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Quality Learning & Teaching – QLT (31
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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.
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).
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.