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Assignment Using Transparent Assignment Design and Mind Mapping
Assignment Using Transparent Assignment Design and Mind Mapping
California State University, Los Angeles
Margaret Finnegan, an Instructor from CSU Los Angeles, shares an information literacy project in which students choose a topic related to a criminal justice career that they would like to learn more about and find sources to support their opinion. The assignment description uses the “Transparent Assignment Design” template which makes learning more explicit for students. It also offers a different way to demonstrate mastery with students creating a mind-map created with bubbl.us.
Syllabus Example for Learner Support (Student Resources)
Syllabus Example for Learner Support (Student Resources)
San Jose State University
Rachel Lazzeri-Aerts, an Instructor from San Jose State University, includes information for non-academic support resources/programs for students. More details and contact information for 3 key support programs are included. Weblinks, email, and phone numbers are listed for these 3 key programs.
Active Learning with Video using Playposit
Active Learning with Video using Playposit
California State University, Los Angeles
Tammy Aguilar, Instructor from CSU Los Angeles uses video platform Playposit to transform a static viewing experience to one that is active and engaging. As students watch the lecture video explaining the difference between an IEP and a 504 Plan they will come across three embedded questions that they are required to answer.
"It's Just a Movie" Jamboard
"It's Just a Movie" Jamboard
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.
Syllabus Example for Learner Support (Technology)
Syllabus Example for Learner Support (Technology)
San Jose State University
Rachel Lazzeri-Aerts, an Instructor at San Jose State University, includes a statement in the syllabus of the technology needed to complete the course, as well as how to get help with technology. Canvas LMS and SJSU campus resources are listed and linked for easy student access.
Rubric for Evaluating Student Participation in Peer Reviews
Rubric for Evaluating Student Participation in Peer Reviews
California State University, Fresno
Ulrike Muller, an Instructor at Fresno State, provides a detailed rubric used to assess the quality of students' participation in peer reviews. Students are required to provide constructive comments to several students.
Course Home Page with Colorful Buttons
Course Home Page with Colorful Buttons
California State University, Fresno
Instructor Paul Price from Fresno State, created a home page for the course that includes a Welcome Message and colorful buttons linked to the Start Here area, Syllabus, Modules, Question Cafe, and the instructor Contact information. The buttons are simple png images that can be used as large, colorful navigation buttons on a Canvas homepage. They simply need to be added to the page and a link inserted that takes the user to the relevant location within the site. When added to Canvas, they should be given alternative text reading, e.g., "Button Linking to the Start Here Page."
Home Page
Home Page
California State University, Fresno
Instructor Tom Boroujeni from Fresno State, designed the course home page to offer a centralized location for students to begin and navigate the course. The inviting and easy to navigate site includes resources for students that they can click on to access information about what is available to them, such as the campus food pantry and health services.
Final Project Rubric
Final Project Rubric
California State Polytechnic University, Humboldt
Elias Pence, an Instructor at Cal Poly Humboldt, built a rubric to measure understanding of the assignment topic, in-class engagement, and care and effort in completing the assignment. Using the Canvas rubric tool was helpful in measuring the criteria of Demonstration of Understanding, Care and Effort, and In Class Engagement against the ratings of Excellent, Proficient, Needs Development, and Incomplete.
Community Policies Presentation
Community Policies Presentation
California State University, Northridge
Joannie Aguayo, an Instructor from CSU Northridge, shares a presentation which provides course community policies, including a diversity statement, commitment to gender-neutral language, microaggressions or biased-language, netiquette, web-cam etiquette, academic honesty, tips for success.
Essay Outline Peer Review Activity
Essay Outline Peer Review Activity
Sacramento State University
Joshua Pryor, an Instructor at Sacramento State University, utilized the peer-review feature in Canvas where students submit an essay outline and are asked to complete a peer-review rubric for 2 other student outlines. Finally, students need to upload their completed peer-review rubrics to Canvas.
Introductions: "Self Presentation" Meet and Greet using VoiceThread
Introductions: "Self Presentation" Meet and Greet using VoiceThread
California State University, Los Angeles
Gabriela Ford, an Instructor at CSU Los Angeles, created an activity where students introduce themselves in a meaningful way by engaging in a virtual Meet and Greet the first week of the semester. Using VoiceThread students record an introduction with the goal of humanizing and providing a safe and supportive environment from the beginning in order to foster an active learning community.
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).
TEDEd Video With Questions
TEDEd Video With Questions
California State University, Fresno
Instructor Shirisha Shankar from Fresno State, uses a video from the TEDEd library to create a lesson with embedded questions. This activity allows students to interact with a video and actively learn instead of passively watching.
Active Learning Through a Team Project
Active Learning Through a Team Project
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.