Active engagement with feedback: improving assessment to foster learning
Political Science, Faculty of Arts
This project will develop and test strategies that promote active learning during student engagement with formative assessment feedback. I will draw on a review of existing literature and techniques to develop 2-3 specific feedback engagement techniques that will then be experimentally evaluated with results disseminated within and beyond UBC.
Peer assessing of language proficiency: student-based peer evaluation of oral interviews in real-life job hunting situation
Misuzu Kazama and Bosung Kim
Asian Studies, Faculty of Arts
Compared to its wide use in higher education, peer assessment has received less attention in language education, in particular as a viable means to involve learners in the evaluation process of speaking skills. While this idea is still novel to language education, a few studies suggest that peer assessment can be a viable alternative to the traditional teacher-oriented assessment and language learners can benefit from it (Forde, 1996; Miller & Ng, 1994; Peng, 2010). This project examines students? attitudes towards peer assessment and compares teacher-orientated and peer-based assessment methodology teaching appods for language proficiency.
A mobile blended curriculum: Evaluating a novel undergraduate radiology teaching app
Kathryn Darras, Bruce Forster, Claudia Krebs and Savvas Nicolaou
Radiology, Faculty of Medicine
In November 2016, the undergraduate radiology team launched a novel free iOS and Android app designed with validated educational pedagogical approaches and cutting edge technology, to complement the 4 year medical undergraduate curriculum at UBC. (The app can be viewed at www.ubcradiologyapp.ca) The purpose of this project is to evaluate the utility of this mobile app in teaching basic radiology and to explore the role of mobile apps in flexible learning.
Reducing language-related extraneous cognitive load for non-native English-speaking students in the Faculty of Forestry
Patrick Culbert and Jeff Howarth
Forest and Conservation Science, Faculty of Forestry
International students comprise 35% of the undergraduate student body in the Faculty of Forestry, and language issues are a serious barrier to learning for non-native English speakers. Using a Cognitive Load Theory framework, we will test various principles of multimedia learning in creating videos for a blended-learning environment to improve learning for non-native English speakers while still supporting native speakers.
Improving real-time student engagement during large-class lectures using an online learning platform
Pharmacy Practice, Faculty of Pharmaceutical Sciences
Over the past year, I have incorporated an online learning platform (ie. Socrative Pro) to my large class lectures and used it to create a real-time “backchannel” for students to post their questions and comments during my lectures after which I input my responses and post them on Connect for post-lecture review. Although this approach has received considerable positive student feedback, I would like to determine whether it is in fact improving class engagement as well as improving my efficiency and effectiveness as an instructor.
Exploring CLAS implementation in physics teacher education
Marina Milner-Bolotin and Gerald Tembrevilla
Department of Curriculum and Pedagogy, Faculty of Education
For the last three years, we have used extensively Collaborative Learning Annotation System (CLAS) developed at UBC (T. Dang) in physics teacher education. While we have collected ample data, we haven’t had an opportunity to analyze it in order to produce a rigorous publication and disseminate the results. We are confident that CLAS has a lot of potential in teacher education, but a systematic study of its impact is still missing. We want to fulfill this gap and do it in this project.