The goal of this project is to actively engage undergraduate nursing students in their learning and ultimately in their clinical practice by enabling them to use smart devices to gather multiple sources of evidence/information in the classroom, clinical and simulation laboratory setting.

The Department of Mathematics is developing an online series of multimedia lectures synchronously intertwined with slide decks and hypertext elements, including short online assessments. These lectures will be built using the VedaVox Web Course platform, which is itself built on the KBasix Content Management System, all developed by DoM.

A wiki with enhanced capabilities will assist in providing student feedback on both quantity and quality of participation in asynchronous collaboration. It will help create a safe in-class learning environment for active student engagement. This technology is scalable for different size cohorts and has potential application for interprofessional education.

This project will involve the development of an online continuing education founded on principles of active and collaborative learning for Canadian and internationally-educated physical therapists (IEPTs) who wish to develop the knowledge and skills necessary for the appropriate and effective utilization of diagnostic imaging in the management of musculoskeletal conditions.

We propose a fundamental shift in introductory instruction in statistics in Arts & Science. Our model embeds online modular lectures on statistical methods within discipline-specific active-learning course sections. These multimedia lectures exploit the potential of new online technologies to enable collaborative, cross-disciplinary virtual team-teaching that provides a meaningful, resource-efficient, and engaging introduction to statistical practice.

This project will prototype and pilot new assessment tools for instructors and learners using Pepper, a research-based peer-to-peer (P2P) online discussion platform used in OISE courses. P2P discussion can provide opportunities for distributed practice, more equitable participation, increased reflection time, and more persistent access to key ideas. Yet, problems providing meaningful feedback and assessment within P2P discussion can limit its perceived value for both students and faculty. The project will deliver a set of open-access assessment tools that support responsive teaching and active learning in courses that involve peer-to-peer collaboration.

The Institute for Optical Sciences and Physics Department offer a multi-disciplinary course, where science and art students create holograms together, using complementary strengths. We propose an integrated system where students produce collaboratively the digital content, get the instructor’s feedback to ensure a successful hologram and have a high-quality hologram produced.

We propose the continued development and evaluation of Vascular Invaders, a web-based study aid with integrated gaming elements geared towards supporting undergraduate anatomy students understanding of human vascular anatomy. The game quizzes students’ knowledge of nomenclature, vessel supply, and anastomoses with access to an interactive and anatomically accurate 3D model of vasculature. Currently, one module on thoracic vasculature exists and we would like to expand the game to include vasculature of the head and neck, a particularly challenging area for students.

In programming courses, instructors often demonstrate techniques in lecture, but classroom response aids like iClickers are not sufficient to support in-class programming exercises. This project will produce a tool that enables the deployment, real-time monitoring, and analysis of programming activities during lecture.

AIRLab represents an exciting new teaching and learning opportunity in which students work together as members of multidisciplinary teams toward the completion of interdisciplinary research projects. Instructional software and electronic component modules will herein be developed to improve teaching by facilitating AIRLab student learning and permit increased course enrolment.

The University of Toronto French Proficiency Test will be a web-based tool designed to evaluate second language learners’ French vocabulary, grammar, reading, writing, listening, and speaking. Funds requested here are for test content development (Part A) to be undertaken in parallel with the web interface creation (Part B).

Early years instruction is at the forefront of educational policy. Our project leverages expertise at OISE and digital media to create effective and engaging multimedia resources targeting early learning instruction. We will provide resources to enhance teacher candidates’ ability to engage in evidence-informed early years instruction.