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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.

Assignment

Playposit for Chem 251 Spectroscopy Unit

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

California State University, Channel Islands

Michelle Kobrin, Instructor from Channel Islands, created Playposit bulbs for Chem 251Quantitative Analysis spectroscopy unit. The unit included a playlist of 10 Playposit bulbs compiled into a single playlist, which was assigned in Canvas for students to interact with during Week 14 lectures. Chem 251 is a flipped class, so this Playposit set served as their lectures for the week. Post week 14, Chem 251 students were interviewed to evaluate the advantages of Playposit technology compared to the previous approach, where watching the lectures was optional. Based on the feedback, this Playposit playlist will continue to be incorporated into the Chem 251 course going forward.

Assignment

TedED Activity: Does School Kill Creativity?

QM General Standard 4: Instructional Materials

QM Standard 4.5

California State University, San Bernardino

Title: Does School Kill Creativity? Description: This activity facilitates interactive learning and student participation with an online video. Using the TedED tool, it is able to increase the understanding of complex theories in developmental science, specifically the trade-off between learning and education, and respective cognitive outcomes. The link is embedded in Canvas, allowing for easy accessibility. The activity also includes reference to an additional scientific report that supports the theories discussed.

Assignment

Ratios for Case Analysis using Voice Thread

QM General Standard 4: Instructional Materials

QM Standard 4.5

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, Dominguez Hills

Chacko Kannothra, Instructor from California State University Dominguez Hills, created a voice thread assignment to help online learners to revise financial and accounting ratios that may be used for case analysis in the strategic management capstone course. The assignment requires students to watch a voice thread (external video) and answer questions provided with the voice thread. Students can submit their responses in multiple formats including audio, video, text, or even upload a file with their responses. This voice thread can be assigned at the beginning of the semester to revisit some of the concepts that students learned in earlier semesters, and used extensively in the capstone course for analysis. Please note that the external video used for this voice thread was recorded by Prof. Melissa Schilling and is available on YouTube.

Assignment

Enhance Student Engagement and Interaction in Group Assignments in STEM

QM General Standard 4: Instructional Materials

QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.3

California State University, San Bernardino

Haiyan Qiao, an Instructor at CSU San Bernardino, utilized slides to develop a guided group assignment discussion for an asynchronous online course. This can be used as a reference/template for structured group discussions to promote student interaction and facilitate collaborative problem-solving in a group assignment.

Assignment

The Project Approach: Creating a STEM Focused Learner Bulb

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

Regan Bynder, Instructor from California State University, Channel Islands, created an interactive assignment supporting learner engagement with Playposit. Students will select 1 of the 4 videos provided, develop 3-5 questions they can ask about teacher practices, techniques, and activities used to support integration of science, technology, engineering and math concepts throughout the video, and create a learner bulb with their questions for peers to respond to.

Assignment

PlayPosit Assignment with Youtube

QM General Standard 4: Instructional Materials

QM Standard 4.1, QM Standard 4.2, QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2, QM Standard 5.4

QM General Standard 6: Course Technology

QM Standard 6.1, QM Standard 6.3

California State University, Channel Islands

Argero Zerr, an instructor from CSU Channel Islands, created a PlayPosit assignment. This PlayPosit assignment corresponds to a Youtube video for a TEDx talk titled “Why does it take so long to grow up today?” by Dr. Jeffrey Arnett. The assignment includes a series of multiple choice questions which test comprehension of the material throughout the video. The assignment also includes poll questions and discussion questions which encourage students to reflect on their own opinions and experiences with emerging adulthood.

Assignment

Using VoiceThread to Create a Presentation for a Spanish Project

QM General Standard 4: Instructional Materials

QM Standard 4.1, QM Standard 4.2, QM Standard 4.5

QM General Standard 5: Learning Activities and Learner Interaction

QM Standard 5.2

California State University, Channel Islands

Samanta de Frutos García, an Instructor of Spanish at CSU Channel Islands, created a final project assignment for SPAN 102: Elementary Spanish II. The template provides guidelines for students to create a VoiceThread presentation using vocabulary, grammatical constructions, and cultural knowledge learned in this course using the free Spanish textbook Libro Libre. This project assesses students’ ability to answer questions and report orally to demonstrate basic functional proficiency in Spanish, talk about familiar topics, compare and contrast cultural similarities and differences between the United States and Spanish-speaking countries, and present the information and cultural insights gained through the TalkAbroad sessions. This can be modified to fit any class.

Assignment

Cardinal Directions Activity in Arabic using VoiceThread

QM General Standard 4: Instructional Materials

QM Standard 4.5

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, Channel Islands

Sumaya Bezrati, Instructor from California State University, Channel Islands, uses VoiceThread to have students practice giving cardinal directions in her Arabic 101 class. This is an active learning assignment in which students record themselves describing a country's location in Arabic and other students have to guess which country they are talking about. Through this activity, students become familiar with the names and locations of countries in the Arab World and are able to practice their speaking and listening skills in a fun and interactive way.

Assignment

Using VoiceThread to an Create Effective and Creative Assignment

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

Diana Lenko, Instructor from California State University, Channel Islands, used VoiceThread to create an assignment that encouraged peer-to-peer learning and enabled students to participate and collaborate using one of five powerful commenting options: microphone, webcam, text, phone, and audio-file upload, and do it at their own pace. The collaboration tool is also fully integrated into Canvas, so students and instructors don't have to log in to the platform separately. By watching videos of exemplary speakers and exploring the key leadership concepts in action, students gained insights into the communication strategies and leadership attributes essential to effective leaders.

Assignment

Annotated Bibliography Research Assignment

QM General Standard 4: Instructional Materials

QM Standard 4.1, QM Standard 4.2

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 assignment provides a visual component using Canva to help students better understand key steps and also how to put together the assignment itself. The assignment also is organized using a transparent assignment design.

Assignment

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

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, 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.

Assignment

Communication Styles Nearpod Activity

QM General Standard 4: Instructional Materials

QM Standard 4.5

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

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.

Assignment

Assignment Using Transparent Assignment Design and Mind Mapping

QM General Standard 4: Instructional Materials

QM Standard 4.1, QM Standard 4.2

QM General Standard 6: Course Technology

QM Standard 6.2

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.

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