TIP video

for pulling into video view

2014 TIP Winning Innovation, Trailblazing With Wikipedia: Improving Student Learning and Easing Implementation.

 

 

  Read more »

shadow

2014 TIP Winning Innovation, Doing Science Firsthand Through Dorm-Room Labs.

 

 

  Read more »

shadow

2014 TIP Winning Innovation, Dropping Lecture and Summative Exams to Accelerate Deep Learning.

 

 

 

Picture a section of 60 engineering students working in 12 groups, each with its own whiteboard. Prior to class, everyone has carefully read the assigned text and marked it up with social annotation software developed at MIT. After individuals bring homework solutions to class, each group strives for up to 90 minutes to create a superior, collective response. Almost as much time is then spent analyzing differences between the best solution and one’s initial effort: distinguishing conceptual from procedural errors, rating overall understanding, listing areas that need review, and assessing other group members. Grades reflect working really hard and being honest about effort, rather than punishing mistakes.

No one is checking Facebook, and the room is buzzing with energy. When groups hit a roadblock, they appreciate quick and direct access to an instructional aide (an undergraduate who recently took the course), a graduate student instructor, or the professor.

This course, MSE 220, Introduction to Materials and Manufacturing, is open for any U-M faculty to visit, just as Yalisove was able to learn about these pedagogies through multiple visits to the Harvard physics classroom of Eric Mazur, the founder of Peer Instruction.

In 2015, this course will be scaled up for 200+ students by holding it in the newly renovated Pierpont Commons cafeteria.

shadow

2014 TIP Winning Innovation, CaringWithCompassion.org: A Comprehensive Training Portal for Clinicians Serving At-Risk Populations.

 

 

 

Although national accreditation standards expect clinicians to be aware of socioeconomic barriers that impact patient care, no national curriculum existed. A local needs assessment revealed that exposing U-M residents to an informal curriculum through training in underserved clinical settings resulted in no significantly improved knowledge of content essential to the care of the homeless and uninsured.

To fill this gap, an interprofessional group with members from medical education, nursing, social work, internal medicine, pediatrics, communications, and graphic design developed an interactive, web-based curriculum regarding public healthcare systems and bio-psychosocial care for at-risk populations. Designed to be highly scalable and to serve as an open source national resource, the curriculum is housed at a professionally designed website. Individualized learner dashboards guide users through 7 case-based modules, as well as a game that integrates core content into an enjoyable, low-risk learning experience. The modular format supports flexible implementation options, including small group learning. Educators may access a complete syllabus, implementation information, knowledge assessment tracking, and tools for clinical skills feedback, making this a turnkey training program that meets accreditation standards.

shadow

2014 TIP Winning Innovation, Dancing with Steel Girders: Interacting with 3-D Representations of Buckling Columns in Virtual Reality.

 

 

  Read more »

shadow