Award Summary for 2016-2017

The virtual learning commons:Addressing undergraduate learning outcomes with short-format OpenEducational Resources (OER)

M.J. D’Elia - $25,000

Open Educational Resources (OER) are learning assets (e.g.courses, textbooks, modules, videos, etc.) that are made freely availableonline to support instructors, students and self-directed learners. This proposal aims to build a series ofshort-format OER that align with the University’s undergraduate learningoutcomes and increase access to engaging resources for academic skilldevelopment. In particular, thisproposal focuses on the application and use of OER within the course managementsystem (i.e. Courselink). Our primarygoal is to ascertain how OER can provide an efficient, effective andsustainable approach to addressing gaps in student learning across campus.

Scribe Hero: Gaming as a tool for teaching universitywriting

Kimberly Francis – TBD

This project proposes to embed game-based, online writinginstruction into large undergraduate courses at the University of Guelph. To doso, this team of researchers is building a game by the name of Scribe Hero.Scribe Hero will guide the students through four stages of game play thatdevelop their writing competencies. Students will be able to customize theiridentities and narrative paths through the project, similar to interacting withan avatar. Working specifically with the first-year Music history course,MUSC*1060 “Amadeus to Zeppelin: Music and Culture I,” as its pilot, thisproject will aid in the development of writing skills while providing essentialsupport to instructors tasked with introducing undergraduates to the world ofuniversity writing.

Bridging the gap: improvingmathematical preparedness and student experience

Matthew Demers and Kimberly Herder (Levere) - $28,700

Mathematical preparedness has been a longstanding issue in apost-secondary education. Growingenrollment exacerbates this issue providing students with less of theone-on-one help that they need. Thisproject introduces a Refresher course that provides students the opportunity tobuild their skillset. An Email Feedbacktool will help students to feel less “like a number” in large classes whileproviding individualized feedback. Theuse of Crowdmark, an online marking platform, will improve efficiency ofgrading, feedback and student privacy.The introduction of this assessment technology will greatly help intracking learning outcomes and reducing academic misconduct at the Universityof Guelph.

Bridging udder health to life: usingreal-space animation and data visualization to facilitate learning inundergraduate and veterinary students

David Kelton - $10,000

Our goal is to develop and evaluate a teaching tool tosupport conventional course materials and enhance learning outcomes ofundergraduate and veterinary students at the University of Guelph. An innovative video will be developed andhoused on a unique webpage aimed at enhancing student understanding of milkquality in Ontario dairy herds and the impact of evidence-based management onhealth. The video uses animationssuperimposed in real-space to create an interactive on-screen environment. This video will combine the tangible andrealistic value of on-location videos with the creative value of animated andevidence-based storytelling to improve student learning.

Optimizing learning through simulation:development of models suitable for skills training and evaluation offeedback methods during simulation training

Carolyn Kerr - $36,123

The goal of the project is to optimize the use of simulationtraining for the purpose of achieving learner competencies in skills core tothe DVM curriculum. The specific objectivesare to develop models that permit learning through simulation training and todetermine learner’s preferences, level of competency and confidence withdifferent simulation learning environments.Using 3-D printing technology, multiple models that permit repeatedsimulation exercises will be created.Models will be incorporated into the DVM curriculum for student learningin years one to four. A prospectivestudy evaluating outcomes with varying feedback methods during simulationtraining will be conducted.

Going back to our roots – Updating physics forlife sciences for a truly personalized system of instruction

Joanne O’Meara and Martin Williams - $49,800

The Personalized System of Instruction (PSI) allows studentsto progress through a course at their own pace.We have taught Physics for Life Sciences with elements of PSI for manyyears however increasing enrolment is making it difficult to provide the bestpossible individualized guidance. Wepropose to bring the personalized back to PSI with up-to-date technology. Registered students will gain 24/7 access toall course materials, including lecture content and online video modules,enabling a flipped classroom approach.This will allow class time to be devoted to conceptual discussions,interactive demonstrations and problem-solving skills development.

The University collaborative experiential exhibition (UCEE) project

Sally Hickson and Christina Smylitopoulos - $10,000

Exhibitions drive research.They provide environments for critical reflection on objects and theirmultifarious contexts; stimulate meaningful dialogue between objects and theiraudiences; and intervene in and reflect upon the socio-political values thatdrive the production, circulation, reception and interpretation of things thatoccupy our world. The UniversityCollaborative Experiential Exhibition (UCEE; pronounced ‘you see’) project aimsto create partnerships between disciplines, faculty, collections and studentsto provide unique, quality learning experiences for University of Guelphundergraduates. Under the supervision ofa faculty member from the School of Fine Art and Music, students will research,thematize and interpret (in the form of exhibition copy, public talks andonline platforms) objects drawn from various collections both on and offcampus. The exhibitions, which will beinstalled in small, portable cabinets in high traffic areas of the campus, willstimulate engagement with objects and their significance to intellectualinquiry.