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Example VoiceThread Discussion

Example VoiceThread Discussion
California State University, San Bernardino
The group tool VoiceThread is embedded in Canvas and is used to enhance peer-to-peer engagement while adhering to accessibility and universal design principles. VoiceThread provides an accessible platform for audio, video, and text formats, encourages peer-to-peer discussion, and easily embedded in the Canvas Learning Management System.

Partner Discussions on VoiceThread

Partner Discussions on VoiceThread
California State University, Fullerton
VoiceThread was selected for this activity 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.

Peer Part Planning

Peer Part Planning
Other
The course teaches students how to best use 3D CAD modeling software. Each assignment requires a large amount of planning and forethought before starting to make a model. To help address this issue, the Peer Part Planning assignment breaks students into small groups and has them come up with a basic plan/outline for how they can approach the creation of the model.

Structured Group Discussions Providing Roleplaying & Choice

Structured Group Discussions Providing Roleplaying & Choice
California State University, Fresno
In this example, the instructor 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.

Summary Reflection using the Discussion Board

Summary Reflection using the Discussion Board
California State University, Chico
This online asynchronous course has weekly discussion boards. During the first week, students were asked to do their best to define a sustainable diet and share their opinion on genetically modified foods as part of their introduction. The final project was the Sustainability and Food Biotechnology Project. During the last week of the class, students are asked to recall their opinions at the beginning of the semester and compare how their opinions have changed after completion of the course and share these on the discussion board. This encourages students to reflect on the knowledge they have gained by completing the learning objectives.