We found 185 results that contain "view more"
Posted on: #iteachmsu
There were special effects, fireworks, laser shows, sound effects, and more
joined the trend of the virtual events in Aug , Spet , giving attendees a never-before-seen musical experience. In addition to performances from artists like Katy Perry,
The festival featured artists performing on virtual stages in front of thousands of virtual fans on a virtual 3D island. There were special effects, fireworks, laser shows, sound effects, and more — just like an actual music festival.
The festival featured artists performing on virtual stages in front of thousands of virtual fans on a virtual 3D island. There were special effects, fireworks, laser shows, sound effects, and more — just like an actual music festival.
Posted on: #iteachmsu
They are more likely to respond-positively when teachers establish- class routines and set procedure
They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.
Clear rules and advanced planning are keys to success for teachers of students with ADHD.
The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.
Assignment Notebook: Provide the student with an assignment notebook to help
organize homework and seatwork.
Clear rules and advanced planning are keys to success for teachers of students with ADHD.
The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.
Assignment Notebook: Provide the student with an assignment notebook to help
organize homework and seatwork.
Posted on: Heart Health
Heart health
The heart beats about 2.5 billion times over the average lifetime, pushing millions of gallons of blood to every part of the body. This steady flow carries with it oxygen, fuel, hormones, other compounds, and a host of essential cells. It also whisks away the waste products of metabolism. When the heart stops, essential functions fail, some almost instantly.
Given the heart's never-ending workload, it's a wonder it performs so well, for so long, for so many people. But it can also fail, brought down by a poor diet and lack of exercise, smoking, infection, unlucky genes, and more.
A key problem is atherosclerosis. This is the accumulation of pockets of cholesterol-rich gunk inside the arteries. These pockets, called plaque, can limit blood flow through arteries that nourish the heart — the coronary arteries — and other arteries throughout the body. When a plaque breaks apart, it can cause a heart attack or stroke.
Although many people develop some form of cardiovascular disease (a catch-all term for all of the diseases affecting the heart and blood vessels) as they get older, it isn't inevitable. A healthy lifestyle, especially when started at a young age, goes a long way to preventing cardiovascular disease. Lifestyle changes and medications can nip heart-harming trends, like high blood pressure or high cholesterol, in the bud before they cause damage. And a variety of medications, operations, and devices can help support the heart if damage occurs.
A key problem is atherosclerosis. This is the accumulation of pockets of cholesterol-rich gunk inside the arteries. These pockets, called plaque, can limit blood flow through arteries that nourish the heart — the coronary arteries — and other arteries throughout the body. When a plaque breaks apart, it can cause a heart attack or stroke.
Given the heart's never-ending workload, it's a wonder it performs so well, for so long, for so many people. But it can also fail, brought down by a poor diet and lack of exercise..
+ view more
Given the heart's never-ending workload, it's a wonder it performs so well, for so long, for so many people. But it can also fail, brought down by a poor diet and lack of exercise, smoking, infection, unlucky genes, and more.
A key problem is atherosclerosis. This is the accumulation of pockets of cholesterol-rich gunk inside the arteries. These pockets, called plaque, can limit blood flow through arteries that nourish the heart — the coronary arteries — and other arteries throughout the body. When a plaque breaks apart, it can cause a heart attack or stroke.
Although many people develop some form of cardiovascular disease (a catch-all term for all of the diseases affecting the heart and blood vessels) as they get older, it isn't inevitable. A healthy lifestyle, especially when started at a young age, goes a long way to preventing cardiovascular disease. Lifestyle changes and medications can nip heart-harming trends, like high blood pressure or high cholesterol, in the bud before they cause damage. And a variety of medications, operations, and devices can help support the heart if damage occurs.
A key problem is atherosclerosis. This is the accumulation of pockets of cholesterol-rich gunk inside the arteries. These pockets, called plaque, can limit blood flow through arteries that nourish the heart — the coronary arteries — and other arteries throughout the body. When a plaque breaks apart, it can cause a heart attack or stroke.
Given the heart's never-ending workload, it's a wonder it performs so well, for so long, for so many people. But it can also fail, brought down by a poor diet and lack of exercise..
+ view more
DISCIPLINARY CONTENT
Posted on: #iteachmsu
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
What if I told you about this magical teaching practice that, done even once, produces large improvements in student final exam scores[1], helps narrow the grade gap between poorly prepped and highly prepped first year college students[2], and might even result in more positive course reviews[3],[4]? What if I also told you this magical teaching practice is something you already know how to do? What if I told you, the secret to increasing your students’ success and overall satisfaction is……more TESTS!?
Okay…well to be fair, it’s a little more nuanced than that. While adding just one test to a class does indeed improve final exam scores, it turns out that more frequent, graded exercises in general improve learning outcomes for students [2],[5]. Even better – if these exercises are low stakes, they can improve learning outcomes without increasing student anxiety [4],[6].
We often view testing as an unpleasant but necessary way to assess student performance. It may be time for us to instead view testing as a useful teaching tool and to implement an assessment system that maximizes the potential learning benefits. In this post I will discuss the important known benefits of frequent, low stakes assessments as well as some practical tips for how to maximize these benefits without adding undue stress to your life or the lives of your students.
Benefit #1: “Thinking about thinking”
Testing can improve a student’s metacognition, or their ability to “think about thinking.” A good metacognitive thinker understands how their thought processes work and can pay attention to and change these processes [7]. A student with strong metacognitive skills can therefore more successfully monitor, evaluate, and improve their learning compared to students lacking these skills. Unfortunately, many students struggle with metacognition and must contend with “illusions of mastery” (or thinking they understand a subject better than they actually do). Self-testing is a good way to prevent illusions of mastery, but many students do not incorporate self-testing into their studying, instead electing more passive modes of exam preparation such as rereading texts[8]. Incorporating more testing into the curriculum forces students into the position of making mistakes and receiving feedback, allowing them to frequently measure their learning in relation to expectations and adjust accordingly. Again, note that providing feedback is an essential part of this process.
Benefit #2: Practice Remembering
Testing can improve a student’s long term memory of information presented in class by forcing students to recall what they’ve learned through a cognitive process called active retrieval. Active retrieval strengthens neural pathways important for retrieving memories, allowing these memories to be more easily accessed in the future.
While any sort of retrieval practice is useful, it is most beneficial when it is effortful, spaced, and interleaved. An example of effortful retrieval practice includes testing which forces students to provide the answers (i.e. Short answer and fill in the blank questions as opposed to multiple choice). More effortful retrieval also occurs with spaced and interleaved practice.
Spaced practice is testing that occurs after enough time has elapsed for some (but not complete) forgetting to occur (i.e. Present the information and then wait a couple months, days, or even just until the end of class to test students on it). Interleaved practice incorporates different but related topics and problem types, as opposed to having students practice and master one type at a time (e.g. cumulative testing where you mix problems from different units together). Interleaved practice can help students learn to focus on the underlying principles of problems and to discriminate between problem types, leading to more complex mental models and a deeper understanding of the relationships between ideas[6].
How to Implement More Assessments (Without Losing Your Mind)
So, all you have to do now is come up with a ton of quiz and test questions and free up a bunch of class time for assessments! Don’t forget you also need to grade all of these! After all, feedback is an important part of the process, and frequent (even low stakes) grading has the added benefits of enhancing student motivation, attentiveness, and attendance.I know what you busy teachers (ie. all of you) out there are thinking….“Your ”magical” teaching practice is starting to sound like a hugely effective pain in my butt.”
Don’t give up on me now though! There are some fairly simple ways to add more assessments to your curriculum. Furthermore, you should be able to do this sans student rebellion because these assessments are low-stakes. Frequent, low-stake assessments as opposed to infrequent, high-stakes assessments actually decrease student anxiety overall because no single test is a make it or break it event. In fact, several teachers have reported a large increase in positive student evaluations after restructuring their classes in this way[3],[4],[6]!
Below I lay out some tips for getting the most out of shifting your assessment practices while maintaining both your own and your students’ sanity:
1) Know that “effortful” testing is not always necessary
While effortful testing is best for retrieval practice, even basic, easily graded recognition tests such multiple choice questions still offer benefits, such as helping students remember basic (but important!) information[6],[9].
2) Create different assessment questions
You can also make assessments more effortful by creating questions that engage higher cognitive processes. Now you can sit back, relax, and indulge in one of my personal favorite pastimes (watching student brains explode) without the stressful grading!
3) Make use of educational technologies to ease your grading
For instance, clicker tests are a quick way to test students and allow you to provide feedback for the class all at once.
4) Make assessments into games
If your students need a morale boost, make a quiz into a trivia game and give winning groups candy. Some good old competition and Pavlovian conditioning may make students reassess their view of testing.
5) Assess participation
Doing something as simple as a participation grade will still provide students with incentive without overburdening them or yourself. For instance, this type of grading would work in conjunction with #3.
6) Keep graded assessments predictable
Making assessments predictable as opposed to utilizing pop quizzes helps students feel at ease.6 Furthermore, if they students KNOW an assessment is coming, they are more likely to study and pay attention.
7) Find ways to revisit old material in your assessments
Making assessments cumulative is an effective way to space out your review of material and has the added benefit of making problems interleaved and effortful, all of which maximize retrieval practice[6].
8) Have students reflect on mistakes
You can help students develop metacognitive skills by giving them opportunities to reflect upon and correct their mistakes on assessments. For instance, have students take a quiz and then discuss their answers/thinking with their classmates before receiving feedback. You can also give students opportunities to create keys to short answer questions and grade their own and several (anonymous) classmates’ answers. This will allow them to think through what makes an answer complete and effective.
9) Break large assessments into small ones
Instead of creating new assessments, break up large ones into multiple, lower-stakes assessments. For example, consider replacing big tests with several quizzes. Consider scaffolding large projects such as independent research projects and term papers. Ask for outlines, lists of references, graphs, etc. along the course of the semester before the final project is due. This might cause more work for you in the short term but can help prevent complete disasters at the end of the semester, which can be time consuming.
10) Utilize short daily or weekly quizzes
If you don’t want to adjust a big project/test or lose class time by adding time-consuming assessments, consider adding short daily or weekly quizzes. These grades can add up to equal one test grade. One could consider dropping the lowest score(s) but allowing no make ups to reduce logistical issues.
These are only a few of the many strategies one can use to transition to a frequent, low-stakes assessment system. What are your experiences with low stakes assessments? Have you made use of any which seem particularly effective in enhancing student learning?
Related Reading:
Much of the information about the benefits of testing is from:
Brown, P.C., Roediger III, H.L., McDaniel, M.A. (2014). Make it Stick: The Science of Successful Learning. Cambridge, MA: The Belknap Press of Harvard University Press.
Okay…well to be fair, it’s a little more nuanced than that. While adding just one test to a class does indeed improve final exam scores, it turns out that more frequent, graded exercises in general improve learning outcomes for students [2],[5]. Even better – if these exercises are low stakes, they can improve learning outcomes without increasing student anxiety [4],[6].
We often view testing as an unpleasant but necessary way to assess student performance. It may be time for us to instead view testing as a useful teaching tool and to implement an assessment system that maximizes the potential learning benefits. In this post I will discuss the important known benefits of frequent, low stakes assessments as well as some practical tips for how to maximize these benefits without adding undue stress to your life or the lives of your students.
Benefit #1: “Thinking about thinking”
Testing can improve a student’s metacognition, or their ability to “think about thinking.” A good metacognitive thinker understands how their thought processes work and can pay attention to and change these processes [7]. A student with strong metacognitive skills can therefore more successfully monitor, evaluate, and improve their learning compared to students lacking these skills. Unfortunately, many students struggle with metacognition and must contend with “illusions of mastery” (or thinking they understand a subject better than they actually do). Self-testing is a good way to prevent illusions of mastery, but many students do not incorporate self-testing into their studying, instead electing more passive modes of exam preparation such as rereading texts[8]. Incorporating more testing into the curriculum forces students into the position of making mistakes and receiving feedback, allowing them to frequently measure their learning in relation to expectations and adjust accordingly. Again, note that providing feedback is an essential part of this process.
Benefit #2: Practice Remembering
Testing can improve a student’s long term memory of information presented in class by forcing students to recall what they’ve learned through a cognitive process called active retrieval. Active retrieval strengthens neural pathways important for retrieving memories, allowing these memories to be more easily accessed in the future.
While any sort of retrieval practice is useful, it is most beneficial when it is effortful, spaced, and interleaved. An example of effortful retrieval practice includes testing which forces students to provide the answers (i.e. Short answer and fill in the blank questions as opposed to multiple choice). More effortful retrieval also occurs with spaced and interleaved practice.
Spaced practice is testing that occurs after enough time has elapsed for some (but not complete) forgetting to occur (i.e. Present the information and then wait a couple months, days, or even just until the end of class to test students on it). Interleaved practice incorporates different but related topics and problem types, as opposed to having students practice and master one type at a time (e.g. cumulative testing where you mix problems from different units together). Interleaved practice can help students learn to focus on the underlying principles of problems and to discriminate between problem types, leading to more complex mental models and a deeper understanding of the relationships between ideas[6].
How to Implement More Assessments (Without Losing Your Mind)
So, all you have to do now is come up with a ton of quiz and test questions and free up a bunch of class time for assessments! Don’t forget you also need to grade all of these! After all, feedback is an important part of the process, and frequent (even low stakes) grading has the added benefits of enhancing student motivation, attentiveness, and attendance.I know what you busy teachers (ie. all of you) out there are thinking….“Your ”magical” teaching practice is starting to sound like a hugely effective pain in my butt.”
Don’t give up on me now though! There are some fairly simple ways to add more assessments to your curriculum. Furthermore, you should be able to do this sans student rebellion because these assessments are low-stakes. Frequent, low-stake assessments as opposed to infrequent, high-stakes assessments actually decrease student anxiety overall because no single test is a make it or break it event. In fact, several teachers have reported a large increase in positive student evaluations after restructuring their classes in this way[3],[4],[6]!
Below I lay out some tips for getting the most out of shifting your assessment practices while maintaining both your own and your students’ sanity:
1) Know that “effortful” testing is not always necessary
While effortful testing is best for retrieval practice, even basic, easily graded recognition tests such multiple choice questions still offer benefits, such as helping students remember basic (but important!) information[6],[9].
2) Create different assessment questions
You can also make assessments more effortful by creating questions that engage higher cognitive processes. Now you can sit back, relax, and indulge in one of my personal favorite pastimes (watching student brains explode) without the stressful grading!
3) Make use of educational technologies to ease your grading
For instance, clicker tests are a quick way to test students and allow you to provide feedback for the class all at once.
4) Make assessments into games
If your students need a morale boost, make a quiz into a trivia game and give winning groups candy. Some good old competition and Pavlovian conditioning may make students reassess their view of testing.
5) Assess participation
Doing something as simple as a participation grade will still provide students with incentive without overburdening them or yourself. For instance, this type of grading would work in conjunction with #3.
6) Keep graded assessments predictable
Making assessments predictable as opposed to utilizing pop quizzes helps students feel at ease.6 Furthermore, if they students KNOW an assessment is coming, they are more likely to study and pay attention.
7) Find ways to revisit old material in your assessments
Making assessments cumulative is an effective way to space out your review of material and has the added benefit of making problems interleaved and effortful, all of which maximize retrieval practice[6].
8) Have students reflect on mistakes
You can help students develop metacognitive skills by giving them opportunities to reflect upon and correct their mistakes on assessments. For instance, have students take a quiz and then discuss their answers/thinking with their classmates before receiving feedback. You can also give students opportunities to create keys to short answer questions and grade their own and several (anonymous) classmates’ answers. This will allow them to think through what makes an answer complete and effective.
9) Break large assessments into small ones
Instead of creating new assessments, break up large ones into multiple, lower-stakes assessments. For example, consider replacing big tests with several quizzes. Consider scaffolding large projects such as independent research projects and term papers. Ask for outlines, lists of references, graphs, etc. along the course of the semester before the final project is due. This might cause more work for you in the short term but can help prevent complete disasters at the end of the semester, which can be time consuming.
10) Utilize short daily or weekly quizzes
If you don’t want to adjust a big project/test or lose class time by adding time-consuming assessments, consider adding short daily or weekly quizzes. These grades can add up to equal one test grade. One could consider dropping the lowest score(s) but allowing no make ups to reduce logistical issues.
These are only a few of the many strategies one can use to transition to a frequent, low-stakes assessment system. What are your experiences with low stakes assessments? Have you made use of any which seem particularly effective in enhancing student learning?
Related Reading:
Much of the information about the benefits of testing is from:
Brown, P.C., Roediger III, H.L., McDaniel, M.A. (2014). Make it Stick: The Science of Successful Learning. Cambridge, MA: The Belknap Press of Harvard University Press.
Posted by: Chathuri Super admin..
Navigating Context
Posted on: #iteachmsu
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
Posted by: Super Admin
Posted on: #iteachmsu
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
Posted by: Super Admin
Posted on: #iteachmsu
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
Posted by: Super Admin
Posted on: #iteachmsu
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
Posted by: Super Admin
Posted on: #iteachmsu
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
Posted by: Super Admin
Posted on: #iteachmsu
AI can turn spoken language into photorealistic sign language videos Read more: https://www.newscie
An AI that can produce photorealistic videos of sign language interpreters from speech could improve accessibility by removing the need for humans.
Ben Saunders at the University of Surrey, UK, and his colleagues used a neural network that converts spoken language into sign language. The system, called SignGAN, then maps these signs on to a 3D model of the human skeleton.
The team also trained the AI on videos of real sign language interpreters, teaching it how to create a photorealistic video of anyone signing based off an image of …
Read more: https://www.newscientist.com/article/2261113-ai-can-turn-spoken-language-into-photorealistic-sign-language-videos/#ixzz6g1KMybts
Ben Saunders at the University of Surrey, UK, and his colleagues used a neural network that converts spoken language into sign language. The system, called SignGAN, then maps these signs on to a 3D model of the human skeleton.
The team also trained the AI on videos of real sign language interpreters, teaching it how to create a photorealistic video of anyone signing based off an image of …
Read more: https://www.newscientist.com/article/2261113-ai-can-turn-spoken-language-into-photorealistic-sign-language-videos/#ixzz6g1KMybts
Posted by: Greg Thomsan
Pedagogical Design
Posted on: #iteachmsu
How Does Nature Impact Our Wellbeing?
Nature heals
Being in nature, or even viewing scenes of nature, reduces anger, fear, and stress and increases pleasant feelings. Exposure to nature not only makes you feel better emotionally, but it also contributes to your physical wellbeing, reducing blood pressure, heart rate, muscle tension, and the production of stress hormones.
In addition, nature helps us cope with pain. Because we are genetically programmed to find trees, plants, water, and other nature elements engrossing, we are absorbed by nature scenes and distracted from our pain and discomfort.
muscle tension
physical wellbeing
reducing blood pressure
Nature restores
One of the most intriguing areas of current research is the impact of nature on general wellbeing. In one study in Mind, 95% of those interviewed said their mood improved after spending time outside, changing from depressed, stressed, and anxious to more calm and balanced. Other studies by Ulrich, Kim, and Cervinka show that time in nature or scenes of nature are associated with a positive mood, and psychological wellbeing, meaningfulness, and vitality.
Nature
Flowers
Plants
Being in nature, or even viewing scenes of nature, reduces anger, fear, and stress and increases pleasant feelings. Exposure to nature not only makes you feel better emotionally, but it also contributes to your physical wellbeing, reducing blood pressure, heart rate, muscle tension, and the production of stress hormones.
In addition, nature helps us cope with pain. Because we are genetically programmed to find trees, plants, water, and other nature elements engrossing, we are absorbed by nature scenes and distracted from our pain and discomfort.
muscle tension
physical wellbeing
reducing blood pressure
Nature restores
One of the most intriguing areas of current research is the impact of nature on general wellbeing. In one study in Mind, 95% of those interviewed said their mood improved after spending time outside, changing from depressed, stressed, and anxious to more calm and balanced. Other studies by Ulrich, Kim, and Cervinka show that time in nature or scenes of nature are associated with a positive mood, and psychological wellbeing, meaningfulness, and vitality.
Nature
Flowers
Plants
Authored by: Rupali
Assessing Learning
Posted on: #iteachmsu
How can educators identify and select accommodations to address the needs of individual students?
Using a set of guiding questions, the teacher will identify one response accommodation for a student with a disability based on his or her individual strengths and needs and the barrier created by the disability. The educator will then implement the accommodation and evaluate its effectiveness. Finally, the teacher and student will reflect on the effectiveness of the accommodation.
Beech, M. (2010). Accommodations: Assisting students with disabilities, 3rd Ed. Tallahassee, FL: Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from
http://www.fldoe.org/core/fileparse.php/7690/urlt/0070069-accomm-educator.pdf
Cortiella, C. (2005). No Child Left Behind: Determining appropriate assessment accommodations for students with disabilities. Retrieved from
http://mail.advocacyinstitute.org/resources/NCLDbriefsAccommodations.pdf
Reed, P., Bowser, G., & Korsten, J. (2002, 2004). How do you know it? How can you show it? Oshkosh: Wisconsin Assistive Technology Initiative. Retrieved from
https://dpi.wi.gov/sites/default/files/imce/sped/pdf/at-know-it-show-it.pdf
Using a set of guiding questions, the teacher will identify one response accommodation for a student with a disability based on his or her individual strengths and needs and the barrier created by the disability. The educator will then implement the accommodation and evaluate its effectiveness. Finally, the teacher and student will reflect on the effectiveness of the accommodation.
Beech, M. (2010). Accommodations: Assisting students with disabilities, 3rd Ed. Tallahassee, FL: Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from
http://www.fldoe.org/core/fileparse.php/7690/urlt/0070069-accomm-educator.pdf
Cortiella, C. (2005). No Child Left Behind: Determining appropriate assessment accommodations for students with disabilities. Retrieved from
http://mail.advocacyinstitute.org/resources/NCLDbriefsAccommodations.pdf
Reed, P., Bowser, G., & Korsten, J. (2002, 2004). How do you know it? How can you show it? Oshkosh: Wisconsin Assistive Technology Initiative. Retrieved from
https://dpi.wi.gov/sites/default/files/imce/sped/pdf/at-know-it-show-it.pdf
Posted by: Chathuri Super admin..
Assessing Learning
Posted on: #iteachmsu
1. View the recorded webinar “Assessing Habits, Skills, and Dispositions: A Method”:
2, Choose what you will be assessing:
3. Does your school or district require a specific set of habits, skills, and dispositions (for example, 21st Century Skills or Essential Skills and Dispositions)? If so, choose at least one habit, skill, or disposition from the required set. If no particular set is required, choose one of the habits, skills, and dispositions from the four discussed in the webinar.
2, Choose what you will be assessing:
3. Does your school or district require a specific set of habits, skills, and dispositions (for example, 21st Century Skills or Essential Skills and Dispositions)? If so, choose at least one habit, skill, or disposition from the required set. If no particular set is required, choose one of the habits, skills, and dispositions from the four discussed in the webinar.
Posted by: Chathuri Super admin..
Assessing Learning
Posted on: #iteachmsu
Dialogue is more than conversation. It is also different than debates, in which someone wins and someone loses. Dialogue requires openness to new ideas and collective learning. This is not an easy practice; for students (and teachers) to engage in dialogue, they must build and exercise specific skills:
Posted by: Chathuri Super admin..
Assessing Learning
Posted on: #iteachmsu
Big data is more than high-volume, high-velocity data. Learn what big data is, why it matters and how it can help you make better decisions every day
Big data is more than high-volume, high-velocity data. Learn what big data is, why it matters and how it can help you make better decisions every day
Posted by: Super Admin
Disciplinary Content
Posted on: #iteachmsu
It is now more important than ever for managers and leaders not to ignore the differences between each generation. It is best practice to conduct regular training sessions for all employees and to require managers to attend multi-generational management training.3
Posted by: Chathuri Super admin..
Posted on: #iteachmsu
"Nobody wants to see more restrictions, but this is deemed to be necessary in order to protect Londoners' lives," London Mayor Sadiq Khan told the London Assembly. https://www.npr.org/2020/10/26/927064268/youre-not-welcome-here-how-social-distancing-can-destroy-the-global-economy
Posted by: Greg Thomsan
Navigating Context
Posted on: #iteachmsu
Smallpdf is actually the most popular online PDF software. Outside of your regular viewing needs, have you ever needed to do more with PDF files? For instance, the need to reduce their sizes for emailing? Or the need to convert a scanned PDF into an editable Word document? Even in their native format, you can always add markups, highlights, and annotations using an online PDF Editor.
Posted by: Chathuri Super admin..
Disciplinary Content
Posted on: #iteachmsu
Smallpdf is actually the most popular online PDF software. Outside of your regular viewing needs, have you ever needed to do more with PDF files? For instance, the need to reduce their sizes for emailing? Or the need to convert a scanned PDF into an editable Word document? Even in their native format, you can always add markups, highlights, and annotations using an online PDF Editor.
Posted by: Chathuri Super admin..
Host: MSU Libraries
MSU Libraries and The Poetry Room present Olivia Gatwood
Join the MSU Libraries and Lansing’s The Poetry Room for an afternoon of poetry, connection and conversation celebrating student, alumni and community voices. The event opens with performances from the MSU Poetry Club alongside recent alumni, spotlighting emerging talent and the power of being heard. The showcase will be followed by acclaimed poet, author and viral sensation Olivia Gatwood, whose work blends humor, intimacy and sharp social insight. Gatwood will share poems as well as excerpts from her 2024 novel “Whoever You Are, Honey,” offering an unfiltered look into her craft and creative journey. The afternoon will conclude with a Q&A — a mix of moderated conversation and audience participation — creating a rare opportunity to connect with one of today’s most dynamic literary voices.
Olivia Gatwood is the author of two poetry collections, “New American Best Friend” and “Life of the Party,” and co-writer of Adele’s music video “I Drink Wine.” She has received international recognition for her poetry, writing workshops and work as a Title IX-compliant educator in sexual assault prevention and recovery. Her performances have been featured on HBO, MTV, VH1, the BBC and more, with poems appearing in “The Poetry Foundation,” “Lambda Literary” and “The Missouri Review.” Originally from Albuquerque, she now lives in Los Angeles.
Event is free and open to all.
Navigating Context
Host: MSU Libraries
Intro to VR @DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
The Lucky Ones: A Memoir with Author Zara Chowdhary
Please join us for a special Muslim Journeys session led by author Zara Chowdhary. Chowdhary’s memoir recounts surviving the 2002 massacres at Ahmedabad, India, and delves into the history of her multigenerational Muslim family. Free and open to the public. All are welcome, light refreshments served.
More information, including how to obtain the book at: https://libguides.lib.msu.edu/muslimstudies/muslimjourneys.
Co-sponsored by: MSU Creative Writing Program, Islamic Society of Greater Lansing, One Love Global
For parking information visit http://maps.msu.edu/interactive.
Persons with disabilities may request accommodations by emailing Lib.DL.accessibility@msu.edu.
Navigating Context
Host: MSU Libraries
Zotero Workshop (Online)
An introduction to the free open source citation management program Zotero. In this workshop, participants will learn how to:
Download references from MSU's article databases and websites
Format citations and bibliographies in a Word document
Create groups and share references with other users
Registration for this event is required.
You will receive a link to join a Zoom meeting before the workshop. Please install the Zotero software and Zotero browser connector on your computer before the session begins. More information is available from https://libguides.lib.msu.edu/zotero/setup.
Questions or need more information? Contact the MSU Libraries Zotero training team at lib.dl.zotero@msu.edu.
To schedule a separate session for your class or research group, please contact the Zotero team at lib.dl.zotero@msu.edu.
Navigating Context
Host: MSU Libraries
Midday Moves
Join your Move More @ Work Team for a full body strength and stretch routine. Exercises are body weight, low-impact, and can be done seated or standing.
Move More @ Work is an ongoing campaign facilitated by University Health and Wellbeing’s Health Promotion and Engagement office. Their goal is to encourage Spartans to engage in physical activity and movement throughout the workday.
This series is a free group fitness class (in person and virtual) to take a movement break during the workday. Two ways to join: in-person in the Green Room at the MSU Library or via Zoom.
Register here. If you do not register online, you will be asked to upon arrival. Zoom link provided upon registration.
Navigating Context
EXPIRED
Host: MSU Libraries
Beal Botanical Garden Tour: Gardening for a Better World
Join us for a lunchtime tour exploring plant resiliency and their potential to mitigate climate change. This tour will include ways Beal Botanical Garden and MSU are contributing and practices to be more sustainable.
Speaker: Katie Fry, Beal Collections Manager
Navigating Context
EXPIRED
Host: MSU Libraries
Intro to VR @ DSL: Drop-in Session
Curious About Virtual Reality?
Whether you're completely new to VR or already exploring it for research, storytelling, gaming, art, or education our Drop-in VR sessions are for you! Stop by the Digital Scholarship Lab to try out one of our HTC Vive XR Elite headsets, get hands-on experience and learn about our VR Headset Loan Program.
Intro to VR @ DSL is here to help you explore the possibilities of Virtual Reality, whether you're looking to:
- Experience immersive gameplay: for fun, fitness, storytelling, or team-building
- Create in 3D: With sculpting, painting, designing and more
- Explore the world: travel virtually to natural landscapes, historical sites, landmarks and more
- Try a simulated experience: from floating in space to riding a roller coaster, even performing surgery
No experience is needed, just bring your curiosity and dive in!
Drop-In VR Sessions
Sept 10th, Sept 24th, Oct 29th, & Nov 19th
From 4:00 PM – 7:00 PM
For parking information visit http://maps.msu.edu/interactive.
If you have questions about accessibility or need to request accommodations, please email lib.dl.accessibility@msu.edu.
Navigating Context
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Host: CTLI
The Educator Exchange Learning Community
The Educator Exchange is intentionally designed to provide protected time and space for meaningful connections about our work and paths as educators. We believe that the best [lifelong] learning occurs when we connect in spaces that affirm our experiences and celebrate our unique perspectives! Our aim is to be a community of practice where you can openly share when things don’t go as expected and brainstorm solutions to challenges, explore teaching practices in different ways, talk through the challenges of educator roles in myriad situations, and cultivate joy in the celebration of each other’s successes. Join The Educator Exchange and rediscover the joy of being part of a caring community dedicated to uplifting one another and making a positive impact in our classrooms, labs, and beyond. This offering is facilitated in collaboration with the Office for Faculty and Academic Staff Development. Check out their website more about MSU's formal Learning Communities [hyperlink: https://ofasd.msu.edu/teaching-learning/learning-communities/]
Upon completion of this learning experience, participants will be able to:
Build connections and foster a supportive community among MSU educators by sharing experiences, challenges, and successes
Exchange innovative teaching strategies and best practices to improve instructional effectiveness
Encourage peer-to-peer learning and reflection to promote professional growth, student engagement, and educator well-being.
Navigating Context
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