng (Instructional Designer, MSU IT Educational Technology) and Jennie Wagner (Instructional Designer, MSU IT Educational Technology)
Zoom link will be sent closer to the workshop date.
Register Here
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