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Engagement in Synchronous Lectures Using Jamboard & Zoom Break-Out Rooms

Other – Engagement in Synchronous Lectures Using Jamboard & Zoom Break-Out Rooms
Other
Engagement in Synchronous Lectures Using Jamboard & Zoom Break-Out Rooms
QLT Section 4: Student Interaction and Community
QLT Objective 4.4
QLT Section 6: Technology for Teaching and Learning
QLT Objective 6.2
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, 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.

Small Group Discussion for Synchronous Webconference Class Session

Discussion – Small Group Discussion for Synchronous Webconference Class Session
Discussion
Small Group Discussion for Synchronous Webconference Class Session
QLT Section 4: Student Interaction and Community
QLT Objective 4.4
QLT Section 6: Technology for Teaching and Learning
QLT Objective 6.1, QLT Objective 6.2
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, 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.

Student Discussion Sharing a Product Review

Discussion – Student Discussion Sharing a Product Review
Discussion
Student Discussion Sharing a Product Review
QLT Section 5: Facilitation and Instruction
QLT Objective 5.2
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.

Contemporary Issues Presentation

Assignment – Contemporary Issues Presentation
Assignment
Contemporary Issues Presentation
QLT Section 4: Student Interaction and Community
QLT Objective 4.4
QLT Section 6: Technology for Teaching and Learning
QLT Objective 6.1, QLT Objective 6.2
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

Assignment – Prompt and Rubric Reflective Writing Assignment
Assignment
Prompt and Rubric Reflective Writing Assignment
QLT Section 2: Assessment of Student Learning
QLT Objective 2.3, QLT Objective 2.4
QLT Section 5: Facilitation and Instruction
QLT Objective 5.2
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.