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Summary Reflection using the Discussion Board
Summary Reflection using the Discussion Board
California State University, Chico
Instructor Angela Alger from CSU Chico, provides students with weekly asynchronous online discussions. During the first week, students were asked to do their best to define a sustainable diet and share their opinion on genetically modified foods as part of their introduction. The final project was the Sustainability and Food Biotechnology Project. During the last week of the class, students are asked to recall their opinions at the beginning of the semester and compare how their opinions have changed after completion of the course and share these on the discussion board. This encourages students to reflect on the knowledge they have gained by completing the learning objectives.
Mt. Shasta Legends Collaborative Assignment
Mt. Shasta Legends Collaborative Assignment
California State University, Fresno
Kiersti Ford, an Instructor at Fresno State, developed an assignment where students are asked to investigate the Lemurians of Mt. Shasta. In addition to the detailed instructions, the instructor has included a Course Learning Outcomes Alignment. Students will take notes as they read through the provided links and additional research is encouraged. Students then submit a reflection/reaction on their thoughts or impression of the stories on a shared Google Doc prior to submitting an essay. This assignment is available for import in Canvas Commons.
Perusall Activity
Perusall Activity
California State University, Dominguez Hills
Terri Fleming-Dright, an Instructor from CSU Dominguez Hills, used the software Perusall to discuss a class reading. The opportunity to create starter posts and ask students questions that they can then respond to and each other is an excellent way of fostering active learning.
Essay Outline Peer Review Activity
Essay Outline Peer Review Activity
Sacramento State University
Joshua Pryor, an Instructor at Sacramento State University, utilized the peer-review feature in Canvas where students submit an essay outline and are asked to complete a peer-review rubric for 2 other student outlines. Finally, students need to upload their completed peer-review rubrics to Canvas.
Weekly homework Rubric in Math 104
Weekly homework Rubric in Math 104
California State University, Long Beach
Jen Mei Chang, an Instructor at CSU Long Beach, provides a detailed rubric for math homework assignments submitted online using three criteria for grading: (1) accuracy of a graded problem, (2) completeness of the whole assignment, and (3) whether the submitted work follows the directions of the assignment as well as the readability of the presentation.
Small Group Activity using Jamboard
Small Group Activity using Jamboard
Sonoma State University
Mark Gondree, an Instructor at Sonoma State University, developed a Google Jamboard activity to facilitate small-group collaboration. In this activity, student teams analyze small snippets of code featuring ARM assembly, to first recognize function prologues/epilogues, then analyze possible deficiencies (missing things), then suggest improvements (removing things that are strictly unneeded), and finally share-out. The code snippets are added as background images, making the text immune from accidental erasure or modification during the activity.
Digital Storyboard Assignment with Peer-to-Peer Interaction
Digital Storyboard Assignment with Peer-to-Peer Interaction
California State University, Fresno
Dr. Gina Sandi-Diaz, an Instructor at Fresno State, uses a shared Google Drive where students upload their Digital Storyboard assignment created in Google Slides using the Pecha Kucha 20x20 format. Students are required to visit each other's storyboards and provide feedback to peers. Finally, students use a Google Jamboard to document what they learned from visiting their peer's assignments.
Final Project Rubric
Final Project Rubric
California State Polytechnic University, Humboldt
Elias Pence, an Instructor at Cal Poly Humboldt, built a rubric to measure understanding of the assignment topic, in-class engagement, and care and effort in completing the assignment. Using the Canvas rubric tool was helpful in measuring the criteria of Demonstration of Understanding, Care and Effort, and In Class Engagement against the ratings of Excellent, Proficient, Needs Development, and Incomplete.
Discussion Grading Rubric
Discussion Grading Rubric
San Jose State University
Jennifer Morrison, an Instructor at San Jose State, created a detailed rubric to accompany the discussion posts in Canvas. This rubric contains criteria for answering the discussion prompts as well as each required response.
Introduction Activity Using a Storyboard
Introduction Activity Using a Storyboard
California State University, San Marcos
Emily Merryweather, an Instructor from CSU San Marcos, has students introduce themselves using a free web-based platform, Storyboard to create a comic-book-style representation of themselves and their interests.
Rubric for Analysis/Critique Assignment
Rubric for Analysis/Critique Assignment
California State University, Fresno
Andrea Roach, an Instructor at Fresno State, developed a rubric in Canvas for an assignment where students are analyzing and critiquing a popular press (e.g., magazine) article. The rubric includes the criteria of Summary, Analysis/Critique/, Reflection and Writing Quality, against the ratings include Exceeds, Meets, Approaches, Does Not Meet, and Did not Complete.
EdPuzzle Copy of Your Brain On Adderall - The Study Drug
EdPuzzle Copy of Your Brain On Adderall - The Study Drug
California State University, Fresno
Instructor Edward Boyle from Fresno State, uses EdPuzzle to promote discussion and student engagement using open-ended questions.
Writing Project Rubric
Writing Project Rubric
California State University, Fresno
Gabriel Ibarra, Instructor from Fresno State shares a writing rubric that is detailed along 5 criteria.
Using Mentimeter to Increase Engagement
Using Mentimeter to Increase Engagement
Sacramento State University
Kirsten Munk, an Instructor at CSU Stanislaus, incorporates survey and knowledge questions into synchronous Zoom lectures, using Mentimeter (https://www.mentimeter.com/) to increase student engagement and facilitate discussion. Students are provided with the URL for the Mentimeter survey along with the access code (in the Zoom chat), which will take them to the surveys and questions (pictured here) included in the lecture. Students are able to participate and answer in real-time.
TEDEd Video With Questions
TEDEd Video With Questions
California State University, Fresno
Instructor Shirisha Shankar from Fresno State, uses a video from the TEDEd library to create a lesson with embedded questions. This activity allows students to interact with a video and actively learn instead of passively watching.