San José State University
Our VR science project aims to prepare future science teacher to be technology innovators in their classrooms and create new learning opportunities to enhance student success with virtual reality. The teacher candidates will explore virtual reality apps on iPad along with HTC Vive to interact with interactive 3D science models in a direct and engaging way. They will be able to create, publish and share interactive presentations and e-books with VR content creator for their lessons.
Students were made to earn at least 90% on eight automatically graded (using MyOpenMath) online homework assignments to either remain enrolled (stay) or get permission to enroll (add) in a blended-instruction introduction to circuit analysis class. While this stay/add policy has caused some controversy, it was the only effective treatment to decrease the DFW rate (percentage of students who earn a D, F, unauthorized withdrawal or authorized withdrawal in one section of a course) in the regular semester offerings of the course. The DFW rate before this treatment was typically around 35% an
Bus16 - Introduction to Leadership/Innovation: 1st year experience course for business students. There are a 120 students in a course section. This project covers 2 sections. Students learn about leadership and innovation through working in teams, applying their leadership skills during a leadership rotation, and participate in a semester long innovation project using Design Thinking. The aim of the course is to develop skills in teamwork, leadership, creativity, and collaboration. Using iPads, we have implemented Clips.
Emily Wughalter and Karin Jeffery (faculty) from the Department of Kinesiology collaborated with Bethany Winslow (eCampus instructional designer) to develop effective, ongoing strategies for improving students’ scholarly writing while integrating interactive display and mirroring technology. The currently targeted Kinesiology courses are Motor Learning, a required undergraduate major course, and Diversity, Stress, and Health, an SJSU Studies (upper division general education) course that is cross-listed with Health Sciences. Both courses are classroom courses.
Open Education Resources (OER), was used for the first time as primary course materials in an online Principles of Marketing course. Three OER eBooks and other eMaterials were selected for the content delivery. The reading materials were organized in a logical manner in the Learning Management system. The most essential chapters were selected from these OER textbooks, which were available to students for free. The instructor added her lecture videos and students experienced the same quality materials provided by publishers.
The purpose of our digital portfolio is to reinforce digital skills and digital fluency among students by inserting industry related assignments throughout the curriculum, one being digital demonstrations and presentations. Our course requires that students identify a specific skill-set they seek to improve, learn, or develop during the semester and plot out their professional portfolio, which most scientists and engineers are lacking.
SJSU School of Nursing used a virtual reality(VR) camera to live-stream simulation scenarios from the clinical simulation lab online, through a secured connection, to remote viewers. Think of Google Maps' Streetview in the hospital among robotic patients, pumps, monitors, and simulation participants caught in the throes of a realistic clinical emergency simulation. This is effectively, live VR Telepresence learning.
The goal of this project was to develop and implement Lego®-based simulations in operations management classes to enhance students’ learning experience. Two simulations were designed and conducted for BUS 282 Essentials of Operations Management in the spring semester, 2017.
The mission of the eCampus Office of Quality Assurance is to facilitate integrative learning, implement innovative technologies, foster inclusive excellence, and enhance collaboration. This session will discuss how Quality Matters and Canvas have been unified to provide faculty with research-based professional development workshops, instructional designer expertise, peer-led feedback and guidance, and resources to build a quality online or hybrid course.
In a simple experiment with a first-time online junior/senior geography course (GEOG 160: East and South Asia) at SJSU, I did two things with great discipline, 1) I committed to near-immediate feedback and flexibility for each of my 30 students in an effort to connect personally and, 2) I focused on generating provocative and tangible discussion questions in the online forum and moderated them in a timely fashion. The result of these two simple disciplines resulted in excellent teaching evaluations and surprising student satisfaction with the course.