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Updating the Hippocratic Oath (An Introductory Bioethics Assignment Using Hypothes.is)

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

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.

Playposit- Video Assignment

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.3

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.

Using AI tools to Help Write Introduction Sections for Laboratory Reports

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.3

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.

Ratios for Case Analysis using Voice Thread

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.3

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.

Collaborative Note-Taking Space Using Google Slides

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

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

Enhance Student Engagement and Interaction in Group Assignments in STEM

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.3

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.

The Project Approach: Creating a STEM Focused Learner Bulb

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

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

QM General Standard 4: Instructional Materials

QM Standard 4.1, QM Standard 4.2, QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2, QM Standard 5.4

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

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.

Cardinal Directions Activity in Arabic using VoiceThread

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

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

QM General Standard 4: Instructional Materials

QM Standard 4.1, QM Standard 4.2, QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

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.

Using VoiceThread to an Create Effective and Creative Assignment

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

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

QM General Standard 3: Assessment and Measurement

QM Standard 3.1

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.1, QM Standard 5.2, QM Standard 5.4

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.2

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.

Peer Review Feedback Guide With Guiding Questions

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

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.

Contemporary Issues Presentation

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

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.

Prompt and Rubric Reflective Writing Assignment

QM General Standard 2: Learning Objectives (Competencies)

QM Standard 2.4

QM General Standard 3: Assessment and Measurement

QM Standard 3.1, QM Standard 3.3, QM Standard 3.4

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.1

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.

Pinterest Encyclopedia Activity

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

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

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

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.

Assignment using a Podcast followed by an Interactive Activity using Jamboard & Discussion

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

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.

Communication Styles Nearpod Activity

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

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.

Lab Assignment Connecting Students to Their Community

QM General Standard 2: Learning Objectives (Competencies)

QM Standard 2.4

QM General Standard 3: Assessment and Measurement

QM Standard 3.1, QM Standard 3.3, QM Standard 3.4

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.1

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.

Journalism Ethics Scenarios

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

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.

Fashion Analysis

QM General Standard 2: Learning Objectives (Competencies)

QM Standard 2.4

QM General Standard 3: Assessment and Measurement

QM Standard 3.1, QM Standard 3.3, QM Standard 3.4

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.1

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.

Active Learning Through a Team Project

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.3

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.

Facilitating Asynchronous Debates

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

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.

Mt. Shasta Legends Collaborative Assignment

QM General Standard 2: Learning Objectives (Competencies)

QM Standard 2.4

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.1, QM Standard 5.2

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

QM General Standard 1: Course Overview and Introduction

QM Standard 1.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.2, QM Standard 6.3

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.

Meet Your Peers: A Shared PowerPoint Activity

QM General Standard 1: Course Overview and Introduction

QM Standard 1.9

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

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.

Small Group Activity using Jamboard

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

Sonoma State University

Mark Gondree, an Instructor at Sonoma State University, developed a Google Jamboard activity to facilitate small-group collaboration. In this activity, student teams analyze small snippets of code featuring ARM assembly, to first recognize function prologues/epilogues, then analyze possible deficiencies (missing things), then suggest improvements (removing things that are strictly unneeded), and finally share-out. The code snippets are added as background images, making the text immune from accidental erasure or modification during the activity.

Digital Storyboard Assignment with Peer-to-Peer Interaction

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

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.

Group Annotation: An Introduction to Theatre

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

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.

Scientific Publication Mock Process for Introductory Chemistry Lab Course

QM General Standard 3: Assessment and Measurement

QM Standard 3.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2, QM Standard 5.3

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

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.

Basic Data Analysis Assignment

QM General Standard 2: Learning Objectives (Competencies)

QM Standard 2.4

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.1

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.

Curated Annotated Bibliographic Collection

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

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.

Collaborative Lab Experiment

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2, QM Standard 5.4

QM General Standard 6: Course Technology

QM Standard 6.2

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.

Collaborative Communication Guide using Google Slides and EdPuzzle

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.3

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.

Possible Lives Mapping Activity with Accompanying Jamboard

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2, QM Standard 5.4

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.

Using TEDEd for Active Learning

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.3

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.

Google Earth Mapping - Map Your Memorials

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.3

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.

Discussion Post Assignment for Outside Engagement

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 6: Course Technology

QM Standard 6.1

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.