Case Studies

Major Redesigns | Enhancement Projects | Supported Learning Groups | Guelph-Humber

• This course is fundamental to several academic discliplines.
• Many students have a difficult time in their transition from high school chemistry to this course.
• There is a tendency to memorize rather than understand the underlying concepts within chemistry.
• This UID project offered an opportunity to boost problem-solving skills through various learning and instructional media.

• Students frequently lack background in French literature, culture, grammar and stylistic techniques.
• This lack of background can be a problem for many students in any of several French courses.
• This UID project developed a graphically-rich tutorial tool (system) which includes pre-testing, self-directed learning and post-testing.
• The tutorial, named "LudiQuete", has an element of playfulness, in the spirit of the French word "ludique". Students seek treasures through "quests", with a companion who grows in sophistication concurrent with success in the game.

• There was a desire for this course to include more active learning strategies and to investigate the alignment of course objectives, course content, and means of assessment.
• The course content, at times highly technical, can in many cases be better presented and mastered by students through means other than lecturing.
• This UID project took a comprehensive look at all course materials in order to redesign written materials, development of web-based resources, and additional classroom activities.
• The project also ensured that assessment methods are consistent with course objectives and student experience.

• This course is part of a 2-year Diploma in Agriculture currently offered at 4 campuses (University of Guelph, Kemptville College, Ridgetown College, and College D'Alfred).
• Mastery of math fundamentals is essential to many courses within the diploma program.
• Many students have a difficult time in their transition from high school math to this course.
• This UID project produced an opportunity to boost problem-solving skills through various learning and instructional media.

• All HAFA students and a large number of Applied Human Nutrition students take this course as part of their degree programs.
• Construction of a new $35mil building with new labs, new equipment, new technology and new safety features has just been completed.
• In anticipation of the new building, there was a need to update and essentially redesign the course -- including presentations, activities, written materials and other teaching / support elements.
• This UID project supported the development of these course elements and advised on some details of the physical space within the framework of Universal Instructional Design.

• Within the last 10 years there has been an overall tendency for this subject to be taught through videos and seminars rather than hands-on lab activities.
• This UID project introduced more challenging, interactive exercises, linked topically to the lectures.
• A software package, integral to the coursework, was made more relevant and effective through the tailoring of activities and the creation of simulations.
• A website for self-directed learning was developed as a complement to the lectures and labs.

• A need was identified for this course to have a greater variety of delivery methods and more interactive in-class activity.
• To achieve this there was a need for more equipment and more electronic resources.
• This UID project especially emphasized the latter point, i.e. (1) a course website with accessible readings, video stills and audio clips; and (2) slide lectures and technical demonstrations via DVD.
• Expanded instructional design addressed challenges of integrating these expanded resources into the coursework itself.

• The SLG program provides academic support to students through regularly scheduled, peer-assisted study sessions attached to historically difficult
  courses.
• In SLG sessions, students participate in collaborative and integrated group learning opportunities that begin during Orientation Week, before most students encounter difficulty, and continue until the exam period begins.
• This UID project developed a series of hands-on activities for learning difficult concepts in chemistry -- for example, interactive games, manipulatives, flash cards and more.
• Significant successes have been shared at a number of events both on- and off-campus.