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Microbiome and Antibiotics Discussion

Microbiome and Antibiotics Discussion
California State University, Fresno
Stephanie Coffman, an Instructor at Fresno State, utilizes the Discussion Board in Canvas to have students collaborate on study guide questions for the week. Each student is assigned a question and is asked to create a short presentation answering their question. Students then review their classmate's presentations and take notes on the study guide.

Synthesis Assignment: Charting Where the Authors Intersect

Synthesis Assignment: Charting Where the Authors Intersect
California State University, San Bernardino
Kathryn Hansler, an Instructor at CSU San Bernardino, developed an assignment for a First Year Composition course that takes place after several lessons on synthesis and close readings of 2 texts. This assignment is used to help prepare students for an essay where they develop their own theory on the issue of news media objectivity.

Curated Annotated Bibliographic Collection

Curated Annotated Bibliographic Collection
California State University, Long Beach
Erin Holloway, an Instructor at CSU Long Beach, has students submit an assignment using Sway to develop a presentation for low literacy audiences based on a collection of valid and reliable sources. Students are asked to submit items, write a summary of their submissions and complete a research paper based on the curated collection. Each Sway will be presented in class for critique and evaluation.

Active Learning Lesson with a TEDEd Video

Active Learning Lesson with a TEDEd Video
California State University, San Bernardino
Anna Phillips, an Instructor at CSU San Bernardino, developed an active learning activity with the user-friendly and broad application of the TEDEd lesson builder. The lesson includes the components of Watch, Think, Dig Deeper and Discuss. Questions are linked to specific sections of the video and students are also asked to answer short-answer questions.

Building a Dynamic Discussion

Building a Dynamic Discussion
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.

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.

Partner Discussions on VoiceThread

Partner Discussions on VoiceThread
California State University, Fullerton
Raelynne Hale, an Instructor at CSU Fullerton, uses VoiceThread 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.

Collaborative Lab Experiment

Collaborative Lab Experiment
California Maritime Academy
Professor Cynthia Trevisan, from California Maritime Academy, designed this activity 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.

Rubric Sample for a Project

Rubric Sample for a Project
California State University, Stanislaus
Betsy Eudey, an Instructor at CSU Stanislaus, developed a rubric for a project which includes a reflection and students have options for producing their assignment (written document, video presentation, creative work).

Using VoiceThread for Peer to Peer Engagement

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

TEDEd Lesson for Research Course

TEDEd Lesson for Research Course
San Jose State University
Robin Whitney, an Instructor from San Jose State University, uses a TEDEd Lesson to introduce the differences between qualitative and quantitative research. This lesson uses a short video instead of an assigned reading with questions embedded to actively engage students in the assignment.

Collaborative Communication Guide using Google Slides and EdPuzzle

Collaborative Communication Guide using Google Slides and EdPuzzle
California State University, Fullerton
April Franklin, an Instructor at CSU Fullerton, developed a group activity where students create a course content resource guide to reinforce expected course mastery and the learning of new technical skills. Students first develop the Guide in their groups, create a Google Slide presentation, and finally create an active learning video of the Guide using EdPuzzle.

Using TEDEd for Active Learning

Using TEDEd for Active Learning
California State Polytechnic University, Pomona
Sharonda Bishop, Instructor from Cal Poly Pomona, uses TEDEd to incorporate video learning of instructional material via Q&A, adding in-depth resources on the topic, and having a discussion board with the learners.

Jamboard for Online Office Hour

Jamboard for Online Office Hour
California State Polytechnic University, San Luis Obispo
Neal MacDougall, an Instructor at Cal Poly San Luis Obispo, uses office hours to review and practice concepts learned. He uses Jamboard to recreate key parts of the guided inquiry exercise and allows students to work on the same Jamboard. Office hours become more dynamic and simulate the feel of a “face-to-face” environment.

Active Learning with Videos

Active Learning with Videos
California State University, Dominguez Hills
Prakash Dheeriya, an Instructor from CSU 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.