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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.

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.

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 CSU 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 Activity Using Google Draw

Collaborative Lab Activity Using Google Draw
San Francisco State University
Instructor Susan Cholette from San Francisco State University, developed a group activity for synchronous online learning to replace the original quiz where students submitted an individual assessment. In this activity, students work in breakout rooms and collaborate on solving a problem using Google Draw.

Collaborative Lab Experiment

Collaborative Lab Experiment
California Maritime Academy
Professor Cynthia Trevisan, from 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.

Communication Styles Nearpod Activity

Communication Styles Nearpod Activity
California State University, Stanislaus
Stacey Aprile, an Instructor at CSU Stanislaus, developed an activity where students read about learning styles, take a self-assessment, and apply their learning to their future classroom. This activity provides students with the opportunity to connect with like-communication style peers for possible extension activities in the course.

Contemporary Issues Presentation

Contemporary Issues Presentation
California State University, Stanislaus
Instructor Grace Paradis from CSU Stanislaus, uses GoReact to help students learn about a topic that is not covered in depth during class. To strengthen the awareness of the topic, students are asked to further the GoReact discussion by asking critical thinking questions of their peers.

Curated Annotated Bibliographic Collection

Curated Annotated Bibliographic Collection
California State University, Long Beach
Erin Holloway, an Instructor at CSU Long Beach, has students submit an assignment using Sway to develop a presentation for low literacy audiences based on a collection of valid and reliable sources. Students are asked to submit items, write a summary of their submissions and complete a research paper based on the curated collection. Each Sway will be presented in class for critique and evaluation.

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.

Discussion Post Assignment for Outside Engagement

Discussion Post Assignment for Outside Engagement
California State University, Fresno
Tanisha Garcia, an Instructor at Fresno State, uses the discussion board to provide students with the opportunity to earn extra credit. The weekly online discussion posting on Canvas is based on the face to face lecture for that week. At times, this is also used this to engage students during class time and have them bring out their electronic device and answer the discussion posting for attendance purposes and extra credit for that day.

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.

Facilitating Asynchronous Debates

Facilitating Asynchronous Debates
California State Polytechnic University, Humboldt
Jill Anderson, an Instructor at Cal Poly Humboldt, developed a debate activity for an asynchronous online class that facilitates peer-to-peer interactions and critical thinking. This debate utilizes the online platform Kialo to host and organize the debate. This tool assists with the organization of information is an accessible tool that integrates with Canvas.

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.

Group Annotation: An Introduction to Theatre

Group Annotation: An Introduction to Theatre
San Jose State University
Kathleen Normington, an Instructor at San Jose State University, uses Hypothesis for social annotation. Students read a chapter or pages from an assigned textbook with which Hypothesis has been linked to create class notes.