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Quality Learning & Teaching – QLT (82
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Course HomePage and Module Organization
Course HomePage and Module Organization
San Jose State University
Michelle Hampton, an Instructor from San Jose State University, shares a welcoming homepage with the instructor welcoming students and course description. She also provides a clear organization structure for the module with consistent headings. Tabbed lessons were utilized to reduce the number of pages through which students would need to scroll. Text headers in the modules were used to divide content logically and visually guide the user.
Digital Storyboard Assignment with Peer-to-Peer Interaction
Digital Storyboard Assignment with Peer-to-Peer Interaction
California State University, Fresno
Dr. Gina Sandi-Diaz, an Instructor at Fresno State, uses a shared Google Drive where students upload their Digital Storyboard assignment created in Google Slides using the Pecha Kucha 20x20 format. Students are required to visit each other's storyboards and provide feedback to peers. Finally, students use a Google Jamboard to document what they learned from visiting their peer's assignments.
"Class Community" Syllabus Information and Padlet Activity
"Class Community" Syllabus Information and Padlet Activity
California State University, San Bernardino
Jasmine Lee, an Assistant Professor from CSU San Bernardino, uses a Padlet board to prompt a class discussion about building a class community.
Learner Profile Survey for a Hybrid Course
Learner Profile Survey for a Hybrid Course
San Jose State University
Rachel Lazzeri-Aerts, an Instructor at San Jose State University, developed this learner survey designed for a hybrid course that includes distance learning and in-person field trips. Instructors can gain insight into their students that will be helpful in designing a course that enables all learners to be successful.
Learner Profile Survey
Learner Profile Survey
California State University, Bakersfield
Jamie Butow, an Instructor at CSU Bakersfield, developed this learner survey to send to students at the beginning of each semester. In addition to asking about any anxiety they may have with the course content and online pedagogy, it addresses any obstacles they may have in their lives that would affect their coursework.