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Active Learning Using EdPuzzle

Active Learning Using EdPuzzle
California State Polytechnic University, Pomona
Elam Marcus, a Faculty Developer at Cal Poly Pomona, used Edpuzzle 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
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

Interactive Video
California State University, Fresno
Maria-Aparecida Lopes, an Instructor at Fresno State uses short videos (under 7 minutes) to engage students so that the viewing experience is active and not passive. In this activity, the videos were recorded and existing media was embedded. 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
Tammy Aguilar, Instructor from CSU Los Angeles uses video platform Playposit 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.

Textbook Access Information using Edpuzzle

Textbook Access Information using Edpuzzle
California State University, Fresno
Haiying Zhang, an instructor from Fresno State, takes what would otherwise be a static experience, reading the information on how to access the course text, and creates a video showing this process. Edpuzzle was 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
Youngok Jung, an Instructor from Long Beach State designed a self-introduction activity to highlight the diversity that exists in a seminar course. Using Google Tour Builder, students share where they come from and what stories they carry with them. Tour Builder allows users to visualize stories and places and integrates them into the map.

Active Learning with TEDEd

Active Learning with TEDEd
San Jose State University
Patricia Backer, an Instructor at San Jose State University, uses 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
Prakash Dheeriya, Instructor from Dominguez Hills uses Camtasia to create a video with imbedded questions. Embedding questions within the video gives students an opportunity to check for understanding and transforms a traditional lecture into an active learning experience.

Using VoiceThread for Peer to Peer Engagement

Using VoiceThread for Peer to Peer Engagement
California State University, San Bernardino
Miriam Fernandez from Cal State 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.

Instructor Introduction Video

Instructor Introduction Video
California State University, Fresno
In this video, Nancy Akhavan an instructor at Fresno State, 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
Instructor Allen Biggs from San Francisco State 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.

The Learning Glass with Matt Anderson

The Learning Glass with Matt Anderson
San Diego State University
SDSU Physics professor Matt Anderson demonstrates his "Learning Glass" (previously known as "Through the Looking Glass") transparent whiteboard. Working with colleague Mark Hatay, Anderson used LED side lighting on Sapphire shower glass with neon dry-erase markers to create a see-through white board. A small mirror mounted in front of the camera flips the image right-side-out for viewers. This demonstration shows Anderson's setup as he uses it for a sample lesson.