Learning strategies and resources to enhance learning and flexibility in thematically related courses
This project aims to enhance the flexibility, quality and efficiency of learning and delivery for related distance education (DE) and face-to-face (F2F) courses. The three-fold approach will be to apply current DE best practices to F2F courses, adapt F2F best practices for use online, and introduce new resources and pedagogies that work in both settings. […]
Using student-produced learning content for PHYS 100 and PHYS 101
This project will develop a framework for using student-produced learning content extensively within two flipped classroom courses, together with processes to evaluate and curate this content. Students will be asked to produce a learning object of their choice that relates to the pre-reading material for the class, such as a worked example, clicker question, a […]
Flipped classroom components for MATH 104 and MATH 184
This project will integrate flipped classroom components in two courses, Differential Calculus with Applications to Commerce and Social Sciences (Math 104 and 184) so that students can spend more time in class doing mathematics rather than observing mathematics being done. The instructors will develop resources for increasing students’ in-class engagement in order to improve their […]
Digital learning objects for CHEM 121 and CHEM 123
This project aims to create a suite of digital learning objects that will facilitate student learning of topics outside of class, together with in-class active learning resources so that students and instructors can focus on the application of content knowledge for two courses, Structural Chemistry, with Application to Chemistry of the Elements (CHEM 121) and […]
Flipped transformation of BIOL 112: Biology of the Cell and BIOL 121: Genetics, Evolution and Ecology
This project aims to transform two courses, Biology of the Cell (BIOL 112) and Genetics, Evolution and Ecology (BIOL 121), into flipped or blended classrooms, where some course content is delivered online and some content is delivered didactically in lecture, with substantial class time devoted to the application of knowledge, data analysis, and problem solving. […]
Developing a course-specific blogosphere for social learning
This project will focus on the development of a course-specific blogosphere that will foster community building, discourse, peer evaluation, and social learning in courses that employ student blogs. The development will result in a tool for aggregation, tools for peer evaluation, and tools for enhanced interaction within the UBC Blogs platform. Building on the development […]
Flexible learning platform for entrepreneurship
This project seeks to develop a world-class entrepreneurship flexible learning platform, for use across UBC in undergraduate, graduate, and non-credit workshop programs. The initial flexible learning entrepreneurship modules will be harnessed by several undergraduate courses, impacting students across multiple faculties. This initiative is key to the goal of significantly increasing access to entrepreneurship programming beyond […]
Flexible BCOM minor program
To complement the current face to face offerings in the Bachelor of Commerce Minor (BCOM) program, the Sauder School of Business will design, build, and deliver additional section offerings to students that will be called “flex sections” across the BCOM Minor. These flex sections will contain a mixture of face to face and technology-enabled learning, […]
Redesign of PHAR330: Genomics and Personalized Medicine
This project has two phases. The first phase involves a course redesign of Genomics and Personalized Medicine (PHAR 330) to include flipped classroom methods of delivery. The goal of this part of the project will be to make PHAR 330 accessible to undergraduates, postgraduates, and practicing healthcare professionals. The course will be available in January […]
Flipped classroom model for PHAR498
This project seeks to develop a flipped classroom model for PHAR 498 that transitions some lecture material and cases to online delivery and refocuses class time on the application of knowledge in a case-based format. The course will help develop students’ clinical reasoning and decision-making skills that will be carried through to the subsequent experiential […]