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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.
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.
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.
Student Discussion Sharing a Product Review
Student Discussion Sharing a Product Review
California State Polytechnic University, Pomona
Javed Seif, Instructor from Cal Poly Pomona, shares a discussion board activity where student share their personal experiences about a product which they were not satisfied with (similar to an Amazon review comment). Students interact with one another by responding to another student identifying a dimension of quality (from the Eight Dimensions provided in the video lesson) the experience relates to.
Student Feedback Form for Continuous Improvement
Student Feedback Form for Continuous Improvement
California State University, Bakersfield
Adriana Cervantes-Gonzalez, an Instructor from CSU Bakersfield, uses a Google Form to solicit feedback from students about their learning experiences. Items for feedback include course pacing and variability in online discussion forum delivery formats to determine student preferences (i.e. Voicethread, Discussion Board, etc.). The feedback is used to make course adjustments and shares the results with students. This gives students a sense of empowerment and validates their voice in their learning process.