1. Planétes in pamphlet format (thanks to the layout done by Erik Iudica), ready to print and play;

2. Planétes in textual form complete with examples and bibliography/ludography, along with corollary explanations of learning goals, best practices, and recommendations for playing. 

We recommend downloading both files. If you would like to read more about the rational behind creating Planétes, soon there will be an article in the peer-reviewed journal Italica. 

Why Blooket over Kahoot!? I have been a Kahoot! user (free account) since 2016, but Kahoot! has slowly decreased the number of participants (5 - 10 students) in the free account since the pandemic. The current free account of Blooket allows up to 60 students, and the game mechanics allow "weaker" students to win the game as well.

Simmons University

Cook-Sather, A., & Cook-Sather, M. (2023). From Reporting to Removing Barriers: Toward Transforming Accommodation Culture into Equity Culture. Education Sciences, 13(6):611. https://doi.org/10.3390/educsci13060611

Cook-Sather, A., Salmeron, D., & Smith, T. (2023). Centering Humanism in STEM Education through Student-Faculty Pedagogical Partnerships. Frontiers in Education, 8. https://www.frontiersin.org/articles/10.3389/feduc.2023.1153087/full

Cook-Sather, A. & Nguyen, V. (2023). Using Shared Google Docs to Co-Create Life-Affirming Learning: A Case of Trauma-Informed Instructional Design at the Tertiary Level. The Journal of Applied Instructional Design, 12(1). https://dx.doi.org/10.51869/121/acsvn 

Cook-Sather, A., Stewart, K., Ameyaa, R. A., & Jones, L. A. (2023). Co-creating Spaces for Full Selves: Student-Facilitated Pedagogy Circles for BIPOC Faculty. The Journal of Faculty Development 37(1), 69-71. 

Recent books:

Cook-Sather, A. (2022). Co-Creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education. Cambridge: Harvard Education Press.

de Bie, A., Marquis, E., Cook-Sather, A., & Luqueño, L. P. (2021). Promoting Equity and Justice through Pedagogical Partnership.

Cook-Sather, A., & Wilson C. (Eds.) (2020).Building Courage, Confidence, and Capacity in Learning and Teaching through Student-Faculty Partnership: Stories from across Contexts and Arenas of Practice.Lexington Books. 

Cook-Sather, A., Bahti, M., & Ntem, A. (2019). Pedagogical Partnerships: A How-to Guide for Faculty, Students, and Academic Developers in Higher Education. Elon University Center for Engaged Learning Open Access Series.

Zero to little prep time: Teachers have access to simulation-specific tips and video primers, resources for teaching with simulations, and activities shared by our teacher community.

167 Interactive Simulations, 121 language translations, and 3586 teacher-submitted lessons.

Accessibility is important for everyone, not just those who self-identify as needing accommodations. Inclusive design embraces diversity and allows users to access diverse resources and different learning modalities.

Credit: Saša Stojić-Ito, CPACC

The Math Editor is suitable for formatting math content in both introductory and advanced math courses, and it is available to both students and instructors.

For more help, view the following resource documents:

• Basic equations

• Advanced equations

• Chemistry formulas, equations, and scientific notation

Notes: 

• To have characters #, $, %, &, ^, _, {, and } appear in the Rich Content Editor, when your equation is inserted, you must use Advanced View and type a backslash (\) before the character. The ~ character can be inserted through Advanced View by typing \~~. The $ character can be inserted through Basic View by typing $$.

• Equation images are stored as absolute (full website) URLs which may affect course copies.

• Defining AI, Machine Learning, Generative AI, and AI Agents

• Prompting, Teaching, and Assessing Student Work in the AI-era

• AI syllabus Statements/Academic Integrity

• Higher Education Reactions to AI: Instructors and Students Respond

• The AI Industry, Innovation and Regulations

• AI Ethical/Privacy/Employment Considerations

• AI and Anti-Bias, Anti-Racist (ABAR)/Accessibility Concerns

• Citing AI/Authorship Dilemmas

What it's used for

• Learning: Students can use NotebookLM to understand complex theories 

• Research: Researchers can use NotebookLM to analyze data and dive deep into topics 

• Collaboration: Users can collaborate with NotebookLM to refine and organize their ideas 

  [Source: Google's AI Overview]

• How to cite generative AI output (MLA)

• How to cite generative AI output (APA)

• How to cite generative AI output (Chicago)

• An Introduction: What kind of overview of AI and various AI tools will you include?

• Permissions: To what degree would you like your students to use AI? What limitations might you wish to impose?

• Appropriate Citation: How will you convey the importance of students documenting their use of AI, including citing the tool they used and how the tools are used?

• Warnings: What cautionary language about the accuracy of AI-produced material and possible copyright violations that may occur will you include?

• Academic Integrity: How will you write a statement that reinforces that AI must not be used to circumvent academic rigor. Just as a scribe would not claim authorship of another's work, students must acknowledge when AI has contributed to their work. Encourage students to develop their own thoughts and perspectives, using AI to enhance, not replace, their learning. We cannot Google our own thoughts, and an important goal of university education is to develop one’s critical thinking abilities by deeply engaging with a variety of ideas, not just copying an AI produced piece.