Agricultural, Life & Environmental Sciences
Department of Renewable Resources
Guillermo Hernandez Ramirez
, Sylvie Quideau, Derek MacKenzie, Miles Dyck ($41,974)
On&Off DigiMapping: A mobile learning tool for teaching the geospatial context of soils, vegetation and hydrology in the landscapes from fields - Phase 2
The aim of Digimapping - Phase 2 is to better understand and measure teaching and learning attitudes, performance, and perceptions towards the effectiveness of mobile learning. The goal of Phase 2 is to build on the innovative approaches to educational technology integration based on the successful results of Digimapping - Phase 1. Phase 1 was based on the REN R 441 - Soil Formation & Landscape Processes course and yielded promising results for the integration of mobile technologies, thus providing a positive contribution to teaching and learning. Phase 2 will expand on the concepts in Phase 1 by the further development of the interactive E-Learning mobile modules, mobile mapping application, augmented reality application, and a remote mini-PC server. By designing flexible and interactive mobile learning solutions, the goal of the project is to ultimately improve teamwork collaboration and knowledge attainment.
: geospatial, geographic information science, mobile learning, augmented reality
, Eleni Stroulia, Carrie Demmans Epp ($39,600)
Inclusive ways of teaching, learning, and assessing with the use of simulations and gamified mobile apps
The research project aims at providing innovative ways of teaching, learning and assessing for a new technological era in higher education. In particular, it aims at promoting and supporting the development of innovative and inclusive ways of teaching, learning and assessing with the use of simulations and gamified mobile apps simulation(S+GMLAs). First it investigates whether the use of S+GMLAs contribute to the adoption of innovative and inclusive methodological approaches on the part of the instructors to better support their students’ ways of learning and influence their level of engagement and motivation across interdisciplinary areas at the Faculty Saint-Jean (FSJ). Secondly, it will investigate whether the use of S+GMLAs contribute in providing diversified and inclusive ways of assessment, learning, and engaging learning experiences and environment for all students across interdisciplinary areas. Finally, the project aims at promoting sustainability and transferability of the development of innovative and inclusive ways of teaching, learning and assessment, and with the use S+GMLAs, across other interdisciplinary areas across faculties at U of A.
: simulations, gamified mobile apps, inclusive methodological approaches, student engagement
Department of Educational Psychology
Okan Bulut, Maria Cutumisu ($62,522)
Improving the Quality and Quantity of Feedback via Interactive Score Reporting
As the number of students continues to increase in university classrooms, more staff time and effort seem necessary to produce high-quality feedback from assessments. Considering the growing technological capabilities in today’s world, the adoption of online assessments and score reporting is an important way to improve the quality and quantity of feedback. In a SSHRC-funded project, we developed an online score reporting system (ExamVis), which is capable of providing immediate feedback to students on their performance in multiple formats (e.g., visual, text-based). Currently, ExamVis is only available for summative assessments administered at the Learning Assessment Centre. The purpose of this project is to expand ExamVis into eClass so that instructors can provide students with effective feedback from formative examinations/quizzes administered on eClass. The key steps of this project involve 1) connecting ExamVis with eClass; 2) implementing ExamVis across multiple courses; and 3) evaluating its effectiveness in enhancing student learning.
Keywords: assessment for learning, feedback, score reporting, online assessment
Community University Partnership
, Cheryl Poth, Jane Springett, Ken Cor, David Peacock, Martin Garber-Conrad, Allan Undenheim ($55,727)
UEval: A Model of Experiential Learning in Evaluation for Students and Community Partners
This interdisciplinary project responds to an identified university and community need to provide experiential evaluation-focused learning opportunities for under/graduate students at the University of Alberta. The project will develop and implement an innovative model of experiential learning (UEval) that will sustainably build student and community evaluation capacity and prepare students for the workforce in a way that benefits them as learners and the professional sector as a whole. During a week-long intensive course, under/graduate students and community stakeholders will work through case studies (project-based curricula) to develop evaluative responses to community-informed issues. As such, evaluation theory will be explored and ‘tested’ in an applied way through mutually-beneficial and sustainable educational experiences. By bridging theory with practice through experiential learning opportunities and contributing to society’s ability to provide high quality services, this project achieves several core components of the University of Alberta’s Institutional Strategic Plan For the Public Good.
: experiential learning, social learning theory, evaluation, co-learning, capacity building