Amy Leh TSSA Fall 2010

Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice

Amy Leh SOTL 2009-10

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning

Amy Leh TSSA Fall 2006

Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice

Deutsches Gedächtnis" ("German Memory") in the Institute for History and Biography, FernUniversität Hagen, Alemania

URN: urn:nbn:de:0114-fqs0003293URN: urn:nbn:de:0114-fqs0003293URN: urn:nbn:de:0114-fqs000329

Amy Leh TSSA Fall 2018

Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice

Amy Leh CD Spring 2011

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning

Amy Leh TSSA Fall 2008

Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice

Amy Leh TSSA Winter 2006

Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice

Amy Leh CD Summer 2010

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning

Project-Based Learning: What Did I Do and Learn?

This paper describes what I did for the project-based learning project and what I learned from the experience. The course in which I implemented project-based learning was ETEC544 Design and Develop Instructional Material during Winter 2019. One of the ten course objectives, “Collaborate successfully on an instructional or training project with a team,” aligned with the project-based learning. To accomplish the objective, students went through the process: (1) Identify a problem/challenge of a professional setting they were familiar with; (2) Propose a possible solution using technology; (3) Apply instructional design principles/models to a project including technology; (4) Develop the project (instructional or informational material); (5) Conduct usability testing on the team project; (6) Conduct peer critique. At the beginning of the quarter, students were informed of the expectations (acceptable and unacceptable team collaboration) and project evaluation (product itself, peer evaluation, and individual Q&A). The course evaluation and student reflection paper indicated the success of the project-based learning implementation