New technologies have the capacity to empower diverse learners
Spotlight Projects and Research
Awarded projects relevant to TIER-ED focus and goals:
Several projects are currently active where TIER-ED faculty and students are re-designing the ways that museums engage their visitors with digital content. These include collaborations with several prominent museums across the country.
- The Role of Online Museum Experiences in Supporting At-Home Science Learning in the Era of COVID-19
- ID-19 Risk Mitigation: Interactive Automatic Counselor
- Settlers: Transforming a Collaborative STEM Education Game for COVID-19 Online Use
TIER-ED community members have been very successful in receiving funding from external agencies such as the National Science Foundation. Here we highlight 2 ongoing projects that have recently received NSF funding.
TIER-ED funded Pilot Projects, Graduate Fellowships, and Research Award 2020-2021
TIER-ED funded Pilot Projects: 4 projects awarded to interdisciplinary team of faculty and researchers
TIER-ED Graduate Fellowship Recipients: Gerry Derksen and Taehyun Kim
TIER-ED Research Award Recipient: James Lee
Considering the Future of Medical Education
Recently, Education Policy, Organization & Leadership professors Mary Kalantzis and Bill Cope visited the University of Illinois College of Medicine in Peoria, on the invitation of NSF project partner and U of I College of Medicine professor Dr. Richard Tapping. The purpose of the visit was to explore shared teaching and research interests in the rapidly changing field of medical education.
In their NSF funded project, “Assessing Complex Epistemic Performance in Online Learning Environments,” Kalantzis, Cope, Tapping and their research colleagues have been investigating the development of critical clinical thinking in e-learning environments. Using the peer review function in the collaborative learning platform, CGScholar, medical students in the research study developed clinical case analyses. For instance, in one cycle of intervention, students developed analyses of cases of autoimmunity including rheumatoid arthritis, diabetes mellitus, lupus, and multiple sclerosis. When they conducted their peer reviews, they analyzed a different condition, but against the same clinical analysis rubric. The development of student thinking is tracked in CGScholar by “big data” analytics, which record numerous small datapoints as students progress towards learning objectives. These objectives center on critical thinking and professional judgment, not just the straightforwardly "correct" answers about fact and procedure that are the focus of traditional assessments.
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