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Interactive Jamboard Activity
Interactive Jamboard Activity
California State University, San Bernardino
Brittany Bloodhart, Instructor from CSU San Bernardino, developed an engaging interactive activity leveraging Jamboard. Instead of assigning students the individual task of generating stereotypes and expectations about gender, they now have the opportunity to explore their own assumptions by observing their peers' contributions on Jamboard. Through the use of sticky notes within a collaborative space, Jamboard allow students to actively participate by moving the concepts to different areas of the "map" (or board) based on their agreement with other students. This creates another interactive element, where students can debate about the placement of ideas, encouraging students to debate on a discussion board and assess whether each concept aligns with their collective understanding. This approach enhances student engagement and promotes active learning.
Interactive Video
Interactive Video
California State University, Fresno
Maria-Aparecida Lopes, an Instructor at Fresno State, uses short videos (under 7 minutes) to engage students so that the viewing experience is active and not passive. In this activity, the videos were recorded and existing media was embedded. Quizzes and notes were then added using Panopto and EdPuzzle to make them interactive.
Interactive Video Introduction to the Water Crisis
Interactive Video Introduction to the Water Crisis
California State University, Fresno
Joshua Reece, an Instructor from Fresno State, uses a YouTube video along with EdPuzzle to activity engage students. Students are required to answer questions about the water crisis throughout the viewing experience.
Interactive Video using EdPuzzle
Interactive Video using EdPuzzle
San Francisco State University
Santos Maricel, an Instructor from San Francisco State University, uses EdPuzzle, an interactive tool, to change the reading experience from an isolating experience into an active one. This video invites students to react to a video presentation by (1) reflecting on the findings of a diary study of a language learner's experience; (2) providing a brief commentary on diary study as a research method; and (3) asks the reader to consider how this article can help them think about their first major paper writing assignment (an analysis of their own language learning processes).
Interactive “Sociological Imagination” Practice Video with Embedded Questions
Interactive “Sociological Imagination” Practice Video with Embedded Questions
California State University, Channel Islands
Elizabeth A. Sowers, an Associate Professor at CSU Channel Islands, created an interactive PlayPosit video for her SOC 100 class to help students achieve a better understanding of the “Sociological Imagination” across the semester. The video includes a recap of the concept, as previously discussed in class, and practice questions, quite similar to those that appear on course exams. This is a resource for students, not an assignment for a grade – but they will practice exam questions in it, so there is a tangible benefit for those who engage.