To facilitate the development of creative uses of educational technology on campus, we are excited to fund Boston University faculty to enhance teaching and learning in focused strategic areas. This program is the continuation of the CETLI seed grant program that was launched in Spring 2013.
Eric Braude, a Metropolitan College associate professor of computer science, is designing Knowla, a “knowledge assembly” system. Knowla would allow students to respond to test questions in forms that could be automatically graded. Knowla first would dissect test material, including speeches, poems, essays or computer programs, into fragments according to the instructor’s specifications. The drag-and-drop feature will allow students to rearrange the randomly ordered fragments and see the evolving result. Knowla would score the student based on how well she reconstructs the fragments to match the original document.
SPH clinical assistant professor, Jacey Greece, proposed an online portal for courses that collaborate with community service agencies. The Community Link would allow secure communications between the various parties, regardless of their location or schedule. The platform will allow BU students and service centers to engage remotely throughout the semester, sharing ideas, information and assignments. The Community Link would create more collaboration while ensuring that student projects are well-informed, innovative and goal-driven.
Thomas Little, an ENG professor of electrical and computer engineering, hopes to reboot two core sophomore courses—Circuits and Introduction to Computing—as “blended” courses involving both online instruction and in-class time with professors. Little’s plan will improve the class by moving the lecture component to online video and allow more in-class time for concept application.
Medical Education Badge Program
The proposed Medical Education Badge Program, lead by Gail March (left), Director of Instructional Design and Faculty at the BU School of Medicine Development, will offer an open global opportunity for clinicians, community physicians, fellows, residents, medical students, and health care team members to fulfill lifelong learning skills that they may have missed in their medical education. The program will consist of low-cost online interactive sessions that will teach participants how to teach in medical education settings. Learners will earn skill badges which can be displayed on their curriculum vitae, social networking sites, and e-portfolios, as marketable credentials for advancement in their field.
Using EdTech to Enhance the Onboarding Process of Incoming Chinese Graduate Students
Each year, BU’s School of Communications (COM) welcomes a growing number of accomplished graduate students from China. Despite extraordinary GPAs, TOEFL scores and years of coursework in English, many of these students struggle to adjust to the sometimes-subtle expectations and demands of English language-centric classrooms, internships, and employment in the United States. Led by Stephen Quigley (left), Associate Professor of Public Relations, and Micha Sabovik, Associate Dean for the School of Communications, this project will address these challenges head-on through a blend of pre-arrival online workshops and post-matriculation, face-to-face seminars.
Developing Hindi/Urdu and Korean for hybrid and online delivery
This project, created by Assistant Dean and Director of Language Instruction Gisela Hoecherl-Alden (left) and Chair of MLCL Sunil Sharma, will pilot hybrid and online language instruction for Hindi/Urdu and Korean and will create capacity for future hybrid/online language projects.
Enhancing the Global Learning Experience
Each year more students include a global learning experience as part of their undergraduate education. To ensure that this experience is not an isolated event in their academic and personal lives, BU Global Programs, led by Willis Wang, Vice President and Associate Provost for Global Programs, will develop an online course that integrates the undergraduate study abroad experience into a preparatory and reflective framework. The purpose of the project is to enhance global knowledge and awareness, improve cross-cultural communication skills, and further cultivate an overall openness towards different cultures and traditions. The format of the course involves three phases: preparation, experience, and reflection. With the aid of technology, students will engage in an intellectual and self-reflective dialogue before, during, and after their international experience.