QuARRy Home

Search Results

Filter by

Quality Learning & Teaching – QLT   QLT Section 4

Rubric

More Filters

Material Type

Institution

31–35 of 81 results
sort by: title | date created | date added

Journalism Ethics Scenarios

Assignment – Journalism Ethics Scenarios
Assignment
Journalism Ethics Scenarios
QLT Section 4: Student Interaction and Community
QLT Objective 4.4
QLT Section 5: Facilitation and Instruction
QLT Objective 5.2
California State University, Fresno
Instructor Timothy Drachlis from Fresno State, created an exercise and discussion whereby students learn more about journalism ethics. Working in groups, students select from 5 scenarios where they collaboratively develop a presentation using lectures, readings, and research as they apply the code of ethics to their respective scenario.

Peer Part Planning

Discussion – Peer Part Planning
Discussion
Peer Part Planning
QLT Section 2: Assessment of Student Learning
QLT Objective 2.3
QLT Section 4: Student Interaction and Community
QLT Objective 4.4
California State Polytechnic University, Pomona
Patrick Mannion, an Instructor at Cal Poly Pomona, teaches students how to best use 3D CAD modeling software in their course. 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.

Peer-to-Peer Engagement using Twitter

Discussion – Peer-to-Peer Engagement using Twitter
Discussion
Peer-to-Peer Engagement using Twitter
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 6.2
California State University, San Bernardino
Elisabeth Anderson, an Instructor from CSU San Bernardino, created an activity designed to promote active learning and peer-to-peer engagement. Students are asked to read up on genetic testing from a website provided to them. Then they engage in a Twitter discussion about the pros and cons of the technology.

"It's Just a Movie" Jamboard

Illustration / Graphic – "It's Just a Movie" Jamboard
Illustration / Graphic
"It's Just a Movie" Jamboard
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 6.2
California State University, Fresno
Aaron Schuelke, an Instructor at Fresno State, developed a discussion activity where students read the article "It's Just a Movie" by Greg M. Smith. They then create slides on a Google Jamboard analyzing two films of their choosing, using very brief reflections (post-its) and images from the film. They then respond to at least two classmates' work in a small group discussion on Canvas.

Active Learning Through a Team Project

Assignment – Active Learning Through a Team Project
Assignment
Active Learning Through a Team Project
QLT Section 4: Student Interaction and Community
QLT Objective 4.4
QLT Section 5: Facilitation and Instruction
QLT Objective 5.2, QLT Objective 5.4
QLT Section 6: Technology for Teaching and Learning
QLT Objective 6.2
California State Polytechnic University, Pomona
Dr. Wu Lin, an Instructor at Cal Poly Pomona, designed a team project in an asynchronous online class to improve active learning. The project is chunked into weekly tasks and due at the end of the semester to facilitate and support active learning with frequent peer to peer engagement. in addition to helping students reinforce what they learned in class, the project also helps students develop various skills, including collaboration skills which will help them be successful beyond the class.