Benny Ng, an instructor at California State University Channel Islands, developed an interactive game using HTML, CSS, and JavaScript to help students build spatial recognition of elements in the periodic table. The game challenged students to quickly locate elements under time pressure, turning rote memorization into a fun, competitive experience. This approach supported the learning goal of helping students internalize element positions as a foundation for understanding periodic trends. By using browser-based technologies accessible on any device without the need for installation, the game showcased how gamification can enhance chemistry education, boosting student engagement and improving recall of key concepts.

Assignment

Activity: Using AI to Design Instruction

QM General Standard 1: Course Overview and Introduction

QM Standard 1.5

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, Stanislaus

Harleen Singh, an Instructor from California State University Stanislaus, designed an in-class activity where students collaborate in small groups and explored two modalities for lesson planning: traditional manual methods and the utilization of an Artificial Intelligence (AI) tool of their preference. Through this process, they compared the effectiveness of these approaches and reflected on the role of AI in instructional design. The assignment’s objective was to collaborate and delve into the benefits and challenges associated with integrating AI into instructional design.

Discussion

Online Activity: Cause or correlation, or just a kettle of fish?

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, Stanislaus

Danny Grimes, Instructor from California State University Stanislaus, created an online activity in Discussions Plus to help students interact while exploring the difference between correlation and causation. The activity requires students to create a post, reply to a peer, and respond to a reply. Using a humorous example, the activity encourages creativity and a lighthearted approach to problem-solving.

Other

Module To Do List with Discussion Activity

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

QM General Standard 8: Accessibility and Usability

QM Standard 8.1, QM Standard 8.2

California State University, Stanislaus

David Veloz, Assistant Professor from California State University Stanislaus, created a To-Do-List and discussion assignments for each module. Each To-Do-List included direct links to course lecture material, discussions, and assignments to be submitted with their due dates.

Assignment

Updating the Hippocratic Oath (An Introductory Bioethics Assignment Using Hypothes.is)

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

California State University, Channel Islands

Ronald Berkowsky, Instructor from California State University Channel Islands, created a low-stakes introductory assignment to be implemented in a bioethics course using the Hypothes.is platform. In it, students collaboratively annotate the Hippocratic Oath (i.e., one of the oldest known medical code of ethics) and suggest edits to make the Oath more reflective of modern perspectives and values. This assignment helps to underscore how ethical principles and behaviors in health and medicine have changed over time.

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