2,266 Matching Annotations
  1. Last 7 days
  2. May 2024
    1. building instructors' confidence and interest. Although most students want remote attendance options and although many instructors will accommodate their students, instructors may not be interested in teaching courses that are designated as HyFlex. Anecdotally, from conversations with instructors and based on personal experience, teaching two audiences simultaneously is challenging, especially without the sufficient technology. It requires greater cognitive bandwidth to manage two audiences at once, plus the ability to engage with them or facilitate engagement between them. Finally, many instructors do not want to lose in-person engagement, which is what they are most familiar and comfortable with, and some have expressed that they are fearful of a situation in which most of their students move online in a HyFlex format.

      facilitation challenges, labor load, loss of in-person students

    2. greater technological competency than do conventional classrooms and are costly due to additional requisite technologies and programming.

      cost of technology, technical literacy

  3. Feb 2024
  4. Nov 2023
    1. Experience the northern lights from the glass igloo hotel Lyngen North in northern Norway. Located by the Lyngenfjord on the Spåkenes peninsula, the hotel is in a prime location for aurora viewing opportunities.

    1. Ungrading – focusing on student self-evaluation and metacognition

      Link to an external resource that can be annotated by students

  5. Oct 2023
    1. Note: When possible, we recommend using the phrase “generative AI” or “generative artificial intelligence” in your syllabus rather than calling out a specific tool (e.g. “ChatGPT”).

      At the request of the library, could we potentially add something like the following to this "Note"? "If you choose to include some version of an example below that permits student use of Generative AI tools, also consider adding the Library’s suggested citation formats when using generative AI tools in academic work: https://guides.library.pdx.edu/c.php?g=271259&p=9781184 "

  6. Aug 2023
    1. OpenAI, chatGPT. Response to prompt: “Explain what is meant by the term ‘Triple Bottom Line’” (February 15, 2023, https://chat.openai.com/).

      citation

    2. Policy Within this class, you are welcome to use foundation models (ChatGPT, GPT, DALL-E, Stable Diffusion, Midjourney, GitHub Copilot, and anything after) in a totally unrestricted fashion, for any purpose, at no penalty. However, you should note that all large language models still have a tendency to make up incorrect facts and fake citations, code generation models have a tendency to produce inaccurate outputs, and image generation models can occasionally come up with highly offensive products. You will be responsible for any inaccurate, biased, offensive, or otherwise unethical content you submit regardless of whether it originally comes from you or a foundation model. If you use a foundation model, its contribution must be acknowledged in the handin; you will be penalized for using a foundation model without acknowledgement. Having said all these disclaimers, the use of foundation models is encouraged, as it may make it possible for you to submit assignments with higher quality, in less time. The university's policy on plagiarism still applies to any uncited or improperly cited use of work by other human beings, or submission of work by other human beings as your own.

      class policy

  7. Jun 2023
  8. May 2023
    1. Oregon State University will build a state-of-the-art artificial intelligence research center with a supercomputer and a cyberphysical playground.
  9. Apr 2023
  10. Mar 2023
    1. Designing Assignments Effectively
    2. If you have questions about what is permitted, please reach out to me.It is important to remember that ChatGPT and other AI tools are not a replacement for your own critical thinking and original ideas. The ultimate goal of this course and any tool used to submit work is to enhance your own learning and understanding, not to undermine it.As a college student, it is your responsibility to maintain the highest standards of academic integrity. This includes a) ensuring that all work submitted for grades is your own original work, and b) properly citing any sources that you use.Having AI write your paper constitutes plagiarism. If the source of the work is unclear, I will require you to meet with me to explain the ideas and your process.
    1. That we seem to so highly value that product, rather than valuing the learning, is why so many people are worried about students using ChatGPT to cheat.

      product vs. process

  11. Feb 2023
    1. University students with a higher sense of belonging are more engaged in the classroom and generally have more successful academic outcomes (Hausmann, Ye, Schofield, & Woods, 2009; Wang & Eccles, 2012)
    2. One reason that there has been limited empirical research on belongingness in higher education is the lack of sound measurement of the construct.

      little research in HE

    3. Relationships and Belonging in Higher Education
  12. Jan 2023
    1. However, when students learn that it is normal to experience academic struggle and that such struggle does not demonstrate their lack of belonging, they have improved their educational outcomes compared with students who do not receive such messages (Walton & Cohen, 2007; Vaccaro et al., 2015).
    2. Students are less likely to be engaged in learning environments in which they feel they do not belong (Hurtado & Carter, 1997; Strayhorn, 2019)
    3. What is a sense of belonging?

      iowa state

    1. When students feel a sense of belonging in the classroom, it can increase their educational success and motivational outcomes in multiple ways, and teachers can help create this feeling of belonging by building connections between classroom and community, according to DeLeon Gray, Ph.D.
    1. The research in this regard is quite clear, namely that the frequency and perceived worth of interaction with faculty, staff, and other students is one of the strongest predictors not only of student persistence but also of student learning” (Tinto
    1. ults suggest that with regard to academic motivation withinschool contexts, students' sense of belonging and support in school can in someways override the influence of a student's personal friendship group. Schools thatcan function either as a whole or as a set of smaller teams to create a sense ofcommunity where adolescent students feel personally known, important, and encouraged to be active participa
    1. adult learners' needs

    2. Goodenowand Grady, 1993) also point to a strong relationship between academic achievement or schoolleaving and students’ sense of belonging to the school community.
    3. The research in this regard is quite clear, namely that the frequency andperceived worth of interaction with faculty, staff, and other students is one of the strongestpredictors not only of student persistence but also of student learning” (Tinto 1994).
    4. It is human nature that when we feel welcomed, respected, and develop a sense of belonging,we are more apt to return to the setting or endeavor than when those factors are not present.When adults decide to resume their education after years of being out of school, they usuallybring with them the expectations and connotations of whatever their previous educationalexperiences were like. For some adult learners the decision to go back to school can be anxietyprovoking. They are stepping into unfamiliar territory, possibly without an expectationof belonging there. For that reason, cultivating a sense of belonging from the momenta prospective adult learner comes through the doors or calls is an important persistencestrategy.
    1. What is the connection between instruction and persistence? Instruction that fully engages students is a critical component of the persistence “puzzle.” Instructors have the most contact with students and thus carry perhaps the greatest responsibility for meeting students’ academic needs that brought them to the program in the first place. It is also primarily in the classroom that students may feel the sense of community that supports learning and persistence, and where they can explore and negotiate learning that will meet their needs.
    1. It is human nature that whenone feels welcomed and respected and has developed a sense of belonging, one is more apt to return tothe setting or endeavour that engenders those feelings–and the converse is also true (New EnglandLiteracy Resource Centre
    2. It was seen(Table 2) that students’‘Sense of belonging’to the university has the most important direct effect onstudents’intention to stay or drop out of university.
    3. ‘Sense of belonging’has a positive direct effect on‘Intention to drop out’, meaning thatthe higher students’sense of belonging to the institution, the likelier they will be not toshow an intention to drop out. (The results of the crosstab analyses are:‘Ifeelathomeatthis university’(29.0% versus 45.7%);‘IwishIhadgonetoadifferent university’(40.8%versus 18.6%);‘I feel I belong at this university’(76.7% versus 93.4%);‘How likely is it thatyou would choose this university again as an institution to study at?’(64.6% versus 82.9%);‘Howsupportivehastheacademicenvironmentbeensofar?’(80.4% good/very goodversus 95.2% good/very good); and‘Ifeelsafeatmycampus’(82.2% versus 92.3%). Thecrosstab results indicated that students intending to drop out experienced a lower senseof belonging
    4. Specifically, recent research outcomes also point to the crucial role of identity andidentity-related constructs in students’academic persistence (e.g. students’sense of belonging tothe institution (Hoffman et al.2003)). These constructs have also been identified as key to studentretention (Krause2011; Osborne and Jones2011; Osterman2000; Thomas2012). Cumulatively, theresearchfindings have shown that student dropout depends on several factors, of which arelatively small number can be influenced and addressed by institutions
    1. Belonging and university retention
    2. Goodenow and Grady’s (1993) definition of belonging as a student’s sense of being valued, included and accepted is frequently cited in recent higher education belonging literature
    3. A sense of belonging at university: student retention, motivation and enjoyment
    1. As

      If you can't articulate the value of students attending a synchronous class session, then perhaps the materials should be made available in an asynchronous format.

  13. Dec 2022
  14. Oct 2022
    1. You may have a sandbox created in our pilot version of Canvas. The URL for that is still pdx.instructure.com.

      Does this need to be edited (or taken down)? Thanks!

    1. As the call forspecific types of courses rises, institutions meet that demandby leveraging hybrid modalities instead of creating morecourse sections. On-demand learning transcends limitationsimposed by time-bound instruction

      What could this look like at PSU, if it really transformed how we approached course modality?

    2. Grades and seat time no longer serve as theprimary evidence of learning in higher education

      We have a long ways to go before the majority of faculty embrace this perspective, but we can help move the needle on this.

    3. Institutionalprograms support equitable access to education with flexiblemodalities, personal devices, and ubiquitous internet access.In all learning modalities, instruction is designed to supportequitable engagement through inclusive pedagogy (e.g.,universal design). Teaching and learning experiences are builtfrom and centered on the needs of students

      And this is rationale for creating more "flexible" learning opportunities, from degree pathways to individual course activities.

    4. The “online versus face-to-face”dichotomy has been replaced by a continuum of instructionalmodalities

      This can't be overstated. This is the re-imagining work that lies ahead for centers like OAI.

  15. Sep 2022
  16. Jun 2022
    1. Anticipating a trail-intensive day ahead, we sidestepped the roots of Lookout Mountain in favor of smooth pavement over to Knebel Springs. The rain had sweetened the trails to near-perfection such that I was able to clear a handful of tricky climbs that had always vexed me. Again, after Knebal, we cut out to Brooks Meadow road, streamlining our approach to Surveyors Ridge.
    1. Members of the Human Development Teaching and Learning Group. The team members who created the original master class include: previous faculty instructors, Cathleen Smith and Gabriella Martorell; faculty team leader, Ellen Skinner; Adjunct Faculty, Glen Richardson and Shannon Myrick; Graduate Instructors, Cynthia Taylor, Jennifer Pitzer; Graduate teaching assistants, Heather Brule, Cailin Currie, Rita Yelverton, Jeff Beers, Jessica Harrison, and Justin Vollet.

      attribution

  17. May 2022
  18. Apr 2022
    1. But as we’ve learned through our pandemic experiences,different modalities can be blended together in much richer, theoretically grounded waysthat challenge and expand those frameworks and approaches to teaching

      blurring lines

    2. “Professors need to be independent of the AV team. They should be able to walk into aclassroom, connect the technology, and start teaching

      seamless technology

    3. Poor deployment or use of any of these or many other elements of hybrid learning technologycan quickly derail the best hybrid learning plans and contribute to suboptimal studentexperiences and outcomes
    4. in practice it’s muchharder than we may give due credit to procure, deploy, and use the basic elements oftechnology needed to facilitate successful and meaningful hybrid learning experiences

      technology needs are foundational

    1. She considers herself an old dog who has learned new tricks to step into online teaching and Universal Design for Learning
    1. We are sure that lectures will continue to be at least partially online and that learning from home will still be popular.

      less lecture-centric?

    2. flexibility and individuality
    3. Our first scenario envisions a future where students can build their own learning modules and degree programs based on their individual tastes by freely piecing together what classes they wish to take. Depending on the characteristics of the selected modules, a degree with a certain focus is awarded.
    1. A typical HyFlex set-up for lecture classes, in which information flows primarily from the instructor to students, entails two cameras and distributed microphones, as illustrated in Figure 2 and 3. 
  19. Mar 2022
  20. Feb 2022
  21. Jan 2022
    1. For this pilot, we needed students to come to class in order to fully test RLP as a modality. If a student missed class, the absence was treated the same way that absences in residential courses were treated -- students could review the class slides and ask the instructional team questions about the content or borrow notes from a classmate. Live class sessions were recorded, however students were not provided access to the recordings except if an online student experienced technical issues that caused them to miss part of class

      Though providing flexibility in where students attend class, this impedes on the flexibility of time. How many students couldn't "afford" the cost of synchronous class sessions, or suffered because they were denied access to asynchronous learning opportunities?

    1. Documents team e-learning and multimedia equipment practices to share with campuspartners

      DELETE

      +

    2. including TAGS and OAI/OIT platform update meetings

      DELETE

      +

    3. ? Collaborates with online instructors to answer the question, “But how would I do that online?” ? Assists with planning and curriculum-mapping to ensure alignment of learning outcomes,assessments, activities and course materials ? Creates and updates online courses by using a learning management system, producingmultimedia content (video/audio), and integrating supplemental content or third party tools ? Makes recommendations about individual course designs based on accreditation requirements,online program standards, student experience, faculty operability, and professional judgment ? Participates in quality assurance surveys of online courses directed by the Online BusinessOperations Manager ? Trains faculty on platform

      This section gets replaced with what is above?

      +

    4. May lead OBE team meetings

      DELETE

      Additional items to add to this list from sections below: From Faculty Training duty:

      • Trains faculty on platforms used in a given course, prior to and following development.
      • Prepares instructors for online course facilitation including Regular and Substantive Interactions, and techniques for monitoring student progress.
      • Creates ad hoc video tutorials to demonstrate more complex course design concepts and steps

      ADD

      From Production Coordination duty:

      • Manages complex program requests and learning objectives and adapts SB’s unique pedagogical requests to the digital learning environment
      • Manages course development timeline start-to-finish across a given project, factoring in: consultation, training, design, instructor content creation, course building, equipment availability, filming/recording, editing, and review
      • Provides stakeholders with timely updates on the status of course development
      • Warmly hands off support requests intended for campus partners; project-dependent

      +

    5. Trains and leads OBE teammates (may include student workers) with emerging technology

      DELETE

      +

    6. Creates and updates

      Collaborates with SB faculty to create and revise

      +

    7. Organizes and leads OBE team in conversion of SB courses in LMS platforms

      DELETE

      +

    8. Moderate daily supervision

      Moderate weekly supervision

      +

    9. This position will also participate in the faculty support team at OAI, which willinclude attending team meetings, participating in technology maintenance and selection, anddeveloping programming for SB faculty in coordination with OAI faculty development goals

      As a member of OAI's Design team, this position will participate in Design meetings and other essential OAI meetings.

      +

    10. Design & Technical Execution

      Faculty Consultation and Design Support

      +

    11. This position will also participate in the faculty support team at OAI, which will includeattending team meetings, participating in technology maintenance and selection, and developingprogramming for SB faculty in coordination with OAI faculty development goals.

      As a member of OAI's Design team, this position will participate in Design meetings and associated work the team does to develop and implement resources in alignment with OAI faculty development goals.

      +

    12. Griffith

      Robison

    13. Molly

      Scott

    14. Digital Learning Environment and Faculty Support

      Digital Learning and Design

    15. Manages complex program requests and learning objectives and adapts SB’s uniquepedagogical requests to the digital learning environmentManages course development timeline start-to-finish across a given project, factoring in:consultation, training, design, instructor content creation, course building, equipmentavailability, filming/recording, editing, and reviewProvides stakeholders with timely updates on the status of course developmentWarmly hands off support requests intended for campus partners; project-dependent

      I would move these up to the main/first Duty Name as well. They really could lead the list of main job responsibilities.

      I'll tack them on to the list in the comment

    16. Trains faculty on platforms used in a given course, prior to and following development.Coaches instructors on online course facilitation and techniques for monitoring studentprogress.Creates video walkthroughs to demonstrate more complex course maintenance steps

      This really falls under the first "Instructional Design" category which I believe, we're trying to focus more on and less on the existing emphasis on technical support. I modified and added this list to the comment in the first Duty Name section.

    17. technology

      teaching and learning technologies

    18. OAI/OIT technology management processes

      OAI discussions about and projects focused on current, research-based digital pedagogies.

    19. Represents the interests of SB and online SB faculty in multi-stakeholder meetings, including TAGSand OAI/OIT platform update meetings. Serves as a technology expert and representative of SBfaculty in technology selection and implementation processes. Other duties as assigned bysupervisor.

      This gets replaced with what is above?

    20. Serves as a technology expert andrepresentative of SB faculty in technology selection and implementation processes.

      Serves as instructional design expert and representative of SB faculty for pedagogical trends and needs specific to SB faculty.

    21. by using a learning management system, producingmultimedia content (video/audio), and integrating supplemental content or third party tools

      in the learning management system utilizing a variety of course content modalities and opportunities for interactions (instructor-student, student-student, student-content).

    22. educational

      digital pedagogies supported by

    23. educational

      digital pedagogies supported by

    24. Digital Learning Environments and Faculty Support

      Digital Learning and Design

    25. Faculty Support

      Design

    26. Collaborates with online instructors to answer the question, “But how would I do that online?”to adapt and convert their course to the digital learning environmen

      Collaborates with instructors to rethink the design of their courses for a digital learning environment

    27. Digital Learning Environments and Faculty Support

      Digital Learning and Design

    28. Faculty Support

      Design

    Annotators

    1. Trust is about two things, according to a recent story in the Harvard Business Review: competence (is this person going to deliver quality work?) and character (is this a person of integrity?).
  22. Dec 2021
    1. The PSU Faculty Senate Academic Quality Committee shared that concern earlier this year with administrators. They also worried about quality of learning for students.“For example, we know from the shift to remote that not everything that works in a classroom works on Zoom, and vice-versa,” the committee wrote. “Will faculty need to plan their courses and classroom activities for two different types of audiences? Or will faculty simply lecture or do some kind of low student-input activity, given the potential logistical challenges of handling the two different groups?”
  23. Nov 2021
    1. And when there is a federal financial aid review, or ”audit” as it’s called, of your institution, what they’ll do is they’ll go and take a sample of classes, and that they’ll look to see what happened in that course? Were there group interactions? Were there individual interactions? That they’ll look to see what happened and then they’ll look to see, does it meet the regulations? And have you developed faculty? Have you let them know that these are the expectations of them? That they’re looking for those sorts of things, and did it actually have an effect in the courses?
  24. Oct 2021
  25. Sep 2021
    1. Ultimately, we are here to help students empower themselves through education. In my dream, I imagine that Culturally Responsive Teaching, restorative practices, and deeper learning are all alive in classrooms across the United States. In addition, we might see curricula that affirms and engages students of color. We might also see students connecting their identities to their learning and applying it back to their communities to manifest social justice.
    2. This coming year, we are looking at how to build more community in the classroom, how to unify our students across cultural differences, and how to reduce bias in our discipline systems. Now we can get to the work of promoting anti-racism, liberation, and achievement at our school, by looking through the lens of White Supremacy Culture.
    1. Portland Board of Education passed a groundbreaking resolution in 2016 revising their curriculums and requiring that all their textbooks correctly and openly address climate change.
    2. Climate change education cannot be left only to technical discussions in the sciences, to optional electives, or to the private initiative of individual teachers. It needs to be integrated into mainstream history and civics courses that are requirements for all students.
  26. Aug 2021