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Building a Dynamic Discussion

Assignment – Building a Dynamic Discussion
Assignment
Building a Dynamic Discussion
QLT Section 6: Technology for Teaching and Learning
QLT Objective 6.1, QLT Objective 6.4
California Maritime Academy
Nicole Runyon, an Instructor at California Maritime Academy, designed a discussion in which students are given the option to include a video that shows a project from their workplace. This option creates a more enriching experience as students also expand their technology use to achieve the objective. Due to bandwidth issues with the student population, it's important to keep the text response as an option as well.

Building Community in a Fully Online Course

Assignment – Building Community in a Fully Online Course
Assignment
Building Community in a Fully Online Course
QLT Section 4: Student Interaction and Community
QLT Objective 4.1
California State University, Bakersfield
Adriana Cervantes-Gonzalez, an Instructor from CSU Bakersfield, uses Google Slides to create community and interaction between instructor and students in this online graduate course. Community Building activities are assigned intermittently throughout the course to give students an opportunity to engage and interact in a non-high stakes forum while getting to know more about each other along the way.

Calculus Canvas Shell Homepage and Module list screenshots - Bilingual

Other – Calculus Canvas Shell Homepage and Module list screenshots - Bilingual
Other
Calculus Canvas Shell Homepage and Module list screenshots - Bilingual
QLT Section 3: Instructional Materials and Resources
QLT Objective 3.5
QLT Section 4: Student Interaction and Community
QLT Objective 4.3
QLT Section 5: Facilitation and Instruction
QLT Objective 5.3, QLT Objective 5.7, QLT Objective 5.9
California State University, Channel Islands
Chrissy Soderlund, Instructor from Cal State Channel Islands, developed a bilingual kit for the Calculus I Canvas Shell. The bilingual kit enables instructors to better articulate course material in a way that embraces students for whom Spanish is their first language. There is a variety of instructional material types on the Canvas shell (videos, quizzes, written text, online math homework system, discussions, etc.). The bilingual kit strengthens the text of the various material types.

Canvas Home Page

Other – Canvas Home Page
Other
Canvas Home Page
QLT Section 1: Course Overview and Introduction
QLT Objective 1.1
California State University, Fresno
Instructor Faith Sidlow from Fresno State, created a redesigned homepage in Canvas that includes 15 buttons along the bottom of the homepage for each week. A clear link to takes the user to the syllabus and also to the start here module. There is also a warm instructor welcome message in the middle of the page along with a graphic and course title.

Cardinal Directions Activity in Arabic using VoiceThread

Assignment – Cardinal Directions Activity in Arabic using VoiceThread
Assignment
Cardinal Directions Activity in Arabic using VoiceThread
QLT Section 3: Instructional Materials and Resources
QLT Objective 3.5
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, QLT Objective 6.5
California State University, Channel Islands
Sumaya Bezrati, Instructor from California State University, Channel Islands, uses VoiceThread to have students practice giving cardinal directions in her Arabic 101 class. This is an active learning assignment in which students record themselves describing a country's location in Arabic and other students have to guess which country they are talking about. Through this activity, students become familiar with the names and locations of countries in the Arab World and are able to practice their speaking and listening skills in a fun and interactive way.