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Leveraging AI for Nonprofit Data Analysis and Reporting
Leveraging AI for Nonprofit Data Analysis and Reporting
California State University, Channel Islands
Joshua Gold, Assistant Professor from California State University, Channel Islands, developed a brief course to introduce students to the use of ChatGPT for data analysis and interpretation in a non-profit setting. The course guides students through practical modules on uploading data, conducting basic analyses, interpreting results, and creating visual outputs such as graphs and tables using AI tools. The class aims to help learners improve internal evaluations, stakeholder communication, and grant reporting through the use of accessible AI technology."
Instruction & Assessment Librarian
Instruction & Assessment Librarian
California State University, Channel Islands
Breeann Austin, an Instruction Librarian, and Thomas Alexander, an Information Literacy Intern, from CSU Channel Islands created a Canvas module on how to use (and not use) AI during the research process. The module is shared as three Word documents: (1) What is AI, (2) ChatGPT and Research, (3) Library's AI Research Assistant (also called the Primo AI Research Assistant). The pages include text, videos, further readings, "let's experiment" activities, and Thinglink interactive images to engage students and provide multiple learning pathway options. Screenshots of the Thinglink images are provided with links to accessible versions of the interactive content.
Use of Generative AI to aid Students in Creating Advanced Biochemistry Laboratory Protocols
Use of Generative AI to aid Students in Creating Advanced Biochemistry Laboratory Protocols
California State University, Channel Islands
William Munroe, Lecturer from CSU Channel Islands, tested AI tools (poe.com and playlabs.ai) to assist students in creating laboratory protocols for the advanced biochemistry laboratory. Here, the AI chatbot helped students create a draft for their protocol assignment by summarizing peer-reviewed journal articles and product documentation. The format of the AI-assisted output included items students are requested include in their prelab assignment, such as a purpose, chemical mechanism for the experiment, a list of chemical reagents/safety section, and the experimental outline. Students were then asked to critique the AI-output for correctness and completion.
AI-assisted control systems learning project
AI-assisted control systems learning project
California State University, Channel Islands
Vedang Chauhan, an instructor at California State University Channel Islands (CSUCI), has developed an AI-assisted learning module for a Feedback Control Systems course. This project introduces a self-guided, AI-supported learning approach aimed at promoting active engagement and deeper understanding in technical subjects. The method centers on structured, prompt-based exploration using AI tools like ChatGPT, where students begin with guided prompts, receive explanations and step-by-step walkthroughs, and then customize the interaction based on their individual learning styles and pace. The AI functions as a supportive peer tutor, helping students clarify concepts, develop problem-solving strategies, enhance critical thinking, and build confidence. The approach concludes with a student-completed problem and a short assessment to evaluate understanding without AI assistance. As a demonstration of this model, the topic of design via state-space methods in control systems is used to illustrate how AI can improve comprehension of abstract and mathematical concepts while fostering ethical and independent learning.
Activity: Using AI to Design Instruction
Activity: Using AI to Design Instruction
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.
Online Activity: Cause or correlation, or just a kettle of fish?
Online Activity: Cause or correlation, or just a kettle of fish?
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.
Interactive Jamboard Activity
Interactive Jamboard Activity
California State University, San Bernardino
Brittany Bloodhart, Instructor from CSU San Bernardino, developed an engaging interactive activity leveraging Jamboard. Instead of assigning students the individual task of generating stereotypes and expectations about gender, they now have the opportunity to explore their own assumptions by observing their peers' contributions on Jamboard. Through the use of sticky notes within a collaborative space, Jamboard allow students to actively participate by moving the concepts to different areas of the "map" (or board) based on their agreement with other students. This creates another interactive element, where students can debate about the placement of ideas, encouraging students to debate on a discussion board and assess whether each concept aligns with their collective understanding. This approach enhances student engagement and promotes active learning.
Assignment Information Video Production using Artificial Intelligence (AI) Tools
Assignment Information Video Production using Artificial Intelligence (AI) Tools
California State University, Channel Islands
Ryan Murphy, Assistant Professor of Business Communication at California State University Channel Islands, created an assignment information video using HeyGen (an AI avatar video creation tool) and ChatGPT. Assignment information videos supplement written assignment instructions, rubrics, and verbal explanations of an assignment in class. By offering assignment information using additional modes, student gain enhanced clarity and understanding of assignment instructions. Video instructions keep students engaged and they can be replayed as many times as necessary.
Acknowledgement to Dr. Stephen Lind of the University of Southern California who presented this concept at the Association for Business Communication Western Regional Conference (Spring 2024), where he shared both practical outcome of AI videos like this as well as technical instructions for creating them.
PlayPosit Assignment with Youtube
PlayPosit Assignment with Youtube
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.
Windshield Survey Assignment
Windshield Survey Assignment
Sacramento State University
Michelle Dang and Lyndsay Anderson, Instructors from Sacramento State University, adapted an assignment for an online course using Flipgrid to have students present their community assessments from the lens of a public health nurse.
Collaborative Jamboard Activity
Collaborative Jamboard Activity
California State University, San Marcos
Kim McCarthy, an Instructor from CSU San Marcos, uses Google Jamboard for class collaboration. Students respond to the question prompt posted on the Jamboard. They then interact with each other by posting a picture, drawing, text, or a "stickie note" in response to the prompt.
Video Walkthrough of a Course Activity
Video Walkthrough of a Course Activity
California State University, Northridge
Nanci Carr, an Instructor at CSU Northridge, used Camtasia to create a video showing students the steps to view a video of an article posted on Canvas. The video shows students how to download content in different formats so that it is more accessible and provides options for accessing lesson content.
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.
Group Annotation Discussion Using Perusall
Group Annotation Discussion Using Perusall
California State University, Bakersfield
Natalie Thompson, an Instructor from CSU Bakersfield, shares a peer to peer annotation activity using the tool Perusall where students read and annotate a scholarly article. Detailed instructions are provided for the students about the discussion requirements.
The Magic Flute – TEDEd Lesson
The Magic Flute – TEDEd Lesson
California State University, Fresno
Maria Briggs, an Instructor at Fresno State, uses the TEDEd lesson creator to engage students in an active learning experience. In preparation for a written critique students view the "Queen of the Night" aria performance and then answer questions and participate in an online discussion.