scholarly journals Synchromodal Classes: Designing for Shared Learning Experiences Between Face-to-Face and Online Students

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
John Bell ◽  
Sandra Sawaya ◽  
William Cain
Keyword(s):  
Educational Technology ◽  
Educational Psychology ◽  
Learning Experiences ◽  
Design Studio ◽  
Michigan State University ◽  
State University ◽  
Future Directions ◽  
Shared Learning ◽  
Repeated Cycle ◽  
Face To Face

This paper introduces the efforts of the CEPSE/COE Design Studio at Michigan State University to design and implement synchromodal classes for the Educational Psychology and Educational Technology (EPET) Ph.D. program. Synchromodal classes refer to classes in which online and face-to-face students interact during shared synchronous sessions. Our efforts stem from the introduction of a hybrid Ph.D. program in the summer of 2010. In this paper, we describe the antecedents that led to the development of synchromodal classes. We then describe our strategy of a repeated cycle of designing, implementing, and adjusting our realization of synchromodal classes. We conclude by discussing the significance of synchromodal learning in the context of this case and possible future directions for our work. 

scholarly journals From 2D to Kubi to Doubles: Designs for Student Telepresence in Synchronous Hybrid Classrooms

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
John Bell ◽  
William Cain ◽  
Amy Peterson ◽  
Cui Cheng
Keyword(s):  
Educational Technology ◽  
Educational Psychology ◽  
Hybrid Learning ◽  
College Of Education ◽  
Design Studio ◽  
Face To Face ◽  
Digital Devices ◽  
Learning Contexts ◽  
Education College ◽  
Design Case

This paper introduces the efforts of Michigan State University’s Counseling, Educational Psychology, and Special Education/College of Education (CEPSE/COE) Design Studio to utilize robotic telepresence devices in synchronous hybrid learning classes for the Educational Psychology and Educational Technology (EPET ) Ph.D. program. Robotic telepresence devices are digital devices that can be piloted from a distance for the purpose of interacting with people in a remote location. Synchronous hybrid learning classes refer to classes in which online and face-to-face students interact during shared synchronous sessions. This design case describes the context, technologies, and strategies used to integrate robotic telepresence devices in a synchronous hybrid learning class format. We conclude by discussing our insights gleaned from our existing designs for student telepresence in synchronous hybrid learning contexts.

scholarly journals Course Design using an Authentic Studio Model / Restructuration de cours au moyen d’un authentique modèle de studio de design

2013 ◽  
Vol 39 (1) ◽  
Author(s):  
Jay R Wilson
Keyword(s):  
Educational Technology ◽  
Course Design ◽  
Learning Experience ◽  
Design Studio ◽  
Graduate Course ◽  
Face To Face ◽  
Shared Space ◽  
En Face ◽  
Production Vidéo ◽  
Technology And Design

Educational Technology and Design 879 is a graduate course that introduces students to the basics of video design and production. In an attempt to improve the learning experience for students a redesign of the course was implemented for the summer of 2011 that incorporated an authentic design studio model. The design studio approach is based on the idea of working and learning in a shared space. Offering a course that employs a studio design model provides the opportunity for exchanging ideas, sharing artifacts, and developing community more deeply and more quickly. What makes this course offering different is the combination of authentic tasks incorporating both online and face-to-face design studio environments. This paper will describe how a studio design approach combined with an authentic learning design was implemented and what was learned. Educational Technology and Design 879 est un cours d'études supérieures initiant les étudiants aux rudiments de la conception et de la production vidéo. Pour améliorer l’expérience d'apprentissage, une refonte du cours a été entreprise à l'été 2011 en intégrant un authentique modèle de studio de design. L'approche « studio de design » repose sur l'idée d’un travail et d'un apprentissage réalisés dans un espace partagé. Un cours utilisant un modèle de studio de design offre la possibilité d'échanger des idées, de partager des artefacts et de développer une communauté plus en profondeur et plus rapidement. Ce qui rend ce cours unique est la combinaison de tâches authentiques qui incorporent des environnements de studio de design à la fois en ligne et en face à face. Cet article décrit comment une approche « studio de design » combinée à une conception d'apprentissage authentique a été mise en œuvre et ce qu’on en a appris.

Thematic Considerations in Integrating TPACK in a Graduate Program

2012 ◽  
pp. 1-12 ◽  
Author(s):  
Punya Mishra ◽  
Matthew J. Koehler ◽  
Andrea Zellner ◽  
Kristen Kereluik
Keyword(s):  
Educational Technology ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Graduate Program ◽  
Michigan State University ◽  
State University ◽  
Master's Program ◽  
Technology Program ◽  
Use Of Technology ◽  
Integration Of Technology

The integration of technology into classrooms is an increasingly important issue in America’s schools, and at the core of this integration is the training of teachers. Teacher educators seeking to impact teachers’ use of technology should recognize the needs of these learners as well as their knowledge as practitioners, in order to expand their knowledge and help them think about technology in creative ways. In this chapter, the authors describe the design and implementation of the Master’s program in Educational Technology at Michigan State University (MSU) as an example of an institution’s attempts to improve their facility to incorporate technology into the classroom practice. The authors briefly define the concept of the TPACK and how that theoretical model is important in thinking about technology with teacher practitioners, and how it helped to focus the design of the Educational Technology program at MSU. The authors then outline central TPACK themes that run through each of the stages of this program, and how each level, in turn, informs the others. Finally, the chapter offers concrete examples of TPACK in practice at each stage of the Master’s program in educational technology.

Prototyping a University-Wide Co-Curricular Record

2021 ◽  
pp. 215-233
Author(s):  
Elizabeth A. King ◽  
Heather D. Shea ◽  
William F. Heinrich
Keyword(s):  
Student Learning ◽  
New Technology ◽  
Learning Experiences ◽  
Michigan State University ◽  
State University ◽  
Technical Aspects ◽  
Software Interface ◽  
Cultural Processes ◽  
Hierarchical Relationships ◽  
The Many

In this chapter, the authors will discuss a multi-year initiative at Michigan State University aimed at designing and implementing a university wide co-curricular record. The authors contend that prototypes are a good mechanism to advance, and possibly accelerate projects. The chapter will focus on the many prototypes developed throughout the project, organized in three categories: 1) the technical aspects of the software, interface, and connections to campus IT; 2) policies and guidelines for interacting with, creating, and validating co-curricular learning experiences and outcomes; and 3) prototypes of new hierarchical relationships and social/cultural processes which made the new project legible to all stakeholders in the institution. Ultimately, prototypes helped create familiar policy and practices to go with useful technology that allowed campus users to easily and enthusiastically engage with a new technology, recognize student learning, and create sustainable practices in the co-curricular space.

Ultrastructural Studies of Bovine Respiratory Disease Complex

1975 ◽  
Vol 33 ◽  
pp. 428-429
Author(s):  
James C.S. Kim
Keyword(s):  
Michigan State University ◽  
State University ◽  
Diagnostic Laboratory ◽  
Ultrastructural Studies ◽  
Bovine Respiratory Diseases ◽  
Etiologic Agents ◽  
Diagnostic Difficulties ◽  
The Subject ◽  
Capillary Walls ◽  
Alveolar Capillary

Bovine respiratory diseases cause serious economic loses and present diagnostic difficulties due to the variety of etiologic agents, predisposing conditions, parasites, viruses, bacteria and mycoplasma, and may be multiple or complicated. Several agents which have been isolated from the abnormal lungs are still the subject of controversy and uncertainty. These include adenoviruses, rhinoviruses, syncytial viruses, herpesviruses, picornaviruses, mycoplasma, chlamydiae and Haemophilus somnus.Previously, we have studied four typical cases of bovine pneumonia obtained from the Michigan State University Veterinary Diagnostic Laboratory to elucidate this complex syndrome by electron microscopy. More recently, additional cases examined reveal electron opaque immune deposits which were demonstrable on the alveolar capillary walls, laminae of alveolar capillaries, subenthothelium and interstitium in four out of 10 cases. In other tissue collected, unlike other previous studies, bacterial organisms have been found in association with acute suppurative bronchopneumonia.

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