- 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]
- 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
Evaluation of the Project-based Learning Approach in Activating Theory for Intro to Human-Computer Interaction (HCI) students
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Brian Fisher, School of Interactive Arts and Technology
Project team: Aldo Barrera, research assistant, and Barbara Berry, Centre for Educational Excellence
Timeframe: January 2019 to May 2021
Funding: $5950
Course addressed: IAT 201 鈥� Human-Computer Interaction and Cognition
Final report: View Brian Fisher's final report (PDF) and appendix (PDF)
Description: In this course, students as novice Human-Computer Interaction (HCI) designers are taught to consider cognitive science theory as it applies to the design of user interfaces. We want to find out how useful the problem-based learning (PBL) approach is and specifically scaffolded tasks are in supporting students to learn to apply the theoretical content that is being taught in the lectures.
The results of our work will inform the revision of the current PBL approach being used, and we anticipate that the results will help us to develop a Teaching Assistant manual for facilitating PBL in future deliveries of this course. Finally, we have applied a similar approach in IAT 351 and we believe that lessons from this inquiry will inform the design and implementation of PBLs in this course as well.
Questions addressed:
- How effective is the PBL at assisting students to apply cognitive theories in relation to a design action?
- How does the DeDe task that is included in the PBL enable students to demonstrate the learning outcomes for a particular component?
- What are the informational and instructional requirements for the teaching assistants to coach students in using the PBLs in IAT 201 in the future?
Knowledge sharing: I have had multiple discussions with our UCC, Associated Director, and Director about the outcomes and the possibility of better integrating this course with others in the curriculum. I have worked with instructors for IAT 309 Writing for Research to better prepare students for their course.
Keywords: Problem-based learning, design thinking, cognitive psychology, design science