Search Results

1–15 of 18 results
sort by: title | date created | date added

Active Learning Using EdPuzzle

Active Learning Using EdPuzzle
California Polytechnic State University, Pomona
Edpuzzle was used to place interactive content into an existing video. This exercise engages students with asynchronous content as they answer questions prompts during the lecture video.

Interactive Video Introduction to the Water Crisis

Interactive Video Introduction to the Water Crisis
California State University, Fresno
To reduce the amount of text, other media is used in this course to supplement or introduce some of the content. Using a video found on You Tube along with Edpuzzle students are actively engaged throughout the video as they answer questions about the water crisis.

Interactive Video

Interactive Video
California State University, Fresno
Videos can be excellent teaching tools. The key to success is to keep them short and require engagement so that students are not passively watching. In this activity, short videos (≈ 7 minutes) were recorded and existing media was embedded (Smart History. Art, History, Conversation.) Quizzes and notes were then added using Panopto and Edpuzzle to make them interactive.

Active Learning with Video using Playposit

Active Learning with Video using Playposit
California State University, Los Angeles
Playposit was used 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.

Interactive Video using Edpuzzle

Interactive Video using Edpuzzle
San Francisco State University
Reading academic texts can be a lonely process for many students. Interactive tools like Edpuzzle can change the reading experience into a positive 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).

Textbook Access Information using Edpuzzle

Textbook Access Information using Edpuzzle
California State University, Fresno
Taking what would otherwise be a static experience, reading the information on how to access the course text, a video was created showing this process. Edpuzzle was then 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.

Introduction Activity using Google Tour Builder

Introduction Activity using Google Tour Builder
California State University, Long Beach
This self-introduction activity was designed to highlight the diversity that exists in a seminar course. Using Google Tour Builder, students get to share where they come from and what stories they carry with them. Tour Builder allows users to visualize stories and places and integrate them into the map.

Active Learning with TEDEd

Active Learning with TEDEd
San Jose State University
Using 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.

Active Learning with Videos

Active Learning with Videos
California State University, Dominguez Hills
The content of this lecture is often difficult to comprehend so by embedding questions within the video, students are given the opportunity to check for understanding. Additionally, the embedded questions transform what traditionally is passive viewing into an active learning experience.

Active Learning with EdPuzzle

Active Learning with EdPuzzle
California State University, Fullerton
Using an existing video, EdPuzzle was used to insert personalized questions for students to answer. The "can't skip ahead" setting was enabled so that students must answer each question and watch the entire video.

TED Ed Lesson for Research Course

TED Ed Lesson for Research Course
San Jose State University
This is a TedEd Lesson introducing the differences between qualitative and quantitative research. This lesson uses a short video instead of an assigned reading with embedded questions and a group discussion to support active learning and engagement.

Using VoiceThread for Peer to Peer Engagement

Using VoiceThread for Peer to Peer Engagement
California State University, San Bernardino
As a way of engaging students in more discussion and using more of the Blackboard tools available, Voicethread was used 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 that students responded to each other as well as to the general information. The lines between names indicate a “threaded” conversation, meaning they were talking to each other.

Welcome Video: Engaging and Exciting students from the Start

Welcome Video: Engaging and Exciting students from the Start
California State University, San Marcos
Randall Griswold wanted the students in his fully online Music 120 course to get to know who he was and see his personality. He plays them a little tune on his guitar as he describes the course and expectations. This is a great way to instantly start forming a relationship with your online students.

Instructor Introduction Video

Instructor Introduction Video
California State University, Fresno
In this video the instructor 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
The instructor uses video editing software to put together this innovative and interactive percussion lecture. He uses a bucket to help demonstrate different pitches and tones. it ends in a great group performance