We found 33 results that contain "interest"
Posted on: #iteachmsu
Who certifies your management system?
An independent and impartial certification by DQS provides you with the certainty that your management system is stable and compliant with standards. And it shows whether it is suitable for actually achieving the planned goals. Our auditors take a holistic, impartial look at people, processes, systems, and results.
Our high-impulse audits and the certainty of the effectiveness of your management and improvement processes give you a high degree of decision-making security.
In addition, an internationally recognized certificate serves as proof of performance, strengthening both your company's image and its competitiveness.
In order to maintain our independence and avoid conflicts of interest, we do not provide consulting services for the implementation of management systems.
Our high-impulse audits and the certainty of the effectiveness of your management and improvement processes give you a high degree of decision-making security.
In addition, an internationally recognized certificate serves as proof of performance, strengthening both your company's image and its competitiveness.
In order to maintain our independence and avoid conflicts of interest, we do not provide consulting services for the implementation of management systems.
DISCIPLINARY CONTENT
Posted on: #iteachmsu
ADHD Students and Classroom Considerations
The culture of the classroom can either support or create barriers to student success (Piffner,
2011).
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).
When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.
When using a proactive approach to classroom management, teachers support all students and
create conditions that prepare them for learning (Piffner, 2011).
Some strategies for positive management include clear directions, meaningful feedback, and opportunities for collaboration with peers. Here are some others.
2011).
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).
When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.
When using a proactive approach to classroom management, teachers support all students and
create conditions that prepare them for learning (Piffner, 2011).
Some strategies for positive management include clear directions, meaningful feedback, and opportunities for collaboration with peers. Here are some others.
NAVIGATING CONTEXT
Posted on: #iteachmsu
10 Types of Social Media and How Each Can Benefit Your Business
Social media may take the form of a variety of tech-enabled activities. These activities include photo sharing, blogging, social gaming, social networks, video sharing, business networks, virtual worlds, reviews and much more. Even governments and politicians utilize social media to engage with constituents and voters.
For individuals, social media is used to keep in touch with friends and extended family. Some people will use various social media applications to network career opportunities, find people across the globe with like interests, and share their thought, feelings, insight, and emotions. Those who engage in these activities are part of a virtual social network.
For businesses, social media is an indispensable tool. Companies use the platform to find and engage with customers, drive sales through advertising and promotion, gauge consumer trends, and offering customer service or support.
For individuals, social media is used to keep in touch with friends and extended family. Some people will use various social media applications to network career opportunities, find people across the globe with like interests, and share their thought, feelings, insight, and emotions. Those who engage in these activities are part of a virtual social network.
For businesses, social media is an indispensable tool. Companies use the platform to find and engage with customers, drive sales through advertising and promotion, gauge consumer trends, and offering customer service or support.
ASSESSING LEARNING
Posted on: #iteachmsu
1-ADHD Students and Classroom Considerations-1
The culture of the classroom can either support or create barriers to student success (Piffner,
2011).
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).
When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.
2011).
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).
When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.
Posted on: #iteachmsu
ADHD Students and Classroom
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).
When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.
When using a proactive approach to classroom management, teachers support all students and
create conditions that prepare them for learning (Piffner, 2011).
Some strategies for positive management include clear directions, meaningful feedback, and opportunities for collaboration with peers. Here are some others
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).
When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.
When using a proactive approach to classroom management, teachers support all students and
create conditions that prepare them for learning (Piffner, 2011).
Some strategies for positive management include clear directions, meaningful feedback, and opportunities for collaboration with peers. Here are some others
NAVIGATING CONTEXT
Posted on: #iteachmsu
Playlist -- Management skills
WHAT IS MIS? | MANAGEMENT INFORMATION SYSTEMS
Management Information Systems (MIS) is the study of people, technology, organizations, and the relationships among them. MIS professionals help firms realize maximum benefit from investment in personnel, equipment, and business processes. MIS is a people-oriented field with an emphasis on service through technology. If you have an interest in technology and have the desire to use technology to improve people’s lives, a degree in MIS may be for you.
MIS PROFESSIONALS MAKE BUSINESS BETTER
Businesses use information systems at all levels of operation to collect, process, and store data. Management aggregates and disseminates this data in the form of information needed to carry out the daily operations of business. Everyone who works in business, from someone who pays the bills to the person who makes employment decisions, uses information systems. A car dealership could use a computer database to keep track of which products sell best. A retail store might use a computer-based information system to sell products over the Internet. In fact, many (if not most) businesses concentrate on the alignment of MIS with business goals to achieve competitive advantage over other businesses.
MIS professionals create information systems for data management (i.e., storing, searching, and analyzing data). In addition, they manage various information systems to meet the needs of managers, staff and customers. By working collaboratively with various members of their work group, as well as with their customers and clients, MIS professionals are able to play a key role in areas such as information security, integration, and exchange. As an MIS major, you will learn to design, implement, and use business information systems in innovative ways to increase the effectiveness and efficiency of your company.
MORE THAN CODING
A common misconception is that MIS only concerns coding (or writing computer code). While coding concepts represent some of the fundamental principles of information systems development, implementation, and use, many jobs in MIS do not utilize coding at all. A large portion of the MIS degree focuses on data analysis, teamwork, leadership, project management, customer service, and underlying business theories. These aspects of the degree are what set the MIS professional apart from a computer science specialist.
Do you enjoy working with people?
Would you enjoy the chance to work on global problems with people from all over the world?
Do you enjoy analyzing and solving problems?
Do you want to create innovative, cutting-edge technology solutions?
Do you want to learn how to make businesses more efficient, effective and competitive?
Then you should consider as your major the field that is experiencing a critical shortage of professionally trained individuals. A field where demand is skyrocketing with projected growth rates of 38 percent – the fastest of any business discipline (U.S. Bureau of Labor Statistics).
WHAT KINDS OF PEOPLE PURSUE MIS DEGREES?
The profiles of MIS professionals are varied, but in general, such individuals possess many of the following traits:
good problem solving skills
ability to effectively manage time and resources
a clear vision of “the big picture” as well as the “small details”
a desire to work closely with other people
excellent communication skills
ability to think strategically about technology
a desire to take responsibility for developing and implementing their own ideas
Management Information Systems (MIS) is the study of people, technology, organizations, and the relationships among them. MIS professionals help firms realize maximum benefit from investment in personnel, equipment, and business processes. MIS is a people-oriented field with an emphasis on service through technology. If you have an interest in technology and have the desire to use technology to improve people’s lives, a degree in MIS may be for you.
MIS PROFESSIONALS MAKE BUSINESS BETTER
Businesses use information systems at all levels of operation to collect, process, and store data. Management aggregates and disseminates this data in the form of information needed to carry out the daily operations of business. Everyone who works in business, from someone who pays the bills to the person who makes employment decisions, uses information systems. A car dealership could use a computer database to keep track of which products sell best. A retail store might use a computer-based information system to sell products over the Internet. In fact, many (if not most) businesses concentrate on the alignment of MIS with business goals to achieve competitive advantage over other businesses.
MIS professionals create information systems for data management (i.e., storing, searching, and analyzing data). In addition, they manage various information systems to meet the needs of managers, staff and customers. By working collaboratively with various members of their work group, as well as with their customers and clients, MIS professionals are able to play a key role in areas such as information security, integration, and exchange. As an MIS major, you will learn to design, implement, and use business information systems in innovative ways to increase the effectiveness and efficiency of your company.
MORE THAN CODING
A common misconception is that MIS only concerns coding (or writing computer code). While coding concepts represent some of the fundamental principles of information systems development, implementation, and use, many jobs in MIS do not utilize coding at all. A large portion of the MIS degree focuses on data analysis, teamwork, leadership, project management, customer service, and underlying business theories. These aspects of the degree are what set the MIS professional apart from a computer science specialist.
Do you enjoy working with people?
Would you enjoy the chance to work on global problems with people from all over the world?
Do you enjoy analyzing and solving problems?
Do you want to create innovative, cutting-edge technology solutions?
Do you want to learn how to make businesses more efficient, effective and competitive?
Then you should consider as your major the field that is experiencing a critical shortage of professionally trained individuals. A field where demand is skyrocketing with projected growth rates of 38 percent – the fastest of any business discipline (U.S. Bureau of Labor Statistics).
WHAT KINDS OF PEOPLE PURSUE MIS DEGREES?
The profiles of MIS professionals are varied, but in general, such individuals possess many of the following traits:
good problem solving skills
ability to effectively manage time and resources
a clear vision of “the big picture” as well as the “small details”
a desire to work closely with other people
excellent communication skills
ability to think strategically about technology
a desire to take responsibility for developing and implementing their own ideas
Posted on: #iteachmsu
ADHD Students and Classroom Considerations
The culture of the classroom can either support or create barriers to student success (Piffner,
2011).
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).
When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.
2011).
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).
When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.
Posted on: #iteachmsu
Who certifies your management system?
An independent and impartial certification by DQS provides you with the certainty that your management system is stable and compliant with standards. And it shows whether it is suitable for actually achieving the planned goals. Our auditors take a holistic, impartial look at people, processes, systems, and results.
Our high-impulse audits and the certainty of the effectiveness of your management and improvement processes give you a high degree of decision-making security.
In addition, an internationally recognized certificate serves as proof of performance, strengthening both your company's image and its competitiveness.
In order to maintain our independence and avoid conflicts of interest, we do not provide consulting services for the implementation of management systems.
Our high-impulse audits and the certainty of the effectiveness of your management and improvement processes give you a high degree of decision-making security.
In addition, an internationally recognized certificate serves as proof of performance, strengthening both your company's image and its competitiveness.
In order to maintain our independence and avoid conflicts of interest, we do not provide consulting services for the implementation of management systems.
JUSTICE AND BELONGING
Posted on: #iteachmsu
Facilitating Independent Group Projects
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
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
Posted by: Chathuri Super admin..
Pedagogical Design
Posted on: #iteachmsu
About
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.
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.
Posted by: Chathuri Super admin..
Posted on: #iteachmsu
ABOUT
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.
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.
Posted by: Chathuri Super admin..
Assessing Learning
Posted on: #iteachmsu
Careers for iGen'ers - You Need Either Skills or Education: Test article
Careers for iGen'ers - You Need Either Skills or Education
If you are iGen and looking for a career, please pick a major in fields where there will be plenty of jobs and avoid fields where the jobs are limited. Unless of course you are so different and truly one of a kind like: Michael Jordan, Prince, The Beatles, Albert Einstein, Bill Gates, Elon Musk, Kim Kardashian (just kidding).
You have two choices - pick a trade or get the right college education. Low skilled jobs will continue to disappear and you can not raise a family on the income from a low skilled job. You either need skills or education.
Healthcare and high tech are the booming fields now and that will continue for decades.
Thus careers in science, engineering, software, and medicine are a good choice.
There won't be many jobs for people who major in English, history, philosophy etc. Sorry.
If you want help choosing a new career, or making those big career decisions, check out my career counseling services.
Electrical Engineering and Software Engineering look really good. As does nursing, and being a family doctor.
Civil Engineering offers very few jobs since we are not building a lot of bridges and buildings. So avoid that.
Automotive engineering is tough. Not many US jobs except in the electric car field.
Jobs that must be done in person such as plumbers, electricians, barbers, beauticians, should still be in demand, although lower paying than jobs requiring a college education. The trades are more stable than many other careers.
Sales jobs will continue to shrink. Retails sales jobs are disappearing as shopping malls close and as Amazon takes over the world. Sales people are usually just middlemen. Who needs them? Sorry... However, sales people that do business development and find new customers are a different story. But the days of being a shoe salesman in a mall store are gone.
Business development and marketing are still good fields, but will see some unexpected changes.
The auto mechanic field is going to go through interesting changes with the growth of electric vehicles and self driving vehicles. EV's have less moving parts and fewer fluids to replace, but they still need tire changes.
Taxi driver jobs and truck driver jobs will start to experience less demand as automated vehicles take over. However, as of 2018, the demand for truck drivers is booming.
As automated electric vehicles take over, the need for individuals to own a car will be reduced. It will become more simple, less expensive, and more efficient to just walk outside, call up an app, have a driver-less Uber pick you up and take you to wherever you want to go. As long as a car can show up in 5 minutes or so, that will be the way to go. Owning your own car is not efficient, nor a good investment. Cars sit around doing nothing for 98% of their existence. They take up space, they consume your money on insurance and repairs even while they are just sitting doing nothing. How this will affect jobs, careers and the workplace will be interesting, and iGen'ers will be the first to experience this.
Space flight related jobs will pick up as we focus on getting people to the moon, Mars, and space stations.
Geology jobs, especially related to finding minerals on other planets should see a rise in demand.
Virtual Reality related jobs (whatever those are?) will pick up as VR technology becomes ubiquitous. Probably creating VR experiences will be popular.
The generation after the iGen'ers will be the ones who grow up thinking virtual reality is normal.
If you are iGen and looking for a career, please pick a major in fields where there will be plenty of jobs and avoid fields where the jobs are limited. Unless of course you are so different and truly one of a kind like: Michael Jordan, Prince, The Beatles, Albert Einstein, Bill Gates, Elon Musk, Kim Kardashian (just kidding).
You have two choices - pick a trade or get the right college education. Low skilled jobs will continue to disappear and you can not raise a family on the income from a low skilled job. You either need skills or education.
Healthcare and high tech are the booming fields now and that will continue for decades.
Thus careers in science, engineering, software, and medicine are a good choice.
There won't be many jobs for people who major in English, history, philosophy etc. Sorry.
If you want help choosing a new career, or making those big career decisions, check out my career counseling services.
Electrical Engineering and Software Engineering look really good. As does nursing, and being a family doctor.
Civil Engineering offers very few jobs since we are not building a lot of bridges and buildings. So avoid that.
Automotive engineering is tough. Not many US jobs except in the electric car field.
Jobs that must be done in person such as plumbers, electricians, barbers, beauticians, should still be in demand, although lower paying than jobs requiring a college education. The trades are more stable than many other careers.
Sales jobs will continue to shrink. Retails sales jobs are disappearing as shopping malls close and as Amazon takes over the world. Sales people are usually just middlemen. Who needs them? Sorry... However, sales people that do business development and find new customers are a different story. But the days of being a shoe salesman in a mall store are gone.
Business development and marketing are still good fields, but will see some unexpected changes.
The auto mechanic field is going to go through interesting changes with the growth of electric vehicles and self driving vehicles. EV's have less moving parts and fewer fluids to replace, but they still need tire changes.
Taxi driver jobs and truck driver jobs will start to experience less demand as automated vehicles take over. However, as of 2018, the demand for truck drivers is booming.
As automated electric vehicles take over, the need for individuals to own a car will be reduced. It will become more simple, less expensive, and more efficient to just walk outside, call up an app, have a driver-less Uber pick you up and take you to wherever you want to go. As long as a car can show up in 5 minutes or so, that will be the way to go. Owning your own car is not efficient, nor a good investment. Cars sit around doing nothing for 98% of their existence. They take up space, they consume your money on insurance and repairs even while they are just sitting doing nothing. How this will affect jobs, careers and the workplace will be interesting, and iGen'ers will be the first to experience this.
Space flight related jobs will pick up as we focus on getting people to the moon, Mars, and space stations.
Geology jobs, especially related to finding minerals on other planets should see a rise in demand.
Virtual Reality related jobs (whatever those are?) will pick up as VR technology becomes ubiquitous. Probably creating VR experiences will be popular.
The generation after the iGen'ers will be the ones who grow up thinking virtual reality is normal.
Authored by: Chathuri
Pedagogical Design
Posted on: #iteachmsu
What is Lorem Ipsum?
What is Lorem Ipsum?
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop publishing software like Aldus PageMaker including versions of Lorem Ipsum.
Why do we use it?
It is a long established fact that a reader will be distracted by the readable content of a page when looking at its layout. The point of using Lorem Ipsum is that it has a more-or-less normal distribution of letters, as opposed to using 'Content here, content here', making it look like readable English. Many desktop publishing packages and web page editors now use Lorem Ipsum as their default model text, and a search for 'lorem ipsum' will uncover many web sites still in their infancy. Various versions have evolved over the years, sometimes by accident, sometimes on purpose (injected humour and the like).
Where does it come from?
Contrary to popular belief, Lorem Ipsum is not simply random text. It has roots in a piece of classical Latin literature from 45 BC, making it over 2000 years old. Richard McClintock, a Latin professor at Hampden-Sydney College in Virginia, looked up one of the more obscure Latin words, consectetur, from a Lorem Ipsum passage, and going through the cites of the word in classical literature, discovered the undoubtable source. Lorem Ipsum comes from sections 1.10.32 and 1.10.33 of "de Finibus Bonorum et Malorum" (The Extremes of Good and Evil) by Cicero, written in 45 BC. This book is a treatise on the theory of ethics, very popular during the Renaissance. The first line of Lorem Ipsum, "Lorem ipsum dolor sit amet..", comes from a line in section 1.10.32.
The standard chunk of Lorem Ipsum used since the 1500s is reproduced below for those interested. Sections 1.10.32 and 1.10.33 from "de Finibus Bonorum et Malorum" by Cicero are also reproduced in their exact original form, accompanied by English versions from the 1914 translation by H. Rackham.
Where can I get some?
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop publishing software like Aldus PageMaker including versions of Lorem Ipsum.
Why do we use it?
It is a long established fact that a reader will be distracted by the readable content of a page when looking at its layout. The point of using Lorem Ipsum is that it has a more-or-less normal distribution of letters, as opposed to using 'Content here, content here', making it look like readable English. Many desktop publishing packages and web page editors now use Lorem Ipsum as their default model text, and a search for 'lorem ipsum' will uncover many web sites still in their infancy. Various versions have evolved over the years, sometimes by accident, sometimes on purpose (injected humour and the like).
Where does it come from?
Contrary to popular belief, Lorem Ipsum is not simply random text. It has roots in a piece of classical Latin literature from 45 BC, making it over 2000 years old. Richard McClintock, a Latin professor at Hampden-Sydney College in Virginia, looked up one of the more obscure Latin words, consectetur, from a Lorem Ipsum passage, and going through the cites of the word in classical literature, discovered the undoubtable source. Lorem Ipsum comes from sections 1.10.32 and 1.10.33 of "de Finibus Bonorum et Malorum" (The Extremes of Good and Evil) by Cicero, written in 45 BC. This book is a treatise on the theory of ethics, very popular during the Renaissance. The first line of Lorem Ipsum, "Lorem ipsum dolor sit amet..", comes from a line in section 1.10.32.
The standard chunk of Lorem Ipsum used since the 1500s is reproduced below for those interested. Sections 1.10.32 and 1.10.33 from "de Finibus Bonorum et Malorum" by Cicero are also reproduced in their exact original form, accompanied by English versions from the 1914 translation by H. Rackham.
Where can I get some?
Authored by: article 2
Posted on: #iteachmsu
Connecting Knowledge to Action through Global Education Competency
Global Education
Global education helps students develop their capacity to be informed, open-minded, and responsible people who are responsive to diverse perspectives. Global education prepares us to address the world’s most pressing issues collaboratively, equitably, and sustainably. Global education helps students understand that pressing issues must be faced in an interdisciplinary way, given the complexity of environments and competing needs and interests.
Through global education, students will prepare to thrive and lead change in an interconnected world. Students will engage in dimensions of cultural diversity to reach common understandings and goals. Through a stronger awareness of global issues, students will be able to address today’s greatest challenges and make a difference in the world, both collaboratively and equitably.
Global education helps students develop their capacity to be informed, open-minded, and responsible people who are responsive to diverse perspectives. Global education prepares us to address the world’s most pressing issues collaboratively, equitably, and sustainably. Global education helps students understand that pressing issues must be faced in an interdisciplinary way, given the complexity of environments and competing needs and interests.
Through global education, students will prepare to thrive and lead change in an interconnected world. Students will engage in dimensions of cultural diversity to reach common understandings and goals. Through a stronger awareness of global issues, students will be able to address today’s greatest challenges and make a difference in the world, both collaboratively and equitably.
Authored by: Clark County Education Association
Navigating Context
Posted on: #iteachmsu
Visual and Environmental Prompts:
Use behavioral and environmental prompts to increase desired classroom behaviors. For example, pictorial prompts of students attending in class serve as a reminder of the teacher’s expectations for learning and behavior. Electronic visual aids such as interactive whiteboards and document cameras are helpful for capturing the attention of students with ADHD (Piffner, 2011).
https://www.cliffsnotes.com/study-guides/principles-of-management/the-evolution-of-management-thought/behavioral-management-theory
Additionally, the use of tablets and computers may engage students more fully in learning activities.
Priming Procedure: Prime the student before an assignment or lesson byreviewing a list of student-identified privileges or reinforcements that can beearned following a specified work period.
Proximity Control: Teacher proximity is highly effective for helping studentswith ADHD maintain attention. For example, the teacher may move closer to thestudent when giving directions and monitoring seatwork.
Timers: Set a timer to indicate how much time remains in the lesson or workperiod. The timer should be clearly visible so students can check remaining timeand monitor their progress.
Wristwatch or Smartphone: Teach the student to use a wristwatch orsmartphone to manage time when completing assigned work. Many watches andsmartphones have built-in timers that can be programmed to beep at set intervals.
Music: Play different levels and tempos of music to help students understand theactivity level appropriate for particular lessons. For example, using quiet classicalmusic for individual learning activities helps block distractions and creates a calmclassroom environment (U.S. Department of Education, 2006).
Children with ADHD require specific and frequent feedback and/or reinforcementimmediately following the demonstration of desired behaviors. When students arelearning new behaviors, it is generally important to reinforce close approximations firstas a way to shape behavior. Once a behavior is established, the frequency ofreinforcement can be gradually decreased. Students with ADHD tend to quickly loseinterest with repetition, so a variety of easy-to-implement reinforcers should beconsidered.Praise, Praise, Praise: Attentiveness and appropriate classroom behavior areprerequisites for learning; therefore, interventions that promote these behaviorsshould be an integral part of the teaching process for all students. When teachersare attentive to positive behavior and specifically praise students for thesebehaviors, they can engage students before their attention drifts while highlightingdesired behavior (U.S. Department of Education, 2006).
https://www.cliffsnotes.com/study-guides/principles-of-management/the-evolution-of-management-thought/behavioral-management-theory
Additionally, the use of tablets and computers may engage students more fully in learning activities.
Priming Procedure: Prime the student before an assignment or lesson byreviewing a list of student-identified privileges or reinforcements that can beearned following a specified work period.
Proximity Control: Teacher proximity is highly effective for helping studentswith ADHD maintain attention. For example, the teacher may move closer to thestudent when giving directions and monitoring seatwork.
Timers: Set a timer to indicate how much time remains in the lesson or workperiod. The timer should be clearly visible so students can check remaining timeand monitor their progress.
Wristwatch or Smartphone: Teach the student to use a wristwatch orsmartphone to manage time when completing assigned work. Many watches andsmartphones have built-in timers that can be programmed to beep at set intervals.
Music: Play different levels and tempos of music to help students understand theactivity level appropriate for particular lessons. For example, using quiet classicalmusic for individual learning activities helps block distractions and creates a calmclassroom environment (U.S. Department of Education, 2006).
Children with ADHD require specific and frequent feedback and/or reinforcementimmediately following the demonstration of desired behaviors. When students arelearning new behaviors, it is generally important to reinforce close approximations firstas a way to shape behavior. Once a behavior is established, the frequency ofreinforcement can be gradually decreased. Students with ADHD tend to quickly loseinterest with repetition, so a variety of easy-to-implement reinforcers should beconsidered.Praise, Praise, Praise: Attentiveness and appropriate classroom behavior areprerequisites for learning; therefore, interventions that promote these behaviorsshould be an integral part of the teaching process for all students. When teachersare attentive to positive behavior and specifically praise students for thesebehaviors, they can engage students before their attention drifts while highlightingdesired behavior (U.S. Department of Education, 2006).
Authored by: Piffner, 2011
Posted on: #iteachmsu
Article created by Group Admin
Contrary to popular belief, Lorem Ipsum is not simply random text. It has roots in a piece of classical Latin literature from 45 BC, making it over 2000 years old. Richard McClintock, a Latin professor at Hampden-Sydney College in Virginia, looked up one of the more obscure Latin words, consectetur, from a Lorem Ipsum passage, and going through the cites of the word in classical literature, discovered the undoubtable source. Lorem Ipsum comes from sections 1.10.32 and 1.10.33 of "de Finibus Bonorum et Malorum" (The Extremes of Good and Evil) by Cicero, written in 45 BC. This book is a treatise on the theory of ethics, very popular during the Renaissance. The first line of Lorem Ipsum, "Lorem ipsum dolor sit amet..", comes from a line in section 1.10.32.
The standard chunk of Lorem Ipsum used since the 1500s is reproduced below for those interested. Sections 1.10.32 and 1.10.33 from "de Finibus Bonorum et Malorum" by Cicero are also reproduced in their exact original form, accompanied by English versions from the 1914 translation by H. Rackham.
The standard chunk of Lorem Ipsum used since the 1500s is reproduced below for those interested. Sections 1.10.32 and 1.10.33 from "de Finibus Bonorum et Malorum" by Cicero are also reproduced in their exact original form, accompanied by English versions from the 1914 translation by H. Rackham.
Posted by: E1 GA
Pedagogical Design
Posted on: #iteachmsu
Interest-based Advertising:
This type of advertisement tries to capture and understand the interest of the users. It is targeted on the basis of the visitor and not the content. So, if I am surfing Myntra for clothes and then I switch to Facebook, I will see the advertisement for Myntra there. The website comes up with ads based on Interest-based Advertising.
This type of advertisement tries to capture and understand the interest of the users. It is targeted on the basis of the visitor and not the content. So, if I am surfing Myntra for clothes and then I switch to Facebook, I will see the advertisement for Myntra there. The website comes up with ads based on Interest-based Advertising.
Posted by: Rupali Jagtap
Posted on: #iteachmsu
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
Posted by: Chathuri Super admin..
Disciplinary Content
Posted on: #iteachmsu
The Science of Posture
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
Posted by: Chathuri Super admin..
Navigating Context
Posted on: #iteachmsu
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
I’ll confess up front: I have terrible posture. It’s been bad since I was in high school at least, and probably for even longer than that. It’s one of those things I keep in the back of my mind as something I know I should do, but never get around to, like eating more vegetables and sending more postcards.
It’s really interesting to explore commonly-held assumptions for the Buffer blog, because I often find out surprising things. Researching how our posture affects us was no different. If you’re like me and struggle to sit up straight when you know you should, you might like this post.
Posted by: Chathuri Super admin..
Pedagogical Design
Host: CTLI
Educators as Researchers: The SoTL Approach to Innovative Teaching
Curious about conducting research in your classroom as a means to improve student outcomes? Join us for an informative workshop that introduces the fundamentals of the Scholarship of Teaching and Learning (SoTL), which involves the systematic study of teaching and learning in higher education to improve student success. In this session, you'll discover how SoTL can transform your teaching and contribute to your professional growth. We'll guide you through the key steps of a SoTL inquiry, from formulating research questions to sharing your findings. Plus, you'll explore examples of impactful SoTL projects and learn about resources available to help you get started. Whether you're new to SoTL or looking to refine your approach, this session offers valuable insights into the research-based approach to improving student learning.
Upon completion of this learning experience, participants will be able to:
define SoTL and describe its core principles
explain the importance of SoTL in enhancing student learning and improving teaching practices
identify differences between SOTL and traditional research in higher education
describe how SoTL can contribute to professional development, tenure, and promotion in higher education
outline the key steps involved in a SoTL inquiry, from formulating a question to dissemination
explore examples of SoTL projects in various disciplines
identify institutional and external resources available for faculty interested in SoTL (funding, mentorship, workshops)
describe ethical considerations when conducting SoTL research, including the use of student data, informed consent, IRB, etc.
Navigating Context
EXPIRED
Host: MSU Libraries
Annual Digital Humanities THATCamp 2025
Greetings from the MSU Digital Humanities Community!
Please share the following invitation with your faculty colleagues, students, and staff.
We would like to invite you and your colleagues to join us for the annual Digital Humanities THATCamp, taking place on Thursday, August 21st from 8:30AM - 3:00PM in the Digital Scholarship Lab of the MSU Main Library (Second Floor, West).
*Light breakfast, lunch will be served. Please join us for an Ice Cream Social from 3:15PM-4:30PM. Location outdoors, TBD.
Please register here.
What is THATCamp?
THATCamp stands for “The Humanities and Technology Camp.” It is an unconference: an open, less formal meeting where humanists and technologists of all skill levels learn and build together in sessions proposed on the spot (From: http://thatcamp.org/about).
Who is THATCamp for?
This day-long, in person, fun, unconference is a fantastic opportunity for people on campus, whether formally a part of the DH@MSU community or not, to gather, learn from each other, and make connections to carry forward into the academic year. We welcome:
Members of the DH@MSU community, old and new
Students in the Digital Humanities undergraduate minor or graduate certificate, and students interested in the minor/certificate
Humanists who are engaged in digital and computer-assisted research, teaching, and creation
Anyone doing or interested in exploring work in the digital, especially (but not exclusively) in the areas of arts, humanities, and social sciences
Why THATCamp MSU?
DH@MSU is continuing our annual THATCamp each August targeted at MSU faculty, staff, and students for a few reasons:
To bring people back together after the summer
To introduce new folks to the DH@MSU community
Share knowledge, expertise, and skills among the community
Build connections between community members for future collaborations, troubleshooting, and ice cream social time.
THATCamp is FREE! Please register here.
Please direct any questions to Max Evjen (evjendav@msu.edu).
Navigating Context
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