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Active Learning Lesson with a TedEd Video

Active Learning Lesson with a TedEd Video
California State University, San Bernardino
Anna Phillips, an Instructor at Cal State San Bernardino, developed an active learning activity with the user-friendly and broad application of the TEDEd lesson builder. The lesson includes the components of Watch, Think, Dig Deeper and Discuss. Questions are linked to specific sections of the video and students are also asked to answer short-answer questions.

Active Learning Using EdPuzzle

Active Learning Using EdPuzzle
California State Polytechnic University, Pomona
Elam Marcus, a Faculty Developer at Cal Poly Pomona, used Edpuzzle to place interactive content into an existing video. This exercise engages students with asynchronous content as they answer questions prompts during the lecture video.

Active Learning with TEDEd

Active Learning with TEDEd
San Jose State University
Patricia Backer, an Instructor at San Jose State University, uses TEDEd to increase active learning and peer-to-peer engagement, students answer questions and participate in a discussion in a video lesson. The TEDEd lesson replaces what was previously a passive learning experience where students answered standard questions for a weekly written assignment without actively engaging with the content or with their peers.

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.

Active Learning with Videos

Active Learning with Videos
California State University, Dominguez Hills
Prakash Dheeriya, Instructor from Dominguez Hills uses Camtasia to create a video with imbedded questions. Embedding questions within the video gives students an opportunity to check for understanding and transforms a traditional lecture into an active learning experience.

Building a Dynamic Discussion

Building a Dynamic Discussion
California Maritime Academy
Nicole Runyon, an Instructor at California Maritime Academy, designed a discussion in which students are given the option to include a video that shows a project from their workplace. This option creates a more enriching experience as students also expand their technology use to achieve the objective. Due to bandwidth issues with the student population, it's important to keep the text response as an option as well.

Collaborative Communication Guide using Google Slides and EdPuzzle

Collaborative Communication Guide using Google Slides and EdPuzzle
California State University, Fullerton
April Franklin, an Instructor at Cal State Fullerton, developed a group activity where students create a course content resource guide to reinforce expected course mastery and the learning of new technical skills. Students first develop the Guide in their groups, create a Google Slide presentation, and finally create an active learning video of the Guide using EdPuzzle.

Collaborative Lab Experiment

Collaborative Lab Experiment
California Maritime Academy
Professor Cynthia Trevisan from the California Maritime Academy designed this activity for online lab students to team up with two peers to collaborate in the performance of an experiment and a lab report write up. It requires the use of simple equipment from a student lab kit, a worksheet created by the instructor, and instructor-created templates in Google Docs, Jamboard and Google Sheets.

Example VoiceThread Discussion

Example VoiceThread Discussion
California State University, San Bernardino
Instructor Carol Gabaldon from San Bernardino uses VoiceThread to enhance peer-to-peer engagement while adhering to accessibility and universal design principles. The tool VoiceThread provides an accessible platform for audio, video, and text formats, encourages peer-to-peer discussion, and is easily embedded in the Canvas Learning Management System.

Google Earth Mapping - Map Your Memorials

Google Earth Mapping - Map Your Memorials
San Jose State University
Tabitha Hart, an Instructor at San Jose State University, developed a peer activity using Google Earth. While engaged in peer-to-peer interaction, students use a shared Google Earth map to collaboratively create an interactive tour of memorial sites in Berlin, Germany.

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.

Jamboard for Online Office Hour

Jamboard for Online Office Hour
California State Polytechnic University, San Luis Obispo
Neal MacDougall, an Instructor at Cal Poly SLO, found that students often come to online office hours to review methods covered as a team in a Google Doc-based guided inquiry exercise. During the office hour, concepts are reviewed but not practiced. The use of Jamboard during the office hour recreates some of the key parts of the guided inquiry exercise and allows students to work on the same Jamboard so that office hours become more dynamic and get closer to the feel of a “face-to-face” environment.

Partner Discussions on VoiceThread

Partner Discussions on VoiceThread
California State University, Fullerton
Raelynne Hale, an Instructor at Cal State Fullerton, uses VoiceThread to allow students to engage in audio/video discussions with partners in an asynchronous environment without having to create separate discussion boards or threads for each pair. The example includes instructions, prompts, and how to set up the discussion in VoiceThread. This activity can be easily adapted and used for any course that has students partner and discuss a theme, topic, article, or other course material.

Synthesis Assignment: Charting Where the Authors Intersect

Synthesis Assignment: Charting Where the Authors Intersect
California State University, San Bernardino
Kathryn Hansler, an Instructor at Cal State San Bernardino, developed an assignment for a First Year Composition course that takes place after several lessons on synthesis and close readings of 2 texts. This assignment is used to help prepare students for an essay where they develop their own theory on the issue of news media objectivity. Part 1 of the assignment asks students for homework to complete a chart [Google doc] identifying where the two authors' ideas intersect, how/why they intersect, and then asks the student to draw conclusions; what they're noticing about the scholarly conversation; what's at stake or forms the disagreement. The two scholars utilized for this assignment are Jay Rosen’s “Beyond Objectivity” and Linda Greenhouse’s “Challenging ‘He Said, She Said’ Journalism”, however any 2 texts on any issue can be substituted. Part 2 and 3 can be adapted as an in-class learning activity, either for synchronous or asynchronous course, or f2f. Part 2: Students complete a Google Shared Chart, where each student adds 1 idea from their homework. Part 3: Using Google Jamboard students then discuss what they discover in their synthesis in 3 prompts.