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Peer Review Feedback Guide With Guiding Questions

Peer Review Feedback Guide With Guiding Questions
San Francisco State University
Courtney Donovan, an Instructor from San Francisco State University, provides an annotated bibliography assignment designed to help students gain research skills while working alongside a peer. The peer review guide is organized with guiding questions to assist students in providing feedback to a peer's assignment.

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.

Pinterest Encyclopedia Activity

Pinterest Encyclopedia Activity
California State University, Stanislaus
Monica Flores, an Instructor from CSU Stanislaus, describes an activity using a social media tool, Pinterest. Students are prompted to create a Pinterest account and than choose 2 "terms" from a list about Latinx Lit and Cultural Studies. Students are creating two encyclopedia (Pinterest) entries and than commenting on at least 3 of their classmates Pinterest pins.

Sketchnotes Discussion Forum Assignment

Sketchnotes Discussion Forum Assignment
California State University, Northridge
Instructor Nicole Solis from CSU Northridge, developed an assignment in which students practice visual notetaking skills and engage in a discussion. While reading a scholarly article students are to select at least 2 quotes and additional terms and concepts and arrange them visually including sketches, illustrations, or other ways of decorating their notes visually. Students use the Canvas Discussion forum for students to submit the assignment, but they can choose to create their notes on paper or using one of several technologies.

Assignment using a Podcast followed by an Interactive Activity using Jamboard & Discussion

Assignment using a Podcast followed by an Interactive Activity using Jamboard & Discussion
California State University, Fresno
Aric Mine, an Instructor at Fresno State, uses an episode from Radiolab as a foundation for discussion in an introductory assignment in a climate change and environmental science class. It was formerly just a short answer response submission by individual students (file uploaded; screenshot of discussion prompt) which has now been expanded to include a discussion on Canvas that helps segway to the following week where water usage is introduced with a Jamboard (linked). This exercise engages students via three different means of communication and interaction. They listen to a podcast, reflect on their understanding and communicate that understanding in written form to the instructor and to their peers in an active discussion. They're also then subsequently engaged with a Jamboard that builds off this introductory activity, expanding the engagement tools used in this course.

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.

Journalism Ethics Scenarios

Journalism Ethics Scenarios
California State University, Fresno
Instructor Timothy Drachlis from Fresno State, created an exercise and discussion whereby students learn more about journalism ethics. Working in groups, students select from 5 scenarios where they collaboratively develop a presentation using lectures, readings, and research as they apply the code of ethics to their respective scenario.

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.

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.

Meet Your Peers: A Shared PowerPoint Activity

Meet Your Peers: A Shared PowerPoint Activity
California State University, Long Beach
Barton Saunders, an Instructor from CSU Long Beach, designed an activity using PowerPoint to provide students the opportunity to self-introduce themselves and begin developing a sense of community while also engaging them with course content.

Mt. Shasta Legends Collaborative Assignment

Mt. Shasta Legends Collaborative Assignment
California State University, Fresno
Kiersti Ford, an Instructor at Fresno State, developed an assignment where students are asked to investigate the Lemurians of Mt. Shasta. In addition to the detailed instructions, the instructor has included a Course Learning Outcomes Alignment. Students will take notes as they read through the provided links and additional research is encouraged. Students then submit a reflection/reaction on their thoughts or impression of the stories on a shared Google Doc prior to submitting an essay. This assignment is available for import in Canvas Commons.

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.

Small Group Activity using Jamboard

Small Group Activity using Jamboard
Sonoma State University
Mark Gondree, an Instructor at Sonoma State University, developed a Google Jamboard activity to facilitate small-group collaboration. In this activity, student teams analyze small snippets of code featuring ARM assembly, to first recognize function prologues/epilogues, then analyze possible deficiencies (missing things), then suggest improvements (removing things that are strictly unneeded), and finally share-out. The code snippets are added as background images, making the text immune from accidental erasure or modification during the activity.

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.

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.