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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.

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.

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.

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.

Introduction to American Politics

Introduction to American Politics
California State Polytechnic University, Pomona
Tremblay Pinar, an Instructor at Cal Poly Pomona, developed an assignment where students are asked to think about a law in their own majors and provide a change proposal (a new or revised law) in a letter to the senator. Students collaborate using Stormboard, an online whiteboard, to first discuss issues in their own field with their peers before deciding on the law they want to explore and propose a change in the letter.

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.

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.

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.

Scientific Publication Mock Process for Introductory Chemistry Lab Course

Scientific Publication Mock Process for Introductory Chemistry Lab Course
California State University, Fresno
Instructor Melissa Garrett from Fresno State, teaches students how scientific information is disseminated by mimicking the process. In this assignment, the students are asked to write a manuscript on a designated lab experiment and submit their papers for "publication" to the instructor who takes on the role of the journal editor before sending the paper for anonymous peer reviews.

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.

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.

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.