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Course Documentary Assignment
Course Documentary Assignment
California State University, Channel Islands
Dorothy Horn, Instructor from CSU Channel Islands, created an interactive PlayPosit integration for the documentary used in the asynchronous class.
Playposit- Video Assignment
Playposit- Video Assignment
California State University, Channel Islands
Annie White, Associate Professor from California State University Channel Islands, created an assignment using Playposit for an online course. The assignment included students watching a video. During the video, the Playposit assignment was designed to pause at intervals to allow students to respond to instructor questions. The student responses were posted in a Discussion for peers to read and respond. This assignment provided opportunities to engage in critical reflection of the video, along with peer engagement and learning.
Updating the Hippocratic Oath (An Introductory Bioethics Assignment Using Hypothes.is)
Updating the Hippocratic Oath (An Introductory Bioethics Assignment Using Hypothes.is)
California State University, Channel Islands
Ronald Berkowsky, Instructor from California State University Channel Islands, created a low-stakes introductory assignment to be implemented in a bioethics course using the Hypothes.is platform. In it, students collaboratively annotate the Hippocratic Oath (i.e., one of the oldest known medical code of ethics) and suggest edits to make the Oath more reflective of modern perspectives and values. This assignment helps to underscore how ethical principles and behaviors in health and medicine have changed over time.
Module To Do List
Module To Do List
California State University, Stanislaus
Yamini Bellare, Assistant Professor from California State University Stanislaus, created To Do Lists for each Module in the course. Each To Do List included direct links to the assignments to be submitted and their due dates. This page serves as a Welcome and Orientation page to each Module.
Using AI tools to Help Write Introduction Sections for Laboratory Reports
Using AI tools to Help Write Introduction Sections for Laboratory Reports
California State University, Channel Islands
William Munroe, Lecturer from CSU Channel Islands, tested GPT4All (an AI tool) with helping students’ writing. The instructor tasked students to install a free utility (GPT4All) capable of interacting with a user curated pdf library. Students prepareed an initial draft of an introduction section using the AI tool and pdf sources for their lab report. After preparing the draft, students would then edit and revise the output for accuracy.
Bilingual Translations in Canvas
Bilingual Translations in Canvas
California State University, Channel Islands
Kristin Jordan, Instructor from California State University Channel Islands, implemented bilingual translations in Canvas for a Sociology of Education course where information on the Canvas home page, in the welcome/start here module, and major headings/buttons are presented in both English and Spanish. This initiative ensures that information displayed on the Canvas home page, within the welcome/start here module, and major headings/buttons is accessible in both English and Spanish. By providing simultaneous translations, students gain direct exposure to essential concepts and research covered in the course, such as community cultural wealth, linguistic capital, and bilingual education. Additionally, this approach fosters a more inclusive environment, both linguistically and culturally, within our class. Importantly, the adaptability of these bilingual translations makes them applicable to various courses, regardless of content alignment.
Calculus Canvas Shell Homepage and Module list screenshots - Bilingual
Calculus Canvas Shell Homepage and Module list screenshots - Bilingual
California State University, Channel Islands
Chrissy Soderlund, Instructor from Cal State Channel Islands, developed a bilingual kit for the Calculus I Canvas Shell. The bilingual kit enables instructors to better articulate course material in a way that embraces students for whom Spanish is their first language. There is a variety of instructional material types on the Canvas shell (videos, quizzes, written text, online math homework system, discussions, etc.). The bilingual kit strengthens the text of the various material types.
Interactive “Sociological Imagination” Practice Video with Embedded Questions
Interactive “Sociological Imagination” Practice Video with Embedded Questions
California State University, Channel Islands
Elizabeth A. Sowers, an Associate Professor at CSU Channel Islands, created an interactive PlayPosit video for her SOC 100 class to help students achieve a better understanding of the “Sociological Imagination” across the semester. The video includes a recap of the concept, as previously discussed in class, and practice questions, quite similar to those that appear on course exams. This is a resource for students, not an assignment for a grade – but they will practice exam questions in it, so there is a tangible benefit for those who engage.
Assignment Information Video Production using Artificial Intelligence (AI) Tools
Assignment Information Video Production using Artificial Intelligence (AI) Tools
California State University, Channel Islands
Ryan Murphy, Assistant Professor of Business Communication at California State University Channel Islands, created an assignment information video using HeyGen (an AI avatar video creation tool) and ChatGPT. Assignment information videos supplement written assignment instructions, rubrics, and verbal explanations of an assignment in class. By offering assignment information using additional modes, student gain enhanced clarity and understanding of assignment instructions. Video instructions keep students engaged and they can be replayed as many times as necessary.
Acknowledgement to Dr. Stephen Lind of the University of Southern California who presented this concept at the Association for Business Communication Western Regional Conference (Spring 2024), where he shared both practical outcome of AI videos like this as well as technical instructions for creating them.
Playposit for Chem 251 Spectroscopy Unit
Playposit for Chem 251 Spectroscopy Unit
California State University, Channel Islands
Michelle Kobrin, Instructor from Channel Islands, created Playposit bulbs for Chem 251Quantitative Analysis spectroscopy unit. The unit included a playlist of 10 Playposit bulbs compiled into a single playlist, which was assigned in Canvas for students to interact with during Week 14 lectures. Chem 251 is a flipped class, so this Playposit set served as their lectures for the week. Post week 14, Chem 251 students were interviewed to evaluate the advantages of Playposit technology compared to the previous approach, where watching the lectures was optional. Based on the feedback, this Playposit playlist will continue to be incorporated into the Chem 251 course going forward.
TedED Activity: Does School Kill Creativity?
TedED Activity: Does School Kill Creativity?
California State University, San Bernardino
Title: Does School Kill Creativity?
Description: This activity facilitates interactive learning and student participation with an online video. Using the TedED tool, it is able to increase the understanding of complex theories in developmental science, specifically the trade-off between learning and education, and respective cognitive outcomes. The link is embedded in Canvas, allowing for easy accessibility. The activity also includes reference to an additional scientific report that supports the theories discussed.
Ratios for Case Analysis using Voice Thread
Ratios for Case Analysis using Voice Thread
California State University, Dominguez Hills
Chacko Kannothra, Instructor from California State University Dominguez Hills, created a voice thread assignment to help online learners to revise financial and accounting ratios that may be used for case analysis in the strategic management capstone course. The assignment requires students to watch a voice thread (external video) and answer questions provided with the voice thread. Students can submit their responses in multiple formats including audio, video, text, or even upload a file with their responses. This voice thread can be assigned at the beginning of the semester to revisit some of the concepts that students learned in earlier semesters, and used extensively in the capstone course for analysis. Please note that the external video used for this voice thread was recorded by Prof. Melissa Schilling and is available on YouTube.
Peer Engagement using Google Jamboard
Peer Engagement using Google Jamboard
California State University, San Bernardino
Alycia Granado, Instructor from CSU San Barnardino, created a Jamboard assignment for online child development courses. This Jamboard activity encourages both active learning and peer engagement. Students will share their knowledge of attachment styles, behaviors, and mediators.
Active Learning Using PlayPosit to Learn About the Aztecs
Active Learning Using PlayPosit to Learn About the Aztecs
San Diego State University
Carlos Figueroa Beltran, Instructor from San Diego State, created a five-question video quiz using PlayPosit to learn more about one of the most outstanding civilizations of the Americas. Although little recognized, the Aztecs excelled in education, technology, and sustainability. This is an example of how they transformed their environment to build one of the greatest cities of all times.
Collaborative Note-Taking Space Using Google Slides
Collaborative Note-Taking Space Using Google Slides
California State University, Fresno
Katy Tarrant, an Instructor at Fresno State, developed a collaborative note taking space in Google Slides. The collaborative space will promote student agency in note taking work as others will see the work. Additionally, this resource will allow students to have access to different perspectives and interpretations of the lecture material
Panopto Video Lecture Created to Help Students Make Connections between Content and Their Life Experience
Panopto Video Lecture Created to Help Students Make Connections between Content and Their Life Experience
California State University, Stanislaus
Julie Kaley, Instructor from CSU Stanislaus created a video lecture as a follow-up to students reading a chapter in text. The video highlights a current event article in Forbes and she encourages students to make connections about the current evironment Post-COVID. The video is created using "Panopto" an accessible campus adopted technology which provides captions and ease of use for the learner. The video is an easy example to promote student engagement in asynchronious online courses.
Enhance Student Engagement and Interaction in Group Assignments in STEM
Enhance Student Engagement and Interaction in Group Assignments in STEM
California State University, San Bernardino
Haiyan Qiao, an Instructor at CSU San Bernardino, utilized slides to develop a guided group assignment discussion for an asynchronous online course. This can be used as a reference/template for structured group discussions to promote student interaction and facilitate collaborative problem-solving in a group assignment.
On-Demand, Interactive, PlayPosit Video Tutorials on Searching Library Databases
On-Demand, Interactive, PlayPosit Video Tutorials on Searching Library Databases
California State University, Channel Islands
Breeann Austin, the Instruction and Assessment Librarian from California State University, Channel Islands created active learning questions relevant to database searching and the research process. Using PlayPosit, these questions were embedded into two video tutorials on how to search library databases. These embedded questions allow students to actively engage with the videos and self-check their understanding of the material. Additionally, a questions template was created so librarians could reuse the questions in future video tutorials and instruction sessions.
Badges in Canvas: Connect the Dots Between Course Outcomes & Career Skills
Badges in Canvas: Connect the Dots Between Course Outcomes & Career Skills
California State University, Channel Islands
Kristen Linton, Instructor from California State University, Channel Islands, created two Badges in Canvas associated with specific learning outcomes and career skills. Eligibility to receive the badges was set using a rubric that assessed the students' skill, which is public. Students who receive badges can post the badge to the LinkedIn profiles and potential employers can click it to see a description of the assignment and criteria that needed to be met in order to receive the badge.
The Project Approach: Creating a STEM Focused Learner Bulb
The Project Approach: Creating a STEM Focused Learner Bulb
California State University, Channel Islands
Regan Bynder, Instructor from California State University, Channel Islands, created an interactive assignment supporting learner engagement with Playposit. Students will select 1 of the 4 videos provided, develop 3-5 questions they can ask about teacher practices, techniques, and activities used to support integration of science, technology, engineering and math concepts throughout the video, and create a learner bulb with their questions for peers to respond to.
PlayPosit Assignment with Youtube
PlayPosit Assignment with Youtube
California State University, Channel Islands
Argero Zerr, an instructor from CSU Channel Islands, created a PlayPosit assignment. This PlayPosit assignment corresponds to a Youtube video for a TEDx talk titled “Why does it take so long to grow up today?” by Dr. Jeffrey Arnett. The assignment includes a series of multiple choice questions which test comprehension of the material throughout the video. The assignment also includes poll questions and discussion questions which encourage students to reflect on their own opinions and experiences with emerging adulthood.
Active Learning Video with Playposit
Active Learning Video with Playposit
California State University, Channel Islands
Vida Vakilian, an Instructor from California State University, Channel Islands, designed active learning questions and incorporated them into her recorded video on Number Systems and DeMorgan's Laws. These questions will be presented to students as they view their asynchronous lecture videos, which are accessible through Canvas and an online platform called Playposit. Playposit allows for the integration of questions into pre-recorded lecture videos, providing a tool for interactive learning.
Cardinal Directions Activity in Arabic using VoiceThread
Cardinal Directions Activity in Arabic using VoiceThread
California State University, Channel Islands
Sumaya Bezrati, Instructor from California State University, Channel Islands, uses VoiceThread to have students practice giving cardinal directions in her Arabic 101 class. This is an active learning assignment in which students record themselves describing a country's location in Arabic and other students have to guess which country they are talking about. Through this activity, students become familiar with the names and locations of countries in the Arab World and are able to practice their speaking and listening skills in a fun and interactive way.
Using VoiceThread to Create a Presentation for a Spanish Project
Using VoiceThread to Create a Presentation for a Spanish Project
California State University, Channel Islands
Samanta de Frutos García, an Instructor of Spanish at CSU Channel Islands, created a final project assignment for SPAN 102: Elementary Spanish II. The template provides guidelines for students to create a VoiceThread presentation using vocabulary, grammatical constructions, and cultural knowledge learned in this course using the free Spanish textbook Libro Libre. This project assesses students’ ability to answer questions and report orally to demonstrate basic functional proficiency in Spanish, talk about familiar topics, compare and contrast cultural similarities and differences between the United States and Spanish-speaking countries, and present the information and cultural insights gained through the TalkAbroad sessions. This can be modified to fit any class.
Interactive Jamboard Activity
Interactive Jamboard Activity
California State University, San Bernardino
Brittany Bloodhart, Instructor from CSU San Bernardino, developed an engaging interactive activity leveraging Jamboard. Instead of assigning students the individual task of generating stereotypes and expectations about gender, they now have the opportunity to explore their own assumptions by observing their peers' contributions on Jamboard. Through the use of sticky notes within a collaborative space, Jamboard allow students to actively participate by moving the concepts to different areas of the "map" (or board) based on their agreement with other students. This creates another interactive element, where students can debate about the placement of ideas, encouraging students to debate on a discussion board and assess whether each concept aligns with their collective understanding. This approach enhances student engagement and promotes active learning.
Active Learning Video using TEDed & Playposit
Active Learning Video using TEDed & Playposit
California State University, Fresno
Joel Slade, Instructor from California State University, Fresno, created active learning questions in an edited TEDed video on the misconceptions of evolution in Playposit to be used in his evolution course. Students in this online course will be prompted with several questions in their asynchronous lecture videos. People can use Playposit to integrate questions as students watch pre-recorded lecture videos.
Using VoiceThread to an Create Effective and Creative Assignment
Using VoiceThread to an Create Effective and Creative Assignment
California State University, Channel Islands
Diana Lenko, Instructor from California State University, Channel Islands, used VoiceThread to create an assignment that encouraged peer-to-peer learning and enabled students to participate and collaborate using one of five powerful commenting options: microphone, webcam, text, phone, and audio-file upload, and do it at their own pace. The collaboration tool is also fully integrated into Canvas, so students and instructors don't have to log in to the platform separately.
By watching videos of exemplary speakers and exploring the key leadership concepts in action, students gained insights into the communication strategies and leadership attributes essential to effective leaders.
Windshield Survey Assignment
Windshield Survey Assignment
Sacramento State University
Michelle Dang and Lyndsay Anderson, Instructors from Sacramento State University, adapted an assignment for an online course using Flipgrid to have students present their community assessments from the lens of a public health nurse.
Liquid Syllabus
Liquid Syllabus
Sacramento State University
Michelle Dang, Instructor from Sacramento State University, created this liquid syllabus to welcome students before the semester began. The liquid syllabus contains key information to help students get started and helps create a sense of engagement and community with the course. The students are practicing school nurses; hence, Michelle used images of school children to enhance engagement and connectedness.
Final Course Reflection
Final Course Reflection
California State University, Fresno
Mary Bennett, an Instructional Designer at Fresno State and the QLT Program Manager, shares a creative use of Meme's for the final course reflection. Course participants are asked to share a piece of advice or a tip for someone else taking the course and why it is important. Students are encouraged to not only reply by text but also create a Meme illustrating their advice.
CSU QLT Course Technology Skills and Learner Expectations and Attribute Checklist
CSU QLT Course Technology Skills and Learner Expectations and Attribute Checklist
California State University, Fresno
Instructional Designer and CSU QLT Course Manager, Mary Bennett from Fresno State shares the CSU QLT course technology skills that are required to be successful in the QLT training courses. Additionally, the learner attributes and expectations to be successful in an online course are shared. These can be used or modified for any course.
Course Communication and Netiquette Statement
Course Communication and Netiquette Statement
California State University, Fresno
Mary Bennett, Instructional Designer at Fresno State and CSU QLT Manager, provides a sample of the QLT Course Communication and Netiquette Statement that is in the syllabus. The statement provides nine statements that can be used or modified for any course.
QLT Course Summary Announcement
QLT Course Summary Announcement
California State University, Fresno
Mary Bennett, Instructional Designer and QLT Course Manager, shares a sample of a final announcement that is sent to participants at the end of the "Reviewing Courses Using the QLT Rubric." The announcement summarizes major course themes, and wraps up the course with a reminder about expectations to complete the course successfully (85 points or more) and when final grades will be posted.
Student Generated Discussion Topic as a Formative Assessment
Student Generated Discussion Topic as a Formative Assessment
California State University, Fresno
Instructor Archana Mohan from Fresno State, uses a discussion assignment where students are asked to generate two questions based on their knowledge of the functions and parts of a microscope. This assignment facilitates peer-to-peer interaction and prompt feedback
Syllabus - Detailed Rubrics & Collaborative Teamwork Project with Choice
Syllabus - Detailed Rubrics & Collaborative Teamwork Project with Choice
California State University, Los Angeles
Michelle Lopez, an Instructor from CSU Los Angeles, provides a detailed syllabus for CLS 1300. Included in the syllabus are very detailed rubrics and assignment instructions for two team projects that include collaboration and choice. Topics are related to policy and legislation and its' impact on diverse communities in California.
Non-Academic and Non-Technical Student Support Services
Non-Academic and Non-Technical Student Support Services
California State University, Los Angeles
Michelle Lopez, an Instructor from CSU Los Angeles, provides a detailed syllabus for CLS 1300. Included are the non-academic and non-technical student support services. Each resource includes a link to the website, contact information and location.
Required Course Materials
Required Course Materials
California State University, Los Angeles
Michelle Lopez, an Instructor from CSU Los Angeles, provides a detailed syllabus for CLS 1300. Included is a list of the required textbooks and students are given a choice in how they want to acquire these resources. All textbooks and films are properly cited.
Student Resources - Technical and Academic
Student Resources - Technical and Academic
California State University, Los Angeles
Michelle Lopez, an Instructor from CSU Los Angeles, provides a detailed syllabus for CLS 1300. Included in the syllabus is a detailed clear table of the Student Resources including ITS Help Desk, and Academic Campus resources.
Instructor Information
Instructor Information
California State University, Los Angeles
Michelle Lopez, an Instructor from CSU Los Angeles, provides a detailed syllabus for CLS 1300. Included in the syllabus is a Facilitator Corner section that includes contact information, office hours, a link to the Zoom room, as well as a Meet Your Professor paragraph with both personal and professional information.
Course & Module Objectives aligned to Assignments
Course & Module Objectives aligned to Assignments
California State University, Los Angeles
Michelle Lopez, an Instructor from CSU Los Angeles, provides a detailed syllabus for CLS 1300. A sample of the course and module objectives are provided along with a list of the type of assessments used to evaluate the CLOs.
Peer Review Feedback Guide With Guiding Questions
Peer Review Feedback Guide With Guiding Questions
San Francisco State University
Courtney Donovan, an Instructor from San Francisco State University, provides an annotated bibliography assignment designed to help students gain research skills while working alongside a peer. The peer review guide is organized with guiding questions to assist students in providing feedback to a peer's assignment.
Syllabus - Access and Accommodation Statement
Syllabus - Access and Accommodation Statement
San Jose State University
Maureen Smith, an Instructor at San Jose State University, includes the following statement in her syllabus that provides students with a clear explanation of her role in supporting students with a link to the campus disability support services office. In her statement, she welcomes students to talk to her at any point in the semester about course design concerns.
Detailed Course Description & Format
Detailed Course Description & Format
California State University, Los Angeles
Michelle Lopez, an Instructor from CSU Los Angeles, provides a detailed syllabus for CLS 1300. A sample of the course description is provided that is clear to students indicating the course is online and asynchronous and the topics covered and assessments taken.
Closing Announcement
Closing Announcement
California State University, Northridge
Hillary Kaplowitz, Instructional Designer and Instructor from CSU Northridge, sends students an end of semester announcement, summarizing how far they have come and what they have learned.
Syllabus Accessibility Policy Statement
Syllabus Accessibility Policy Statement
California State University, Northridge
Susana Marcelo, an Instructor and Instructional Designer at CSU Northridge, includes the following statement in her syllabus that provides students with a clear explanation of her role in supporting students with a link to the campus disability support services office.
Feedback Timeline Statement
Feedback Timeline Statement
California State University, Northridge
In this example Virginia Huynh, Instructor from CSU Northridge, includes a feedback timeline statement in her syllabus.
Role of Instructor Participation
Role of Instructor Participation
California State University, Northridge
Amber Norwood, an Instructor from CSU Northridge, includes specific information in the syllabus about their role regarding participation in the course by including detailed Discussion Facilitation and Participation Guidelines.
Discussion Board Rubric
Discussion Board Rubric
San Jose State University
Nik Tehrani, an Instructor at San Jose State University, developed a rubric used for all discussion board assignments. The rubric helps clarify any vague information and helps students understand the expectations. The goal of the rubric is to help students self-improve and inspire better student performance.
Collaborative Jamboard Activity
Collaborative Jamboard Activity
California State University, San Marcos
Kim McCarthy, an Instructor from CSU San Marcos, uses Google Jamboard for class collaboration. Students respond to the question prompt posted on the Jamboard. They then interact with each other by posting a picture, drawing, text, or a "stickie note" in response to the prompt.
HSU Template - Online Technical Skills & Requirements
HSU Template - Online Technical Skills & Requirements
California State Polytechnic University, Humboldt
Kim Vincent-Layton, an Instructional Designer at Cal Poly Humboldt, created a basic template for all online courses. The template provides 6 tips for success as an online learner, attitude and technical skills required, and minimum hardware and software requirements. This can be modified to fit any class.
Structured Group Discussions Providing Roleplaying & Choice
Structured Group Discussions Providing Roleplaying & Choice
California State University, Fresno
Ryan Ditchfield, an Instructor at Fresno State, creatively organizes group discussions providing students an opportunity to self-assign themselves to a group discussion topic that interest them in his "Eyewitness Identification-FTB 159T" class. In the group discussions they have the choice to pick a role - Researcher, Eyewitness, Defense Attorney, Police Officer, Suspect, and Timekeeper and throughout the semester the students will also be changing to a different group and also change their role. This example represents student choice and group roles in discussions.
Infographic of Communication Policy
Infographic of Communication Policy
California State University, Fullerton
Greg Childers, an Associate Professor of Physics at CSU Fullerton, describes in his syllabus his communication policy. He breaks down his communication policy for his office hours, telephone calls and emails. He also shares his policy using an infographic.
Complex Infographic Description
Complex Infographic Description
California State University, Stanislaus
Glenn Pillsbury, an Instructional Designer at CSU Stanislaus, provided this resource as an example of an alternate description of a complex infographic. The infographic describes the interconnected pathways that comprise the health care system in the United States. A simple alt text description would be insufficient and so a more detailed long description was created.
Required Textbook Information
Required Textbook Information
California State University, Northridge
Nanci Carr, an Instructor at CSU Northridge, includes this language in the syllabus stating that a specific edition of the textbook is required. This language lets the students know that if this edition is not used the assignments in the course will not align. The price of the textbook along with the formats available is also included.
Instructor Learner Profile
Instructor Learner Profile
California State University, Northridge
Instructor Carmen Saunders-Russell, from CSU Northridge, uses Canva to creatively share her instructor profile. It includes preferred pronouns, words that describe her as a learner, what motivates her to learn, her learning goals for the course, her experience about adult learning theories, and a fun fact about her that you won't find on her resume. Providing a detailed profile humanizes the instructor and creates a sense of belonging in the course.
Group Annotation Discussion Using Perusall
Group Annotation Discussion Using Perusall
California State University, Bakersfield
Natalie Thompson, an Instructor from CSU Bakersfield, shares a peer to peer annotation activity using the tool Perusall where students read and annotate a scholarly article. Detailed instructions are provided for the students about the discussion requirements.
Clear Organized HomePage
Clear Organized HomePage
California State Polytechnic University, Pomona
Iman Hemmatian, an Instructor from Cal Poly Pomona, shares a homepage that is organized clearly with a college banner, instructor welcome video & transcript, instructions to begin the course including the syllabus, start here, and buttons to access all modules from the course home page.
Course Home Page With Accessible Icons
Course Home Page With Accessible Icons
California State University, Stanislaus
Kanwaljit Dulai, an Instructor from CSU Stanislaus, creates a home page with accessible button icons as evidenced by the green Ally gauge. The first five buttons link to important course pages with resources commonly visited by students. The last five buttons are proprietary to this course and link through to the five unit modules.
Canvas Home Page
Canvas Home Page
California State University, Fresno
Instructor Faith Sidlow from Fresno State, created a redesigned homepage in Canvas that includes 15 buttons along the bottom of the homepage for each week. A clear link to takes the user to the syllabus and also to the start here module. There is also a warm instructor welcome message in the middle of the page along with a graphic and course title.
Clear Homepage Navigation with Accessible Icons
Clear Homepage Navigation with Accessible Icons
California State Polytechnic University, Pomona
Manuel Diaz, an Instructor from Cal Poly Pomona, shares a homepage that is clear and accessible with button icons as evidenced by the Ally "green" indicators in the bottom left of each image. Home page has a clear instructor welcome, followed by buttons to access the syllabus, scholar cafe, and weekly module buttons.
Jamboard for Facilitating a Complex Chemistry Article
Jamboard for Facilitating a Complex Chemistry Article
California State Polytechnic University, Pomona
Instructor Chantel Stieber from Cal Poly Pomona, uses a Google Jamboard for students to contribute using text, drawings, or images their understanding of a complex scientific article.
Course Home Page
Course Home Page
California State University, Fresno
Jesse Bower, an Instructor from Fresno State, shares a redesigned homepage with a clear brief welcome statement, image of the instructor, contact information and office hours and quick links to the main course components.
Example VoiceThread Discussion
Example VoiceThread Discussion
California State University, San Bernardino
Instructor Carol Gabaldon from CSU San Bernardino, uses VoiceThread to enhance peer-to-peer engagement while adhering to accessibility and universal design principles. The tool VoiceThread provides an accessible platform for audio, video, and text formats, encourages peer-to-peer discussion, and is easily embedded in the Canvas Learning Management System.
Course Homepage with Buttons to Access Modules
Course Homepage with Buttons to Access Modules
California State University, Fresno
Katherine Fobear, an Instructor from Fresno State, shares the design of a Canvas homepage that includes a course description, with links to the syllabus and individual modules that are clearly labeled. All buttons include alt tags as evident by the Ally accessibility indicators.
Small Group Discussion for Synchronous Webconference Class Session
Small Group Discussion for Synchronous Webconference Class Session
California State University, San Bernardino
Cheryl Brandt, an Instructor at CSU San Bernardino, uses a problem-based seminar discussion prompt during synchronous sessions in Zoom to increase peer-to-peer interaction. During the sessions, each small group captures their plan for sharing with the entire class using Jamboard.
Engagement in Synchronous Lectures Using Jamboard & Zoom Break-Out Rooms
Engagement in Synchronous Lectures Using Jamboard & Zoom Break-Out Rooms
California State University, Fresno
Stephanie Ryan, an Instructor from Fresno State, shares an engaging activity where she uses Zoom to provide a synchronous lecture called "The Anterior Surface Landmarks of the Figure." Using breakout rooms in Zoom and a Jamboard students identify surface landmarks of a figure in a peer-to-peer activity.
Annotated Bibliography Research Assignment
Annotated Bibliography Research Assignment
San Francisco State University
Courtney Donovan, an Instructor from San Francisco State University, provides an annotated bibliography assignment designed to help students gain research skills while working alongside a peer. The assignment provides a visual component using Canva to help students better understand key steps and also how to put together the assignment itself. The assignment also is organized using a transparent assignment design.
Prompt and Rubric Reflective Writing Assignment
Prompt and Rubric Reflective Writing Assignment
California State University, Fullerton
Krista Henderson, an Instructor from CSU Fullerton, shares a detailed writing assignment where students describe the scope of their previous sexual education and describe what the "ideal" sex ed program is. The instructor provides 6 question prompts and a detailed rubric which provides 5 criteria for evaluating the essay.
Contemporary Issues Presentation
Contemporary Issues Presentation
California State University, Stanislaus
Instructor Grace Paradis from CSU Stanislaus, uses GoReact to help students learn about a topic that is not covered in depth during class. To strengthen the awareness of the topic, students are asked to further the GoReact discussion by asking critical thinking questions of their peers.
Home Page Buttons
Home Page Buttons
California State University, Fresno
Nichole Walsh, an Instructor from Fresno State, shares four graphics for homepage buttons to enhance the look and usability of the landing page for students. The graphics were created in Canva and include the following: Click here to begin, This way to Modules, Click Here for Announcements, and Virtual Asynchronous Office.
Pinterest Encyclopedia Activity
Pinterest Encyclopedia Activity
California State University, Stanislaus
Monica Flores, an Instructor from CSU Stanislaus, describes an activity using a social media tool, Pinterest. Students are prompted to create a Pinterest account and than choose 2 "terms" from a list about Latinx Lit and Cultural Studies. Students are creating two encyclopedia (Pinterest) entries and than commenting on at least 3 of their classmates Pinterest pins.
Sketchnotes Discussion Forum Assignment
Sketchnotes Discussion Forum Assignment
California State University, Northridge
Instructor Nicole Solis from CSU Northridge, developed an assignment in which students practice visual notetaking skills and engage in a discussion. While reading a scholarly article students are to select at least 2 quotes and additional terms and concepts and arrange them visually including sketches, illustrations, or other ways of decorating their notes visually. Students use the Canvas Discussion forum for students to submit the assignment, but they can choose to create their notes on paper or using one of several technologies.
The Magic Flute – TEDEd Lesson
The Magic Flute – TEDEd Lesson
California State University, Fresno
Maria Briggs, an Instructor at Fresno State, uses the TEDEd lesson creator to engage students in an active learning experience. In preparation for a written critique students view the "Queen of the Night" aria performance and then answer questions and participate in an online discussion.
Organized Homepage Using Bitmojis
Organized Homepage Using Bitmojis
California State University, Stanislaus
Instructor Russell Ewick from CSU Stanislaus, provides a visually appealing homepage using Bitmojis to take the user to the Start Here, Syllabus, Student Services, and Modules 1-7. The course homepage also includes an instructor welcome video, instructor contact information, and instructions on how to start the course.
TEDEd Lesson: Nadine Burke-Harris - The Effects of Adverse Childhood Experiences
TEDEd Lesson: Nadine Burke-Harris - The Effects of Adverse Childhood Experiences
California State University, Stanislaus
Instructor Andrea Duroy, an Instructor at CSU Stanislaus, created a lesson in TEDEd designed to be an interactive learning tool for students in an asynchronous course. After students watch the video, they are presented with open ended questions, links to learn more about the topic, and a guided discussion question.
Historic Periods of Globalization Activity
Historic Periods of Globalization Activity
California State University, Stanislaus
Heather Jarrell, an Instructor at CSU Stanislaus, designed a peer-to-peer engagement and active learning activity for use during a synchronous session. Working in groups, students identify distinguishing characteristics of periods of globalization throughout history. Students are placed in Breakout Rooms in Zoom, with each group completing one of five Jamboard pages containing sticky notes labeled “Fact” that they fill in with pertinent features of their globalization period, after which the entire class is quizzed on each globalization period using Zoom Polls based on the facts submitted by each group.
Resume and Cover Letter Rubric
Resume and Cover Letter Rubric
San Francisco State University
Alexandria Leyton, an Instructor from San Francisco State University, provides a detailed rubric on the elements of the resume and cover letter.
Exploring Human Energy Systems and Human Activities
Exploring Human Energy Systems and Human Activities
California State University, Fresno
Michael Cole, an Instructor at Fresno State, developed a Canvas discussion board activity that provides an opportunity for students to engage in an undergraduate Exercise Physiology class learning module that is focused on understanding and applying concepts and ideas related to human energy systems. In this activity, students access highlights of events from the most recent Olympic games and discuss the use of the human energy systems in the context of the characteristics of these events (duration, intensity, etc.).
Front Page Design Example
Front Page Design Example
California State University, Stanislaus
Wura Jacobs, an Instructor from CSU Stanislaus, provides a visually interesting front page design that uses five header icons for easy access to course pages/content.
Academic Integrity Statement from Syllabus
Academic Integrity Statement from Syllabus
San Jose State University
Darra Hofman, an Instructor from San Jose State University, provides their syllabus which includes an expanded discussion of policy and supports, as well as an explanation of their approach to providing accommodations. The syllabus also explains the course environment, expectations around inclusion and equity, and explicitly invites students to participate in office hours.
Getting Started Module
Getting Started Module
California State Polytechnic University, Pomona
Navid Nakhjiri, an Instructor from Cal Poly Pomona, provides a visual sample of the Getting Started Module in Canvas. The elements of the module include a welcome from the instructor, course schedule, Syllabus quiz, student profile survey, Q&A, and Campus Resources including technology support.
Assignment using a Podcast followed by an Interactive Activity using Jamboard & Discussion
Assignment using a Podcast followed by an Interactive Activity using Jamboard & Discussion
California State University, Fresno
Aric Mine, an Instructor at Fresno State, uses an episode from Radiolab as a foundation for discussion in an introductory assignment in a climate change and environmental science class. It was formerly just a short answer response submission by individual students (file uploaded; screenshot of discussion prompt) which has now been expanded to include a discussion on Canvas that helps segway to the following week where water usage is introduced with a Jamboard (linked).
This exercise engages students via three different means of communication and interaction. They listen to a podcast, reflect on their understanding and communicate that understanding in written form to the instructor and to their peers in an active discussion. They're also then subsequently engaged with a Jamboard that builds off this introductory activity, expanding the engagement tools used in this course.
Wellness Check Discussion
Wellness Check Discussion
California State University, Fresno
Kathaleen Valdez, an Instructor from Fresno State, uses a brief weekly discussion to help facilitate a line of communication between the student and the instructor by providing a way for students to check-in. The discussion encourages them to let the instructor know how they are doing in regards to the class or just life. It helps them know that there is someone else out there that has their back and is concerned about how they are doing and lets the instructor know if there is a need to contact the student for additional assistance. In addition, the discussion can be used as a way to monitor student participation.
Communication Styles Nearpod Activity
Communication Styles Nearpod Activity
California State University, Stanislaus
Stacey Aprile, an Instructor at CSU Stanislaus, developed an activity where students read about learning styles, take a self-assessment, and apply their learning to their future classroom. This activity provides students with the opportunity to connect with like-communication style peers for possible extension activities in the course.
Essay Rubric
Essay Rubric
California State University, Stanislaus
Erin Hughes, an Instructor from CSU Stanislaus, provides a rubric to grade written essays and set clear grading standards/expectations for students. The point values can easily be added based on each writing assignment. The use of this rubric streamlines the grading process and allows for more comprehensive feedback on specific points addressed in the rubric.
Lab Assignment Connecting Students to Their Community
Lab Assignment Connecting Students to Their Community
California State Polytechnic University, Pomona
Weimin Li, an Instructor from Cal Poly Pomona, developed a module lab assignment. This lab assignment includes includes an activity with students exploring the hardware and software that they will use in a GIS lab. The activity has students using a database from LA county to apply mapping skills.
Using Hypothesis for Low-Stakes Assessment with Timely Feedback
Using Hypothesis for Low-Stakes Assessment with Timely Feedback
San Jose State University
Instructor Jill Citron from San Jose State University, uses Hypothesis to ensure student preparation for class which is a digital annotation tool that allows for peer-to-peer discussion. In the example provided she uses the tool for student discussion about complex scientific journal articles.
Course Home Page
Course Home Page
California State University, Fresno
Melanie Wenrick, an Instructor from Fresno State, provides a clean easy to follow home page that provides for accessible image buttons used for the syllabus, weekly, and discussion board. Graphic buttons were created in PowerPoint and imported as images. A welcoming introduction about the purpose of the course and distance learning model used.
Course Video Tour
Course Video Tour
California State University, Fresno
Meta Schettler, an Instructor from Fresno State, provides a video tour with consistent navigation and clear instructions for students to begin accessing all course components, such as syllabus, course calendar, assignments, campus support resources, campus policies and support files.
PLSI 2: American Government and Institutions - Rubric for Writing Assignment
PLSI 2: American Government and Institutions - Rubric for Writing Assignment
California State University, Fresno
Everett Vieira, an Instructor at Fresno State, developed a six-part rubric for scoring the writing assignment for the PLSI 2: American Government and Institutions introductory GE course. The rubric was created to improve on providing feedback in a timely fashion so that students will have a better idea of exactly how their written assignment will be scored before submitting their essay.
How You'll Use It - Pauling's Rules
How You'll Use It - Pauling's Rules
California State University, Fresno
Keith Putrika, an Instructor at Fresno State, developed a summative assessment where students apply Pauling's Rules and related concepts in mineralogy, to assess an environmental issue that might mimic the ways in which the concepts could be used in practice. The accompanying grading rubric includes percentages for the characteristics as well as a letter grade for the corresponding criteria.
Journalism Ethics Scenarios
Journalism Ethics Scenarios
California State University, Fresno
Instructor Timothy Drachlis from Fresno State, created an exercise and discussion whereby students learn more about journalism ethics. Working in groups, students select from 5 scenarios where they collaboratively develop a presentation using lectures, readings, and research as they apply the code of ethics to their respective scenario.
Active Learning Video using EdPuzzle
Active Learning Video using EdPuzzle
California State Polytechnic University, Pomona
So Ra Baek, an Instructor from Cal Poly Pomona, shares a video which in which a lesson was created using using EdPuzzle. The instructor embeds 3 questions at different intervals in the video for students to self-check their learning.
Student reading presentation rubric
Student reading presentation rubric
California State University, Fresno
Jidong Chen, an Instructor at Fresno State, developed this detailed Reading Presentation rubric for use with the rubric tool in Canvas. The rubric describes in detail how students' presentations on the assigned research articles are graded in terms of their 'content', 'organization', 'mechanics', and 'elocution and eye contact'.
Full Citations Provided for Videos Used in PPT
Full Citations Provided for Videos Used in PPT
San Jose State University
Rachel Lazzeri-Aerts, an Instructor from San Jose State University, provides an example of a content page on the Canvas App which shows full citations for the YouTube video sources.
Peer Part Planning
Peer Part Planning
California State Polytechnic University, Pomona
Patrick Mannion, an Instructor at Cal Poly Pomona, teaches students how to best use 3D CAD modeling software in their course. Each assignment requires a large amount of planning and forethought before starting to make a model. To help address this issue, the Peer Part Planning assignment breaks students into small groups and has them come up with a basic plan/outline for how they can approach the creation of the model.
Matrix of Alignment of Module Objectives & Assignments
Matrix of Alignment of Module Objectives & Assignments
California State University, San Marcos
Sarah Jayyousi, an Instructor at CSU San Marcos, shares a matrix of student learning outcomes and assignments that are within the syllabus.
Syllabus Example for Learner Support (Technology)
Syllabus Example for Learner Support (Technology)
San Jose State University
Rachel Lazzeri-Aerts, an Instructor at San Jose State University, includes a statement in the syllabus of the technology needed to complete the course, as well as how to get help with technology. Canvas LMS and SJSU campus resources are listed and linked for easy student access.
Peer-to-Peer Engagement using Twitter
Peer-to-Peer Engagement using Twitter
California State University, San Bernardino
Elisabeth Anderson, an Instructor from CSU San Bernardino, created an activity designed to promote active learning and peer-to-peer engagement. Students are asked to read up on genetic testing from a website provided to them. Then they engage in a Twitter discussion about the pros and cons of the technology.
Syllabus Example for Learner Support (Student Resources)
Syllabus Example for Learner Support (Student Resources)
San Jose State University
Rachel Lazzeri-Aerts, an Instructor from San Jose State University, includes information for non-academic support resources/programs for students. More details and contact information for 3 key support programs are included. Weblinks, email, and phone numbers are listed for these 3 key programs.
Teaching Channel Tutorial Loomai
Teaching Channel Tutorial Loomai
California State University, Fresno
Deborah Brown, an Instructor at Fresno State, created a tutorial in Loomai to take students through a virtual tour of the topics/assignments found on the Teaching/Learning Channel. Most importantly, how to access the Library online and how to login to the Teaching Channel without incurring charges for the service. This tutorial includes embedded quizzes so that students are able to self-assess their understanding of important topics covered.
Plagiarism Workshop Wrap-Up Activities
Plagiarism Workshop Wrap-Up Activities
California State University, Fresno
Judith Scott, an Instructor at Fresno State, shares a plagiarism workshop where students can work together on the practice exam before meeting meeting in Zoom to take the assessment quiz independently. As a class, they watch a plagiarism video and then in Zoom, students work in breakout rooms to prepare for the post test. Students have the opportunity to ask the instructor and classmates questions and the delivery of the workshop provides multiple opportunities to give feedback.
Rubric for Evaluating Student Participation in Peer Reviews
Rubric for Evaluating Student Participation in Peer Reviews
California State University, Fresno
Ulrike Muller, an Instructor at Fresno State, provides a detailed rubric used to assess the quality of students' participation in peer reviews. Students are required to provide constructive comments to several students.
Active Learning Using EdPuzzle
Active Learning Using EdPuzzle
California State Polytechnic University, Pomona
Elam Marcus, an Instructor at Cal Poly Pomona, uses EdPuzzle to place interactive content into an existing video. This exercise engages students with asynchronous content as they answer questions prompts during the lecture video.
Active Learning with EdPuzzle
Active Learning with EdPuzzle
San Francisco State University
Maori Redman, an Instructor at San Francisco State, uses EdPuzzle to add active learning questions to video presentations. The goal is to ensure that students are actively watching and getting them to think about what is happening in the video as they watch.
"It's Just a Movie" Jamboard
"It's Just a Movie" Jamboard
California State University, Fresno
Aaron Schuelke, an Instructor at Fresno State, developed a discussion activity where students read the article "It's Just a Movie" by Greg M. Smith. They then create slides on a Google Jamboard analyzing two films of their choosing, using very brief reflections (post-its) and images from the film. They then respond to at least two classmates' work in a small group discussion on Canvas.
Course Home Page with Colorful Buttons
Course Home Page with Colorful Buttons
California State University, Fresno
Instructor Paul Price from Fresno State, created a home page for the course that includes a Welcome Message and colorful buttons linked to the Start Here area, Syllabus, Modules, Question Cafe, and the instructor Contact information. The buttons are simple png images that can be used as large, colorful navigation buttons on a Canvas homepage. They simply need to be added to the page and a link inserted that takes the user to the relevant location within the site. When added to Canvas, they should be given alternative text reading, e.g., "Button Linking to the Start Here Page."
General Discussion Rubric
General Discussion Rubric
California State University, Fullerton
Instructor Krista Hahn, from CSU Fullerton, created this rubric to assess student discussions. This rubric is intended for a a 2-week discussion where an original post is due during the first week, and two replies to peers are due during the second week. It is reasonably general so that it can be used for multiple discussions across a semester.
Grading Rubric for Article Analysis Assignment
Grading Rubric for Article Analysis Assignment
California State University, Fresno
Michael Yonker, an Instructor at Fresno State, provides a rubric used in his Criminal Law class where students select a recent article and discuss it in relation to the class on the discussion board. The rubric was developed to assess the online participation and contributions to the discussion board. Both the analysis and the response are scored on a scale from 4 to 1 as exemplary, accomplished, developing, and beginning.
Accessible Homepage with Engaging Images
Accessible Homepage with Engaging Images
California State University, Fresno
Jenna Kieckhaefer, an Instructor from Fresno State, shares her Canvas Homepage which clearly shows that images are all accessible with the green Ally indicators. Images are engaging for students with clear labels for the user to navigate the course.
Fashion Analysis
Fashion Analysis
California State University, Fresno
Lizhu Davis, an Instructor at Fresno State, created an assignment which includes; 1) the purpose and learning objectives of the assignment, 2) streamlined the guideline to give students a clearer instruction, and 3) a well developed grading rubric. Students are also given choice around how they want to approach the assignment.
Interactive Video
Interactive Video
California State University, Fresno
Maria-Aparecida Lopes, an Instructor at Fresno State, uses short videos (under 7 minutes) to engage students so that the viewing experience is active and not passive. In this activity, the videos were recorded and existing media was embedded. Quizzes and notes were then added using Panopto and EdPuzzle to make them interactive.
Instructions for Using Respondus Lockdown Browser
Instructions for Using Respondus Lockdown Browser
California State University, Fresno
Archana Mohan, Instructor from Fresno State, uses a summative assessment in Canvas using Respondus Lockdown browser and a Webcam. The instructor provides instructions for the quiz and a link for downloading the Respondus tool and provides simple instructions for navigating to the quiz, once Respondus is installed.
Diversity Statement & Learner Support Resources
Diversity Statement & Learner Support Resources
California State Polytechnic University, Pomona
Juanita Jellyman, an Instructor from Cal Poly Pomona, provides a syllabus that includes technical support, a diversity statement and resources available to support students.
Rubric for a Calculus Assignment
Rubric for a Calculus Assignment
California State University, Fresno
Antonina Tofan, an Instructor at Fresno State, developed a rubric in Canvas for an assignment in a Calculus class. Students are asked to find derivative of a function by solving a problem and then posting their work to a Discussion Board. for peer feedback.
Interactive Video Introduction to the Water Crisis
Interactive Video Introduction to the Water Crisis
California State University, Fresno
Joshua Reece, an Instructor from Fresno State, uses a YouTube video along with EdPuzzle to activity engage students. Students are required to answer questions about the water crisis throughout the viewing experience.
Assignment Using Transparent Assignment Design and Mind Mapping
Assignment Using Transparent Assignment Design and Mind Mapping
California State University, Los Angeles
Margaret Finnegan, an Instructor from CSU Los Angeles, shares an information literacy project in which students choose a topic related to a criminal justice career that they would like to learn more about and find sources to support their opinion. The assignment description uses the “Transparent Assignment Design” template which makes learning more explicit for students. It also offers a different way to demonstrate mastery with students creating a mind-map created with bubbl.us.
Revised Home Page
Revised Home Page
California State University, Fresno
Nisha Nair, an Instructor at Fresno State, includes a welcoming home page in the Evaluation in Nursing Education Course. The page includes a brief welcome message with a link to a Learner Profile Survey as well as important course links and links to each course module.
Active Learning with Video using Playposit
Active Learning with Video using Playposit
California State University, Los Angeles
Tammy Aguilar, Instructor from CSU Los Angeles uses video platform Playposit to transform a static viewing experience to one that is active and engaging. As students watch the lecture video explaining the difference between an IEP and a 504 Plan they will come across three embedded questions that they are required to answer.
Syllabus - Updated Policies and Diversity Statement
Syllabus - Updated Policies and Diversity Statement
California State University, Fresno
Christopher Moss, an Instructor from Fresno State, provides a syllabus updated to be more inclusive with diversity and accessibility information. Sample templates were provided by Fresno State and added to provide an update to the syllabus that is more accessible and inclusive.
Syllabus - Alignment Chart
Syllabus - Alignment Chart
San Jose State University
Maureen Smith, an Instructor at San Jose State University, provides an alignment matrix that aligns the weekly activities with the course level objectives. The matrix provides the assignments, points, percent of the total, minimum number of words, and affiliated learning outcomes.
Home Page
Home Page
California State University, Fresno
Instructor Tom Boroujeni from Fresno State, designed the course home page to offer a centralized location for students to begin and navigate the course. The inviting and easy to navigate site includes resources for students that they can click on to access information about what is available to them, such as the campus food pantry and health services.
Community Policies Presentation
Community Policies Presentation
California State University, Northridge
Joannie Aguayo, an Instructor from CSU Northridge, shares a presentation which provides course community policies, including a diversity statement, commitment to gender-neutral language, microaggressions or biased-language, netiquette, web-cam etiquette, academic honesty, tips for success.
Active Learning Through a Team Project
Active Learning Through a Team Project
California State Polytechnic University, Pomona
Dr. Wu Lin, an Instructor at Cal Poly Pomona, designed a team project in an asynchronous online class to improve active learning. The project is chunked into weekly tasks and due at the end of the semester to facilitate and support active learning with frequent peer to peer engagement. in addition to helping students reinforce what they learned in class, the project also helps students develop various skills, including collaboration skills which will help them be successful beyond the class.
Course Introduction Page
Course Introduction Page
California State University, San Bernardino
Pamela Medinag, an Instructor from CSU San Bernardino, developed a course introduction page to include buttons for accessing the course materials, the instructor contact, and describing the objective of the course. The page also a video to introduce students to the course, and create a sense of community with the instructor at the onset.
Assignment using Perusall
Assignment using Perusall
California State University, Fresno
Donald Henriques, an Instructor at Fresno State, uses the social annotation tool Perusall to encourage interactive reading.
Course Welcome Message
Course Welcome Message
California State University, Fresno
Joan Sharma, an Instructor at Fresno State, developed a welcome message that includes a warm introduction to the course as well as essential information about required course materials and supplies.
Syllabus - Academic Integrity Policy
Syllabus - Academic Integrity Policy
California State University, Fresno
Instructor Hubert Cecotti from Fresno State uses the Fresno State syllabus template which provides detail about the academic integrity policy.
Learner Support Resources Section of a Syllabus
Learner Support Resources Section of a Syllabus
California State Polytechnic University, Pomona
Lara Killick, an Instructor from Cal Poly Pomona, provides a sample from her syllabus that includes the learner support resources. These include technical support, and academic and non-academic support resources.
Facilitating Asynchronous Debates
Facilitating Asynchronous Debates
California State Polytechnic University, Humboldt
Jill Anderson, an Instructor at Cal Poly Humboldt, developed a debate activity for an asynchronous online class that facilitates peer-to-peer interactions and critical thinking. This debate utilizes the online platform Kialo to host and organize the debate. This tool assists with the organization of information is an accessible tool that integrates with Canvas.
Preparing and Brainstorming for Experiential Lab Group Activity
Preparing and Brainstorming for Experiential Lab Group Activity
California State University, Fresno
Professor Emerita Betty Garcia from Fresno State, developed a small group activity where students are asked to brainstorm about "possible" "presenting problems" that would be brought to a group with the identified focus (i.e., graduate student stress) using Zoom breakout rooms. The purpose of this activity is to reflect on the role they will take in the group and in preparing and planning for the class lab group activity. The multi-sequence activity involves students thinking about options and choosing one. Possible presenting problems are posted on Jamboard for all students to review and factor into their decision-making about what "presenting problem" will be theirs.
Course Home Page
Course Home Page
California State University, Fresno
Dr. Rana Shailesh, an Instructor at Fresno State, created a home page in their course using accessible images and graphics. The home page includes a banner and a welcome message as well as buttons to the Start Here area, the syllabus, a welcome video and the modules in the course.
Course Homepage
Course Homepage
California State University, Fresno
Feiyan Chen, an Instructor at Fresno State, developed an engaging homepage to welcome students and to guide them to start the course. The instructor uses icons and images to provide students with easy access to the course tools and modules.
Module Outline
Module Outline
California State University, Northridge
Svetlana Tyutina, an Instructor at CSU Northridge, organizes the course modules in this Spanish course in a logical and consistent way. Each course module includes an extended overview of the material at the beginning, a link to tech support for essential technology in the course (just-in-time pedagogy), and a conclusions page that summarizes the material learned and links it to the material in the next module. The headings in each module are in both Spanish and English to further support the course content.
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.
Meet Your Peers: A Shared PowerPoint Activity
Meet Your Peers: A Shared PowerPoint Activity
California State University, Long Beach
Barton Saunders, an Instructor from CSU Long Beach, designed an activity using PowerPoint to provide students the opportunity to self-introduce themselves and begin developing a sense of community while also engaging them with course content.
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.
Collaborative Lab Activity Using Google Draw
Collaborative Lab Activity Using Google Draw
San Francisco State University
Instructor Susan Cholette from San Francisco State University, developed a group activity for synchronous online learning to replace the original quiz where students submitted an individual assessment. In this activity, students work in breakout rooms and collaborate on solving a problem using Google Draw.
Active Learning Using PlayPosit
Active Learning Using PlayPosit
California State University, Fresno
Instructor Negin Tahvildary from Fresno State, uses PlayPosit to turn a class lecture into active learning with embedded question prompts. In the clip, student find their default communication style and compare and contrast the advantages and disadvantages of each style.
Home Page Example
Home Page Example
California State University, Fresno
In this Home Page Example, Instructor Laura Huisinga from Fresno State, includes 5 quick links for students to navigate upon entering the course which include a course teaser video, course description, and overview links to all modules and assignments. The instructor also introduces the purpose of the course and its relevance to the degree program.
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.
Introductions: "Self Presentation" Meet and Greet using VoiceThread
Introductions: "Self Presentation" Meet and Greet using VoiceThread
California State University, Los Angeles
Gabriela Ford, an Instructor at CSU Los Angeles, created an activity where students introduce themselves in a meaningful way by engaging in a virtual Meet and Greet the first week of the semester. Using VoiceThread students record an introduction with the goal of humanizing and providing a safe and supportive environment from the beginning in order to foster an active learning community.
Interactive Video using EdPuzzle
Interactive Video using EdPuzzle
San Francisco State University
Santos Maricel, an Instructor from San Francisco State University, uses EdPuzzle, an interactive tool, to change the reading experience from an isolating experience into an active one. This video invites students to react to a video presentation by (1) reflecting on the findings of a diary study of a language learner's experience; (2) providing a brief commentary on diary study as a research method; and (3) asks the reader to consider how this article can help them think about their first major paper writing assignment (an analysis of their own language learning processes).
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.
Learner Support and Resources
Learner Support and Resources
California State University, Northridge
Bessie Karras-Lazaris, an Instructor at CSU Northridge, includes resources in the syllabus with links to technical, academic and student support services available to assist students in achieving their educational goals.
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.
Video Activity for Diversity in France: Black M - Je suis chez moi
Video Activity for Diversity in France: Black M - Je suis chez moi
California State University, Fresno
Natalie Munoz, an Instructor at Fresno State, uses EdPuzzle to embed questions into a music video by Black M, called "Je suis chez moi." This music video explores ideas of diversity and inclusivity in France. The embedded questions allow the student to engage more directly with the content of the video.
Course Description and Format on Home Page
Course Description and Format on Home Page
California State University, Northridge
Professor Amir Gharehgozli from CSU Northridge, shares a detailed visual of the course homepage which includes a brief description of the course, image of the instructor, and course synchronous session meeting times. The buttons are created using De Button Factory (https://www.clickminded.com/button-generator/) and the word cloud is generated using Wordclouds (https://www.wordclouds.com/).
Learning Profile Interactive Assignment
Learning Profile Interactive Assignment
California State University, Fullerton
Bridget Druken, an Instructor from CSU Fullerton, shares an activity where students create a learning profile about themselves and are provided a list of available tools. The students than share their learning profiles in a forum discussion.
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.
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.
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.
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.
Course HomePage and Module Organization
Course HomePage and Module Organization
San Jose State University
Michelle Hampton, an Instructor from San Jose State University, shares a welcoming homepage with the instructor welcoming students and course description. She also provides a clear organization structure for the module with consistent headings. Tabbed lessons were utilized to reduce the number of pages through which students would need to scroll. Text headers in the modules were used to divide content logically and visually guide the user.
PlayPosit Version of Video Titled "Horseshoe Crabs Saved My Life"
PlayPosit Version of Video Titled "Horseshoe Crabs Saved My Life"
California State University, San Bernardino
Holly Henry, an Instructor at CSU San Bernardino, uses the SciShow video, titled "Horseshoe Crabs Saved My Life," with the learning technology PlayPosit. Three quiz questions have been embedded into the video to increase students' active learning and greater interaction with course content; the video quiz also adds a formative assessment component so that students can self-check their learning.
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.
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.
Portfolio Rubric for First Year Writing - CSU Fresno
Portfolio Rubric for First Year Writing - CSU Fresno
California State University, Fresno
Carol Firstman, an Instructor at Fresno State, is using the rubric developed by the First Year Writing program at Fresno State in Canvas. The grading criteria and rating categories are taken directly from the FYW template materials. The 30 point rubric includes the criteria of reading and writing strategies, reflection, summary and conversation, rhetoric, language coherence, and self-and peer evaluation. The ratings are exceeds, complete, and not passing.
Group Annotation: An Introduction to Theatre
Group Annotation: An Introduction to Theatre
San Jose State University
Kathleen Normington, an Instructor at San Jose State University, uses Hypothesis for social annotation. Students read a chapter or pages from an assigned textbook with which Hypothesis has been linked to create class notes.
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.
Introduction to American Politics
Introduction to American Politics
California State Polytechnic University, Pomona
Tremblay Pinar, an Instructor at Cal Poly Pomona, developed an assignment where students are asked to think about a law in their own majors and provide a change proposal (a new or revised law) in a letter to the senator. Students collaborate using Stormboard, an online whiteboard, to first discuss issues in their own field with their peers before deciding on the law they want to explore and propose a change in the letter.
Course Home Page
Course Home Page
Sacramento State University
Greg Kim-Ju, an Instructor at Sacramento State University, created an inviting and easy to navigate home page making it easy for students to access areas of the course. Included are icons and links to Start Here, Syllabus, Modules, and the Question Café. In addition, students are greeted with an inclusive course banner and a welcome video from the instructor.
Basic Data Analysis Assignment
Basic Data Analysis Assignment
California State Polytechnic University, Pomona
Maha Ghosn, an Instructor at Cal Poly Pomona, designed an assignment that begins with the purpose and the specific objectives that it meets. Following the purpose and objectives, there is a detailed description asking students to develop their own closed ended questions and to answer each other questions.
Scientific Publication Mock Process for Introductory Chemistry Lab Course
Scientific Publication Mock Process for Introductory Chemistry Lab Course
California State University, Fresno
Instructor Melissa Garrett from Fresno State, teaches students how scientific information is disseminated by mimicking the process. In this assignment, the students are asked to write a manuscript on a designated lab experiment and submit their papers for "publication" to the instructor who takes on the role of the journal editor before sending the paper for anonymous peer reviews.
Use of EdPuzzle to enhance Biology Lecture
Use of EdPuzzle to enhance Biology Lecture
California State University, Fresno
Michelle Abou Naoum, an Instructor from Fresno State, uses EdPuzzle to embed questions in videos to engage students and enhance learning.
Rubric for Grading Student Poster
Rubric for Grading Student Poster
California State University, Fresno
Brian Tsukimura, an Instructor at Fresno State, modified an existing rubric for grading student posters. The rubric reflects the order in which the posters are constructed including background, gonts, graphic use, grammar, sequencing of information, content accuracy, effectiveness in describing the science, and originality in presentation.
Active Learning with Video using TEDEd
Active Learning with Video using TEDEd
California State Polytechnic University, Pomona
Kelly Huh, an instructor at Cal Poly Pomona, uses an OER from TEDEd in a lower-division general education course. Following the video, students click the Think button and are asked to answer five questions as a self-check.
Padlet Activity for Discussion
Padlet Activity for Discussion
California State University, Fresno
Gitma Sharma, an Instructor at Fresno State, uses Padlet as a forum for students to engage in active learning, reflection, and sharing. You are able to create a limited free account on Padlet and sharing the Padlet link is very easy and user-friendly.
Microbiome and Antibiotics Discussion
Microbiome and Antibiotics Discussion
California State University, Fresno
Stephanie Coffman, an Instructor at Fresno State, utilizes the Discussion Board in Canvas to have students collaborate on study guide questions for the week. Each student is assigned a question and is asked to create a short presentation answering their question. Students then review their classmate's presentations and take notes on the study guide.
Rubric developed for a Final Oral Presentation
Rubric developed for a Final Oral Presentation
California State University, Fresno
Xie Yuanyuan, an Instructor at Fresno State, developed a detailed rubric for an oral presentation assignment. This rubric clearly defines the expectations for this assignment including the content, presentation, and delivery.
Synthesis Assignment: Charting Where the Authors Intersect
Synthesis Assignment: Charting Where the Authors Intersect
California State University, San Bernardino
Kathryn Hansler, an Instructor at CSU San Bernardino, developed an assignment for a First Year Composition course that takes place after several lessons on synthesis and close readings of 2 texts. This assignment is used to help prepare students for an essay where they develop their own theory on the issue of news media objectivity.
Textbook Access Information using EdPuzzle
Textbook Access Information using EdPuzzle
California State University, Fresno
Haiying Zhang, an Instructor from Fresno State, takes what would otherwise be a static experience, reading the information on how to access the course text, and creates a video showing this process. EdPuzzle was used to add multiple-choice and open-ended questions. The added quiz questions provide students with instant feedback to some of the most frequently asked questions at the beginning of the semester regarding the textbook for this course.
Curated Annotated Bibliographic Collection
Curated Annotated Bibliographic Collection
California State University, Long Beach
Erin Holloway, an Instructor at CSU Long Beach, has students submit an assignment using Sway to develop a presentation for low literacy audiences based on a collection of valid and reliable sources. Students are asked to submit items, write a summary of their submissions and complete a research paper based on the curated collection. Each Sway will be presented in class for critique and evaluation.
Syllabus - Student Centric Accessibility Policy
Syllabus - Student Centric Accessibility Policy
California State University, Fresno
Jonathan Pryor, Instructor from Fresno State, provides a student-centric disability and accessibility statement/policy to the syllabus.
Course Home Page
Course Home Page
California State University, Fresno
Gil Kim, an Instructor at Fresno State, created a welcoming home page where students are greeted with a friendly message and an instructor introduction video. Buttons for each module were also added using Canvas for graphics that link to each area of the course.
Active Learning Lesson with a TEDEd Video
Active Learning Lesson with a TEDEd Video
California State University, San Bernardino
Anna Phillips, an Instructor at CSU San Bernardino, developed an active learning activity with the user-friendly and broad application of the TEDEd lesson builder. The lesson includes the components of Watch, Think, Dig Deeper and Discuss. Questions are linked to specific sections of the video and students are also asked to answer short-answer questions.
Writing Rubric for Spanish Language Upper Division Course
Writing Rubric for Spanish Language Upper Division Course
California State University, San Bernardino
Carmen Jany, an Instructor from CSU San Bernardino, provides a rubric for evaluating an essay that uses an essay prompt and students examine a case study for Healthcare Spanish in an upper division Spanish course. The rubric includes 5 criteria- Text type, language function, language accuracy, comprehensibility, and cultural appropriateness across 4 levels of achievement.
Introduction Activity using Google Tour Builder
Introduction Activity using Google Tour Builder
California State University, Long Beach
Youngok Jung, an Instructor from CSU Long Beach, designed a self-introduction activity to highlight the diversity that exists in a seminar course. Using Google Tour Builder, students share where they come from and what stories they carry with them. Tour Builder allows users to visualize stories and places and integrates them into the map.
Building a Dynamic Discussion
Building a Dynamic Discussion
California Maritime Academy
Nicole Runyon, an Instructor at California Maritime Academy, designed a discussion in which students are given the option to include a video that shows a project from their workplace. This option creates a more enriching experience as students also expand their technology use to achieve the objective. Due to bandwidth issues with the student population, it's important to keep the text response as an option as well.
Topic Information Page - Measurable Objectives
Topic Information Page - Measurable Objectives
California State University, Fullerton
Melanie Sacco, an Instructor from CSU Fullerton, provides a "Topic Information Page" to communicate to students how the Module Level Objectives align with the Course Learning Outcomes. The resource is created using a Canvas page, in addition to the objective alignment, this resource lists tasks for completion, and deadlines for activities in the module as well as textbook assigned readings and end-of-chapter problems.
Active Learning with TEDEd
Active Learning with TEDEd
San Jose State University
Patricia Backer, an Instructor at San Jose State University, uses TEDEd to increase active learning and peer-to-peer engagement, students answer questions and participate in a discussion in a video lesson. The TEDEd lesson replaces what was previously a passive learning experience where students answered standard questions for a weekly written assignment without actively engaging with the content or with their peers.
Partner Discussions on VoiceThread
Partner Discussions on VoiceThread
California State University, Fullerton
Raelynne Hale, an Instructor at CSU Fullerton, uses VoiceThread to allow students to engage in audio/video discussions with partners in an asynchronous environment without having to create separate discussion boards or threads for each pair. The example includes instructions, prompts, and how to set up the discussion in VoiceThread. This activity can be easily adapted and used for any course that has students partner and discuss a theme, topic, article, or other course material.
Rubric for Grading Short Essay Comparing Three Readings (Anthropology)
Rubric for Grading Short Essay Comparing Three Readings (Anthropology)
California State University, San Bernardino
Arianna Huhn, an Instructor from CSU San Bernardino, developed a rubric for an assignment in an Anthropology course where students are asked to summarize three topical readings within modules of an online class. The tool makes it clear to students the expectations for high marks and leaves room for instructor comments to guide improvement for future work.
Weekly Module Canvas Page Includes Variety of Materials
Weekly Module Canvas Page Includes Variety of Materials
San Jose State University
Glen Gendzel, an Instructor from San Jose State University, provides a detailed Canvas Page that lists all of the linked module materials. This weekly module includes the Module Objectives, a To-Do List, and focus questions for all assigned readings, lectures, and videos.
Welcome Page - Instructor Information
Welcome Page - Instructor Information
California State University, Fresno
Alicia Iriberri, an Instructor at Fresno State, created a highly engaging and interactive Welcome Page that includes a variety of ways that students can contact the instructor. The information also included in the syllabus, facilitates a quick way for students to find the information they are looking for.
General Assignment Rubric
General Assignment Rubric
California State University, Chico
Kristin Minetti, an Instructor from CSU Chico, developed a rubric which contains 3 criteria (Class concepts, questions answered, grammar/formatting) and 4 levels of achievement.
ATI-Compliant Syllabus with Student Support Resources
ATI-Compliant Syllabus with Student Support Resources
California Maritime Academy
Ariel Setniker, an Instructor from California Maritime Academy, uses a campus-provided ATI-compliant template with links to the campus accessible policy, campus SEAS academic resources, mental health statement, counseling services, and more.
Sample Course Home Page
Sample Course Home Page
San Jose State University
Debra Hunter, an Instructor at San Jose State University, designed this home page to provide clear and detailed instructions for students to access course content. The intuitive layout includes buttons and links to course modules, a short video introducing the instructor, and 'Quick Link' buttons to frequently accessed course components.
Student Support Resources
Student Support Resources
California State University, San Bernardino
J. Logan Clark, an Instructor from CSU San Bernardino, provides links for student support resources including the writing center, services for veterans, services for undocumented students, and counseling. The syllabus sample also includes the accessibility policy.
Adding Quiz Questions to Panopto
Adding Quiz Questions to Panopto
California State University, Northridge
Joyce Marie Brusasco, an Instructor at CSU Northridge, uses Panopto to easily create an active learning experience for a recorded lecture video. Embedded are quiz questions that can be used for self-assessments, knowledge checks, or as graded quizzes. These types of video lessons help turn your passive learners into active participants.
Rubric for APA-formatted Report
Rubric for APA-formatted Report
California State Polytechnic University, San Luis Obispo
Kelly Bennion, an Instructor at Cal Poly San Luis Obispo, developed a rubric that contains 5 categories and descriptions for each of the 5 criteria, along with the weighting, for an APA formatted paper. The exemplar will serve as a helpful example for others creating rubrics for papers that have a scientific, reflective, and APA-formatting component.
Assessments and Grading Rubrics
Assessments and Grading Rubrics
California State University, San Bernardino
Arturo Fernandez-Gibert, a Professor from CSU San Bernardino, provides three types of assessment in the class: diagnostic, formative, and summative. A sample of each assessment is provided, including grading rubrics for one learning module and for a formative and summative assessments.
Collaborative Lab Experiment
Collaborative Lab Experiment
California Maritime Academy
Professor Cynthia Trevisan, from California Maritime Academy, designed this activity for online lab students to team up with two peers to collaborate in the performance of an experiment and a lab report write up. It requires the use of simple equipment from a student lab kit, a worksheet created by the instructor, and instructor-created templates in Google Docs, Jamboard and Google Sheets.
Rubric Sample for a Project
Rubric Sample for a Project
California State University, Stanislaus
Betsy Eudey, an Instructor at CSU Stanislaus, developed a rubric for a project which includes a reflection and students have options for producing their assignment (written document, video presentation, creative work).
Example Discussion Rubric
Example Discussion Rubric
California State Polytechnic University, San Luis Obispo
Juila Alber, and instructor at Cal Poly San Luis Obispo, developed this 5-point rubric which describes how the student will be graded for their initial post and their reply on an Introduction Discussion.
Rubric for IST 2410 Final project
Rubric for IST 2410 Final project
California State University, San Bernardino
Benjamin Becerra, an Instructor at CSU San Bernardino, developed a rubric to assess the final summative project that students take in a database management course. The elements included in the rubric cover all areas of the course, including the application of specific software. and provide an explanation of what each category means.
TEDEd Lesson for Research Course
TEDEd Lesson for Research Course
San Jose State University
Robin Whitney, an Instructor from San Jose State University, uses a TEDEd Lesson to introduce the differences between qualitative and quantitative research. This lesson uses a short video instead of an assigned reading with questions embedded to actively engage students in the assignment.
Using VoiceThread for Peer to Peer Engagement
Using VoiceThread for Peer to Peer Engagement
California State University, San Bernardino
Miriam Fernandez from CSU San Bernardino, uses Voicethread to record lectures into several “slides.” Text, voice, as well as a YouTube video, were used to make connections to the information being presented. The screenshot shows students responded to each other as well as to the general information.
Collaborative Communication Guide using Google Slides and EdPuzzle
Collaborative Communication Guide using Google Slides and EdPuzzle
California State University, Fullerton
April Franklin, an Instructor at CSU Fullerton, developed a group activity where students create a course content resource guide to reinforce expected course mastery and the learning of new technical skills. Students first develop the Guide in their groups, create a Google Slide presentation, and finally create an active learning video of the Guide using EdPuzzle.
Using TEDEd for Active Learning
Using TEDEd for Active Learning
California State Polytechnic University, Pomona
Sharonda Bishop, Instructor from Cal Poly Pomona, uses TEDEd to incorporate video learning of instructional material via Q&A, adding in-depth resources on the topic, and having a discussion board with the learners.
Jamboard for Online Office Hour
Jamboard for Online Office Hour
California State Polytechnic University, San Luis Obispo
Neal MacDougall, an Instructor at Cal Poly San Luis Obispo, uses office hours to review and practice concepts learned. He uses Jamboard to recreate key parts of the guided inquiry exercise and allows students to work on the same Jamboard. Office hours become more dynamic and simulate the feel of a “face-to-face” environment.
Possible Lives Mapping Activity with Accompanying Jamboard
Possible Lives Mapping Activity with Accompanying Jamboard
California State Polytechnic University, Humboldt
Loren Collins, a Faculty Development Coordinator from Cal Poly Humboldt developed an activity for faculty that could be used in their courses. The activity leads students through imagining a range of lives in different careers and mapping out how to prepare for them. Students post their "Possible Lives Maps" onto a collection of Jamboards and interact with each other by posting post-its and commenting.
Google Earth Mapping - Map Your Memorials
Google Earth Mapping - Map Your Memorials
San Jose State University
Tabitha Hart, an Instructor at San Jose State University, developed a peer activity using Google Earth. While engaged in peer-to-peer interaction, students use a shared Google Earth map to collaboratively create an interactive tour of memorial sites in Berlin, Germany.
Active Learning with Videos
Active Learning with Videos
California State University, Dominguez Hills
Prakash Dheeriya, an Instructor from CSU Dominguez Hills, uses Camtasia to create a video with imbedded questions. Embedding questions within the video gives students an opportunity to check for understanding and transforms a traditional lecture into an active learning experience.
Alternative Assessment - Infographic Assignment
Alternative Assessment - Infographic Assignment
California State Polytechnic University, San Luis Obispo
Maurice Stefanee, an Instructor at Cal Poly San Luis Obispo, provides students choice in developing a Leadership Philosophy Infographic assignment which also includes citations for technology resources .
Welcome Introduction Assignment Using Padlet
Welcome Introduction Assignment Using Padlet
California State University, Northridge
Amber Norwood, an Instructor from CSU Northridge, uses uses Padlet as a way for students to get to know each other the first week of the course. In this activity students create a post, with an optional picture, and share a little about themselves. This includes their pronouns, what they like to be called, as well as future goals.
Textbook and Course Materials List
Textbook and Course Materials List
San Diego State University
Beth Pollard, an Instructor from San Diego State University, provides a clear list of required textbooks and course materials for students to easily access.
Discussion Post Assignment for Outside Engagement
Discussion Post Assignment for Outside Engagement
California State University, Fresno
Tanisha Garcia, an Instructor at Fresno State, uses the discussion board to provide students with the opportunity to earn extra credit. The weekly online discussion posting on Canvas is based on the face to face lecture for that week. At times, this is also used this to engage students during class time and have them bring out their electronic device and answer the discussion posting for attendance purposes and extra credit for that day.
Sample Grading Policy
Sample Grading Policy
San Francisco State University
Brian Beatty, a Professor at San Francisco State University, has created a sample grading policy for instructors to use in courses.
Infographic Sequence of Assignments
Infographic Sequence of Assignments
California State University, Fresno
Maria-Aparecida Lopes, an Instructor from Fresno State, created an Infographic that shows students how assignments are connected and build on each other.
Student Learning Objective Alignment Matrix
Student Learning Objective Alignment Matrix
California State University, Bakersfield
Allison Evans, an Instructor from CSU Bakersfield, provides a detailed alignment matrix that illustrates the alignment of course objectives, materials, activities with student learning objectives.
Online Netiquette Discussion Expectations
Online Netiquette Discussion Expectations
California State University, San Marcos
Marisol Clark-lbanez, an Instructor from CSU San Marcos, provides an example where an instructor went above and beyond the normal etiquette rules to include guidance for students on how to disagree, make arguments, and be kind to other students. She gives them instructions on how to argue an idea and not argue with a person directly.
Video Walkthrough of a Course Activity
Video Walkthrough of a Course Activity
California State University, Northridge
Nanci Carr, an Instructor at CSU Northridge, used Camtasia to create a video showing students the steps to view a video of an article posted on Canvas. The video shows students how to download content in different formats so that it is more accessible and provides options for accessing lesson content.
Building Community in a Fully Online Course
Building Community in a Fully Online Course
California State University, Bakersfield
Adriana Cervantes-Gonzalez, an Instructor from CSU Bakersfield, uses Google Slides to create community and interaction between instructor and students in this online graduate course. Community Building activities are assigned intermittently throughout the course to give students an opportunity to engage and interact in a non-high stakes forum while getting to know more about each other along the way.
Instructor Introduction Video
Instructor Introduction Video
California State University, Fresno
In this video, Nancy Akhavan an Instructor at Fresno State, introduces herself and also provides context for the course.
Using Live Demonstration to Teach Students Music
Using Live Demonstration to Teach Students Music
San Francisco State University
Instructor Allen Biggs from San Francisco State University, uses video editing software to put together an innovative and interactive percussion lecture. He uses a bucket to help demonstrate different pitches and tones and captures students performing. The short video captures a portion of the video lecture.
Academic Support Resources in Google Docs
Academic Support Resources in Google Docs
California State Polytechnic University, Humboldt
Kim Vincent-Layton, and Instructional Designer at Cal Poly Humboldt, provides faculty with a list of Academic Support Resources that provide a wide variety of student services. Faculty can simply copy these into any existing resource, including their syllabi.
The Learning Glass with Matt Anderson
The Learning Glass with Matt Anderson
San Diego State University
San Diego State University Physics professor Matt Anderson, demonstrates his "Learning Glass" transparent whiteboard. Working with colleague Mark Hatay, he used LED side lighting on a Sapphire shower glass with neon dry-erase markers to create a see-through white board. A small mirror mounted in front of the camera flips the image right-side-out for viewers. This demonstration shows Matt Anderson's setup as he uses it for a sample lesson.
Video Self-Check Quizzes for Asynchronous Learners
Video Self-Check Quizzes for Asynchronous Learners
California State University, Fresno
Joseph Ross, an Instructor at Fresno State, provides his students with brief lecture videos that they watch before coming to class which allows students to self-check their learning. Each video is followed by one short self-check multiple-choice quiz item (ungraded), including a description of the correct answer. The link to the quiz immediately follows the link to the video on each Canvas page. This approach provides on-demand feedback for asynchronous video use.