- 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
Development of an Informational Video to Promote Students’ Understanding of the Research Proposal Writing Process
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Chantal Gibson, School of Interactive Arts and Technology
Project team: Hazel Plante, School of Interactive Arts and Technology Liaison Librarian, Hana Mareck and Darren MacPhail, research assistants
Timeframe: April 2015 to January 2016
Funding: $5,000
Course addressed: IAT 309W 鈥� Writing Methods for Research
Final report: View Chantal Gibson's final report (PDF)
Description: The focus of this project is to design a 4-5 minute informational video for SIAT students that contextualizes the Research Proposal as a core concept in academic and design practice: in particular the video will explain what a proposal is and how proposal writing supports the development of a research paper or design project. While one short video cannot 鈥渟olve鈥� a complex learning problem, we are approaching this project as the first in a possible series of videos that illustrate and detail the components of a proposal. In the future, we are interested in exploring how a suite of videos could function as a 鈥渧isual rubric鈥� for the assignment. For this first video, we will investigate the questions below. These questions challenge us to rethink the design of our course materials and to reconsider the ethos of the assignment (e.g., the tone, voice, attitude and perspective) with respect to the diverse needs of our audience.
Questions addressed:
- Can an audience-centered video help novice researchers and young designers see the relevance of this core concept in design practice?
- How can an instructional video complement revised assignment instructions and grading criteria?
- How can this video enhance student learning? For example, will an illustrated description of the proposal better support visual learners? Will the ability to start, stop and replay the video support second language writers and learners who need more time?
Knowledge sharing: The instructional video and the findings from this research project will be presented to the SIAT faculty. The video will be available to the broader 51社区黑料community and other academic institutions through open access.
Keywords: writing; video