A Legacy of W.K. Kellogg

Wall of COOL (Celebrating Outstanding Online Learning) is a resource celebrating exemplar online or hybrid course development by Cal Poly Pomona faculty.

Sharing ideas and techniques that promote successful learning centeredness, the Wall of COOL provides a vehicle to promote eLearning while showcasing best practices among our faculty. The Wall of COOL is an opportunity to recognize the achievements of our faculty.

Faculty is selected from those who have used eLearning resources such as instructional design consultation, course design and development, or multimedia learning object development. In addition, faculty celebrated on the Wall of COOL have attended an eLearning workshop or institute emphasizing a comprehensive and systematic approach to the integration of instructional technologies into teaching and learning with sound pedagogy. Designed by creative multimedia developers and instructional designers in the eLearning department, the Wall of COOL website is a collaborative effort featuring original photography, quotes, course screen shots, video and faculty voiceovers.

Wall of COOL
2015

David
Adams

PHL 433 - Biomedical Ethics

2015

David Adams

PHL 433 - Biomedical Ethics

  • The course emphasizes the extensive use of learning technologies to support and enhance the learning experience.
  • Links to videos and websites of interest are provided before the class meeting.
  • Students have responded positively to personalized, constructive audio feedback on writing assignments.
  • The relevant weekly topics are chosen to promote student engagement.
  • 2015

    Jawaharlal
    Mariappan

    ME 214 – Vector Statics

    2015

    Jawaharlal Mariappan

    ME 214 – Vector Statics

  • Appropriate tools and effective resources are provided to make learning meaningful, give real world connections, and create expectations for higher standards.
  • Online tutorials of prerequisite materials for review before the class, clear course objectives for each session along with class worksheets, online tutorials for important concepts for review after the class, real word examples for each major concept (from current news if possible), short narrated videos for home work solutions, and practice quizzes with feedback are always provided.
  • Students are engaged continuously through pre-class and post-class videos of the real world application.
  • Preliminary results of this study indicate the success of this redesigned course as the failure rate is in the range, 15-25%, a dramatic drop from 50%."
  • 2015

    Alex
    Small

    PHY 409 - Computational Physics

    2015

    Alex Small

    PHY 409 - Computational Physics

  • The course emphasizes the use of technology to simulate and visualize physical processes.
  • Activities in the lab are conducted to promote the learn-by-doing philosophy, such as writing code, trouble-shooting code and interpreting output.
  • Final projects focus on fact-checking claims found on Wikipedia. Students are encouraged to consider project topics that use a simulation to evaluate a poorly-supported or poorly-explained claim on Wikipedia.
  • Students are given an opportunity to review each other’s projects and receive a peer-evaluation.
  • 2015

    Faye
    Wachs

    SOC 444/A - Survey Research with SPSS Activity

    2015

    Faye Wachs

    SOC 444/A - Survey Research with SPSS Activity

  • The course uses the flipped approach. The students are assigned to watch an online lecture video for the class activity preparation.
  • The students are given extra learning tools in the form of online pre-videos.
  • The hands-on learning during the class meeting is conducted with activities and practices, “which is a good change of pace.”
  • The pre-test and post-tests that were conducted indicated that, overall, students are learning at least as much in the flipped class format.
  • 2015