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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.

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.

Using Hypothesis for Low-Stakes Assessment with Timely Feedback

Using Hypothesis for Low-Stakes Assessment with Timely Feedback
San Jose State University
Instructor Jill Citron from San Jose State uses Hypothesis to ensure student preparation for class which is a digital annotation tool that allows for peer-to-peer discussion. In the example provided she uses the tool for student discussion about complex scientific journal articles.

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.

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.

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.

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.

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 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.

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.

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.

Using TedEd for Active Learning

Using TedEd for Active Learning
California State Polytechnic University, Pomona
Sharonda Bishop, Instructor from Cal Poly Pomona uses TedEd to incorporate video learning of instructional material via Q&A, adding in-depth resources on the topic, and having a discussion board with the learners.

Using VoiceThread for Peer to Peer Engagement

Using VoiceThread for Peer to Peer Engagement
California State University, San Bernardino
Miriam Fernandez from Cal State San Bernardino, uses Voicethread to record lectures into several “slides.” Text, voice, as well as a YouTube video, were used to make connections to the information being presented. The screenshot shows students responded to each other as well as to the general information.

TED Ed Lesson for Research Course

TED Ed Lesson for Research Course
San Jose State University
Robin Whitney an instructor from San Jose State uses a TedEd Lesson to introduce the differences between qualitative and quantitative research. This lesson uses a short video instead of an assigned reading with questions embedded to actively engage students in the assignment.

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.