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.

• As a result of the positive feedback to the work in Nutrition 4040 (above) and the collaboration of these two professors, UID funding and support was extended to two additional courses within the Nutrition program.
• Accomplishments are similar to those of Nutrition 4040. These two course projects were considered "enhancements" rather than "redesigns" to support the semantic distinction between projects receiving substantial financial and in-kind support (4040) and those leveraging existing UID work (3040 and 4010).

• 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.