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Welcome Start Here Module Example

Welcome Start Here Module Example
California State University, Dominguez Hills
Within the Welcome [Start Here] Module, students will find a welcome message with a voice memo from the instructor as well as supporting information that will help students succeed in the course. This includes information regarding course structure and dates, a check-in survey, the syllabus, a syllabus quiz, a Blackboard tour, steps for getting organized, an instructor bio, and a pdf with successful tools for online learning.

"Class Community" Syllabus Information and Padlet Activity

"Class Community" Syllabus Information and Padlet Activity
California State University, San Bernardino
The screenshots of the selected sections of the syllabus provide information about class expectations and guidelines as well as campus resources. Also included is a Padlet board prompting discussion of the syllabus; this activity takes the place of a syllabus quiz.

Interactive Film Review with Flipgrid

Interactive Film Review with Flipgrid
California State University, San Bernardino
Using Flipgrid, students record a 1-minute or less critique of a film and then respond to the critique of another student. The interactivity made possible through the use of Flipgrid, helps students to feel more connected as they learn about other films they may not have the opportunity to view. This example includes the original assignment and the revised assignment that utilizes Flipgrid.

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.

Class Diversity Statement

Class Diversity Statement
California State University, San Bernardino
This Class Diversity Statement helps to set the tone for classes that can be difficult and controversial due to subject matter. This statement clarifies the role of both student and instructor in terms of verbal exchanges/discussions in the classroom. It also promotes proper communication etiquette, tolerance and understanding, and respect for each other. The skills learned from this activity are used beyond the classroom, helping to create a more accepting and tolerant society. This statement is reviewed together as a class to promote understanding and mutual consideration.

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.

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.

Active Learning using EdPuzzle

Active Learning using EdPuzzle
California State University, East Bay
Edpuzzle is an educational tool that adds interactive element to any videos as part of a learning assignment. It creates an “active learning” environment where learners become more engaged. Instead of passively watching a videos, students are asked to answer questions throughout the process. By doing so, it ensures that key components are addressed and learned.

Asynchronous/Synchronous Student Interaction: Group Reflection Problem

Asynchronous/Synchronous Student Interaction: Group Reflection Problem
California State University, San Bernardino
The Group Reflection Problem (GRP) is an active learning activity assigned over a seven-week period; allowing for two GRPs each semester. This document provides the schedule of the GRP learning activity along with screenshots of the Blackboard assignments and a link to a Google doc template for the group write-up.

Preparing for the Next Zoom Session

Preparing for the Next Zoom Session
Humboldt State University
This assignment is designed to guide students in preparing for and engaging in a synchronous small group discussion in breakout rooms in a Zoom session on a specific course topic. The activity asks students to think about and discuss the topic of the next Zoom session to encourage richer dialogue in the synchronous session.

Student Intro Survey

Student Intro Survey
California State University, Channel Islands
Students can complete this brief survey at the beginning of the semester after they have read through the syllabus and explored the Canvas shell. The intent of the survey is to help the instructor learn more about their students, create a sense of support and empathy, and give students an opportunity to share their concerns ahead of time.

Collaborative Lab Experiment

Collaborative Lab Experiment
California Maritime Academy
This activity is designed for online lab students to team up with two peers to collaborate in the performance of an experiment and a lab report write up. It requires the use of simple equipment from a student lab kit, a worksheet created by the instructor, and instructor-created templates in Google Docs, Jamboard and Google Sheets.

Getting Ready for the Next Zoom Session

Getting Ready for the Next Zoom Session
Humboldt State University
This assignment is designed to guide students in preparing for and engaging in a synchronous small group discussion in breakout rooms in a synchronous Zoom session on a specific course topic. The activity asks students to think about and discuss the topic of the next Zoom session to encourage richer dialogue in the synchronous session.

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.