- 51社区黑料
- Events
- Inquiry Support
- Workshops & Programs
- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
- SoTL Thoughts
- Coffee + Conversation
- Tools for Inquiry: Conducting Inquiry Using CES
- Amundsen Fellowship Program
- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Open Education Grant Pilot Program
- Teaching and Learning Development Grant Program
- Project Archive
- Amundsen Fellowship Program
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments Program
- Inquiring into Your Multilingual Classroom Projects
- New Ways of Teaching, New Ways of Learning
- Teaching and Learning Development Grant Program
- Scholarship of Teaching + Learning Projects
- Conferences & Calls for Proposals
- FLO MicroCourse: AI-Resilient Assessment Design Sprint [April 27 - May 1, 2026]
- Faculty Experiences with Open Pedagogy and Social Justice [April 30, 2026]
- 2026 Dalhousie Conference on University Teaching and Learning [Deadline: May 01, 2026]
- Cfp: 2026 SoTL Symposium [Deadline: May 04, 2026]
- 2026 Graduate Students in Teaching Conference [May 05-06, 2026]
- Teaching with AI: May 5, 2026 [May 05-14, 2026]
- Brave Conversations: Revisiting and Rethinking "Risk" in SoTL [May 07, 2026]
- 2026 Teaching and Learning Innovations Conference [Deadline: May 08, 2026]
- 3rd Annual Thompson-Okanagan Teaching and Learning Conference [May 13-14, 2026]
- Supporting vs. Doing Student Work: Experiments with Offline AI In the Classroom [May 14, 2026]
- Panel Discussion: Research Ethics and SoTL [May 15, 2026]
- SoTL Canada Journal Club: Developing a SoTL Identity [May 19, 2026]
- FLO MicroCourse: Write your Teaching Philosophy Statement [May 19-26, 2026]
- Teaching with AI: May 19, 2026 [May 19-28, 2026]
- 2026 Annual STLHE/SAPES Conference [Deadline: May 25, 2026]
- Cfp: Graduate Students/Post-docs Teaching in Higher Education Conference [Deadline: May 25, 2026]
- ETUG Spring 2026 Workshop: Collaboration, Co-creation, and Creativity in EdTech [May 28-29, 2026]
- Teaching with AI: June 1, 2026 [June 01-10, 2026]
- Cfp: 2026 Global Students as Partners Roundtable [Deadline: June 29, 2026]
- Graduate Students/Post-docs Teaching in Higher Education Conference [August 07, 2026]
- 2026 DPI Conference [August 18-20, 2026]
- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- For Research Personnel
- News + Stories
- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
- Faculty teaching confidence soars through peer observation program
- Research proves role plays work: evidence-based approach transforms history and labour studies teaching
Increasing Opportunities for the Development of Case-Based Knowledge in High-Enrolment Production Courses
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Michael Filimowicz, School of Interactive Arts and Technology
Project team: Veronika Tzankova, research assistant
Timeframe: April 2012 to September 2012
Funding: $3,000
Final report: The final report is available by request to Michael (mfa13@sfu.ca).
Description: In high-enrolment production courses, maintaining a balance between instructional input, time constraints, student learning, assignments, critique, peer mentoring, and effective and detailed feedback to students is challenging. The objective of this project is to increase opportunities for students to develop case-based knowledge in large production courses that employ the lecture-lab model prevalent in the undergraduate curriculum of the School of Interactive Arts and Technology (SIAT).
The use of a case-based approach is designed to achieve greater practical expertise and improved learning results at the level of the individual student within the constraints imposed by limited contact hours and high course enrolment through a multi-level feedback and marking scheme.
In summer 2012 I will reconfigure IAT 244 Digital Photography I to incorporate case-based knowledge and learning involving the production of a technical portfolio to cover baseline knowledge of important photographic techniques, along with a professional-level creative portfolio that can serve students' needs when they enter the workforce. For the latter portfolio, students will be given a series of open-ended and problem-centred "cases" designed to lead to the creation of a professional-calibre, highly creative collection of 20 images that will constitute the primary evidence of successful learning in the course.
To accommodate the large volume of images that will result, a multi-tiered system combining peer-to-peer evaluation through online groups; peer mentoring by strong students in tutorials and online; critiques by TAs; and final assessment by the instructor (me) will be used to evaluate the assignments.
The success of this teaching and learning project will be measured by the number of students achieving the goal of creating a strong creative portfolio. In particular, the number of A+ marks awarded in the redesigned course in comparison to previous iterations of the course will be used to judge the success of the new course design. I will also collect feedback and suggestions for improvement from students and TAs.
Questions addressed: The main project question is this: Will structural changes to the course design of IAT 244, focused on a multi-level feedback and marking scheme in combination with a case-based approach to teaching and learning, result in improved learning results as demonstrated by the creation of more portfolio-quality work within this course (compared to previous semesters) and an increased number of A+ final marks? Sub-questions:
- Will the marks on individual weekly assignments reflect ongoing development toward portfolio-quality work?
- How successful is the peer-to-peer evaluation process? What revisions need to be made?
- How successful is the peer mentoring process? What revisions need to be made?
- How successful is TA instruction on critiquing photography? What revisions need to be made?
- How successful is a case-based approach to teaching and learning? What revisions need to be made?
Knowledge sharing: Findings based on an initial trial of the case-based approach in IAT 202 New Media Images in spring 2012 will be summarized in a document for circulation to all SIAT faculty members and relevant colleagues in the Faculty of Communication, Art and Technology (FCAT). The document will integrate research results so as to provide a model for planning of such courses within FCAT. I also intend to generate publishable research out of the larger grant that will, I hope, follow upon completion of this study.
Filimowicz, M. A., & Tzankova, V. K. (2014). Creative making, large lectures, and social media: Breaking with tradition in art and design education. Arts and Humanities in Higher Education, 16(2): (pp. 156-172). doi: 10.1177/1474022214552197