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Structured Group Discussions Providing Roleplaying & Choice

Discussion – Structured Group Discussions Providing Roleplaying & Choice
Discussion
Structured Group Discussions Providing Roleplaying & Choice
QM General Standard 5: Learning Activities and Learner Interaction
QM Standard 5.4
California State University, Fresno
Ryan Ditchfield, an Instructor at Fresno State, creatively organizes group discussions providing students an opportunity to self-assign themselves to a group discussion topic that interest them in his "Eyewitness Identification-FTB 159T" class. In the group discussions they have the choice to pick a role - Researcher, Eyewitness, Defense Attorney, Police Officer, Suspect, and Timekeeper and throughout the semester the students will also be changing to a different group and also change their role. This example represents student choice and group roles in discussions.

Group Annotation Discussion Using Perusall

Discussion – Group Annotation Discussion Using Perusall
Discussion
Group Annotation Discussion Using Perusall
QM General Standard 5: Learning Activities and Learner Interaction
QM Standard 5.2, QM Standard 5.4
QM General Standard 6: Course Technology
QM Standard 6.1, QM Standard 6.3
California State University, Bakersfield
Natalie Thompson, an Instructor from CSU Bakersfield, shares a peer to peer annotation activity using the tool Perusall where students read and annotate a scholarly article. Detailed instructions are provided for the students about the discussion requirements.

Jamboard for Facilitating a Complex Chemistry Article

Discussion – Jamboard for Facilitating a Complex Chemistry Article
Discussion
Jamboard for Facilitating a Complex Chemistry Article
QM General Standard 5: Learning Activities and Learner Interaction
QM Standard 5.2
QM General Standard 6: Course Technology
QM Standard 6.1, QM Standard 6.3
California State Polytechnic University, Pomona
Instructor Chantel Stieber from Cal Poly Pomona, uses a Google Jamboard for students to contribute using text, drawings, or images their understanding of a complex scientific article.

Small Group Discussion for Synchronous Webconference Class Session

Discussion – Small Group Discussion for Synchronous Webconference Class Session
Discussion
Small Group Discussion for Synchronous Webconference Class Session
QM General Standard 5: Learning Activities and Learner Interaction
QM Standard 5.2
QM General Standard 6: Course Technology
QM Standard 6.1, QM Standard 6.3
California State University, San Bernardino
Cheryl Brandt, an Instructor at CSU San Bernardino, uses a problem-based seminar discussion prompt during synchronous sessions in Zoom to increase peer-to-peer interaction. During the sessions, each small group captures their plan for sharing with the entire class using Jamboard.

Engagement in Synchronous Lectures Using Jamboard & Zoom Break-Out Rooms

Other – Engagement in Synchronous Lectures Using Jamboard & Zoom Break-Out Rooms
Other
Engagement in Synchronous Lectures Using Jamboard & Zoom Break-Out Rooms
QM General Standard 5: Learning Activities and Learner Interaction
QM Standard 5.2
QM General Standard 6: Course Technology
QM Standard 6.3
California State University, Fresno
Stephanie Ryan, an Instructor from Fresno State, shares an engaging activity where she uses Zoom to provide a synchronous lecture called "The Anterior Surface Landmarks of the Figure." Using breakout rooms in Zoom and a Jamboard students identify surface landmarks of a figure in a peer-to-peer activity.