TLSS - Teaching and Learning Support Service

Past years recipients of the Teaching | Learning Grants Program


Cécile CoderreCoderre Cécile

Faculty of Social Sciences

Learning to problematize and intervene in the field of family-childhood in social work: problem-based learning (PBL) as a new pedagogical approach for the required MA courseSVS 6700.

This project aims to develop the new pedagogical approach of problem-based learning for SVS6700, a required course for an MA in social work.

Research-related and intervention issues in family-childhood. This will consist of replacing the current lecture-type approach with a more interactive approach that is better adapted to the many challenges facing future social workers. Problem-based learning has proven its worth in a variety of professional university training and the current research has shown that it “encourages reflective thinking, group communication, life-long learning, and collaboration (Patririk 2006), which are all course learning outcomes. In addition, this approach will allow us to link together theories/practices as the situations that are studied in this course will be closely linked to workers in various regional organizations.





Edith Anne Pageot

Édith-Anne Pageot

Faculty of Arts

Art history presented dynamically for Canadian Francophone students. Digital educational document project.

The goal of this project is to produce an educational document that is adapted to a Canadian Francophone audience for the required courses ART 2560, ART 2561, Art History I and II, offered by the Department of Visual Arts. This document fills an important gap and will be directly linked to the content of courses given in French at the University of Ottawa. This document is aimed at an audience from a generation in which, more than ever, visual culture is critically important, and will be created by closely coordinating images and text. This learning tool will take into account the pedagogical reality at a time when technology is completely changing the education landscape. As it will be entirely posted online, it will be highly adaptable and allow for an enhanced student experience. 




Lynne BowkerLynne Bowker

Faculty of Arts

The need for speed! Developing and testing a framework for speed training in the translation classroom

We live in a fast-paced world! We may not always like it, but we still need to prepare students for working in a quick-paced environment. In the translation profession today, deadlines are becoming ever shorter. However, the focus of translator education remains firmly fixed on teaching students to reflect fully, to analyze deeply, and to weigh options carefully before committing to a translation. While quality is paramount, students must also develop quick reflexes. This pilot project aims to develop and test a framework for a situated learning component to improve students' translation skills under time pressure. At the end of the project, we will better understand the benefits and challenges associated with speed training, and we will have a set of guidelines that can be used to help professors integrate speed training into the curriculum. While the initial investigation is being carried out in a translation program, if the results are promising, the principles can be adapted to other programs (e.g. journalism, technical writing, library science).



Monica NevinsMonica Nevins

Faculty of Science

Podcasts on paradoxes for students of mathematical analysis.  

Mathematics is about solving puzzles and finding patterns, but class time rarely suffices for the type of introspective and creative thinking that allows students to do this on their own before a solution is revealed. The first year mathematical analysis course MAT 1325/1725 is about resolution of some of mathematics’ most perplexing paradoxes, dating to the ancient Greeks. We propose to develop short podcasts which present characteristic mathematical paradoxes in an engaging way, together with leading questions which invite students to attempt their resolution before class. The online material will be developed in both official languages, and will serve to increase students’ engagement in the material and success in the course.    





Pierre BélangerPBlanger

Faculty of arts

Creation of two Communication courses traditionally offered in-class in an entirely on-line version.                                         

This project aims to bring two first-year courses, CMN 1160/1560, to an online e-Learning platform. CMN 1160 Introduction to Media Studies and CMN 1560 Introduction à l’étude des médias are multi-section-compulsory courses in all communication programs at the University of Ottawa. By creating their online parallel versions, it adds two distinct courses that could either substitute or be offered in addition to, a minimum of four sections of these two introductory courses on an annual basis. These courses are typically offered in both official languages each regular semester – hence the minimum of four sections yearly, excluding the Spring and Summer semesters where either or both are sometimes offered. These are courses with large enrollment (approx. 200 students per section). The online e-Learning platform offers the convenience, personalization, flexibility, and interactivity that are often lost in large lecture hall settings, this further engaging students in the course’s subject matter, through innovative pedagogical practices designed to enrich the quality of learning and the student experience. Not to mention that this initiative is at the very heart of the University of Ottawa’s Strategic Plan Destination 2020 and the Report of the e-Learning Working Group adopted by the Board of Governors in April 2013.



Tolga YalkinTolga Yalkin

Faculty of Law


Wiiget is a new, interactive platform providing students with individual formative feedback. It seeks to draw together principles of video gaming to engage students in a dynamic experience, helping them learning the basics of constitutional law. This pilot project will be the first step in developing an open online platform designed by uOttawa that can be used by other disciplines as well as abroad. The initial version of the platform will be used by the Dean and other members of the Faculty of Law for teaching a wide variety of courses in areas ranging from constitutional law to public law.




Claire IsabelleClaire Isabelle 500

Faculty of Education    

PLC on Learning through Modeling: Video clips of Practices in situ 

To promote active learning in our online and large group courses in the B.Ed program, it is important to deliver content in different formats that provide practical in situ models and examples from French-language principals and school teachers who have advanced PLC operations. The ministries of Education in different provinces require their principals to establish a PLC procedure. However, several studies point out that principals do not have the knowledge or skills to do so. Hence the importance of preparing concrete practical video clips from PLC meetings in French-language schools from three different provinces (ON, NB, and QC).






Nicholas Ng-A-FookNicholas Ng-A-Fook

Faculty of Education

Developing a Global Perspective: Teaching, Learning and Community Engagement in the Service of Others

This project is committed to further integrating the University of Ottawa’s Vision 2020 priority areas. It will develop 13 online open-access modules to do the following: train university students to develop the necessary knowledge transfer skills for designing, implementing and assessing community service learning (CSL) projects; create University of Ottawa CSL placements through our existing Centre for Global and Community Engagement, school board, Aboriginal and NGO partnerships for students enrolled in the course; provide lectures and workshops for university educators; mobilize and disseminate knowledge about best practices associated with the project through social media and innovative events like the “Human Library” for our campus community.





Ruth G. KaneRuth Kane

Faculty of Education

Urban Education Community: Collaborative inquiry on pedagogy and practice with professors, teacher candidates and teachers

University professors work collaboratively across five core courses to plan, implement and inquire into a hybrid on-campus/school-based program of study for selected teacher candidates. The Urban Education Community is a partnership with four urban high schools through which teacher candidates: are immersed in an urban secondary school two days/week; undertake cross-course assignments, including collaborative inquiry on students’ work supported by professors and teachers; attend school-based professional learning sessions illustrating how on-campus theoretical knowledge is enacted in the reality of urban classrooms; and, are brought into direct dialogue with students most academically at risk through completing a student voice research project.



Jamie Benidickson / Scott FindlayS FindlayBenidickson J   

Science in the Legal Process: Canadian Case Studies

Scientific evidence plays an important role in a range of legal and law-making settings where it is reviewed by decision-makers according to principles and procedures which do not necessarily conform to scientific standards. Understanding the nature of scientific evidence, and how it differs from other types of evidence adduced in such settings, is critical to good decision-making. Our objective is to assemble and arrange for in-class use of collection of media reports, interviews, documentation and other audio-visual or on-line material that will illustrate, with reference to selected case studies, how law and science interact in the context of a trial, an administrative proceeding or legislative and regulatory decision-making. This annotated compendium of will serve as a valuable resource for educators and institutions concerned with the science-law interface.




Julie GosselinJulie Gosselin

School of Psychology

Faculty of Social Sciences                 

Creating a Bilingual Blended Course on the Basic Skills of a Clinical Supervisor for the Doctoral Program in Clinical Psychology

This proposal aims to create the first blended course offered by the clinical psychology doctoral program at the University of Ottawa. The main objective is to adapt the training currently offered in the classroom through the use of tools in Blackboard Learn, as well as services offered by the Centre for Innovative Pedagogies and Digital Learning (CIPDL). This training will focus on learning basic skills in clinical supervision. Student learning will be assessed at the end of the training, and again at the end of their clinical training as part of the internship offered at the Centre for Psychological Services and Research (CPSR), part of the School of Psychology at the University of Ottawa. This innovative project will help improve the student experience by incorporating the use of new technology to promote online learning.



Dr. W. HendelmanW Hendelman

Cellular and Molecular Medicine

Faculty of Medicine     

The Development of a French Language Website for the French Edition of the Atlas of Functional Neuroanatomy

The aim of this project is to create a web-based resource for the learning of neuroanatomy in French. The Atlas of Functional Neuroanatomy (2006, CRC Press, authored by the applicant) has been translated into French and will be published by the University of Ottawa Press in 2013. This project has been supported by the Bureau des Affaires Francophones (BAF) of the Faculty of Medicine; approximately one-third of our medical students (48 of 164) are in the Francophone stream. The web-based material which includes roll-over labelling of the structures and animations of the pathways (using Flash) will assist these students, as well as students in nursing and health sciences, in understanding neuroanatomy. 



Darene Toal-SullivanToal Sullivan

Faculty of Education

The Development of Interprofessional Collaboration among Health Professionals through Narrative Writing

This project will explore the use of writing narratives as an innovative teaching strategy to develop knowledge, skills and attitudes in interprofessional collaboration among health professionals enrolled in two graduate courses in education. Participants will engage in narrative writing throughout both courses and will complete the Interprofessional Collaboration Competencies Attainment Survey (ICCAS) at the end of each term. The classroom setting provides a rich context for exploring the use of narrative writing as a strategy to support learning about the perspectives and expertise of another profession, and to determine whether this changes how students think about educating health professionals.


Félix GrenierF Grenier

School of Political Studies

Faculty of Social Sciences                  

From Theory to Practice in International Relations

Noting the importance of mobilizing the knowledge and application of university teaching, in this seminar students will monitor activities in an interactive space with internationalists and international managers (the Standing Committee on Foreign Affairs and International Development), host discussions between students and practitioners of international relations associated with the activities of this Committee, and establish a virtual and public platform to disseminate the experiences of students. The seminar will end with a poster session by students aimed at university members and practitioners of international relations.


Alp Oran

A Oran

Department of Biology

Faculty of Science       

Preparation of Fully Accessible Undergraduate Science Lab Modules 

Undergraduate students are at times required to use sophisticated equipment and software to carry out certain key experiments in the University of Ottawa’s teaching labs. Unfortunately, due to limitations in lab time and access, students do not have sufficient training with the technology before they arrive to the lab. Dr. Alp Oran created a series of easy-to-use software modules to train undergraduate science students in the biological sciences (>1000 per semester) with the use of lab software unique to the teaching labs. These modules, translated in both French and English, have been helpful training tools, but due to limitations of the current software and time the full teaching potential of these modules has not been realized. Funds are now required to hire a research assistant to help design newer, more accessible French and English modules that will potentially serve the more than 1000 science students over the course of their education at the University of Ottawa.




Brian ConheadyBrian Conheady

Telfer School of Management

Conversion to French of Interactive Learning Activities dealing with the International Financial Reporting Standards’ multi-attribute measurement model for assets

Measurement of assets for financial reporting is one of the main purposes of financial accounting and presents significant learning challenges for accounting students. This project aims to moderate these challenges by providing French language web-based interactive learning activities that focus on the International Financial Accounting Standards’ mixed attribute measurement model for assets.

The project’s objective is to provide students and instructors at the University of Ottawa and throughout the Francophonie with French language equivalents of three award winning learning activities developed by the university’s faculty and used in its financial accounting courses.



Stéphane LévesqueStephane Levesque

Faculty of Education                

The Virtual Historian: An Interactive Resource Database

The project “The Virtual Historian: An Interactive Resource Database” aims to create four interactive research activities through the web portal These activities are aimed at university students in history and in education who wish to study important parts of Canadian history through the integration of learning technologies.



Alison FlynnAllison Flynn

Department of Chemistry

Faculty of Science

An Interactive, Online Chemistry Nomenclature Learning Tool

Learning to name and draw molecules are essential skills for chemistry students to acquire. While there are many resources that describe the rules for naming molecules, there is a paucity of resources available to actively practice naming molecules and receive feedback; many of these resources are of low quality, especially in French. Furthermore, students often do not see the real-life applications of the molecules they are naming. The goal of this project is to develop an interactive, online, bilingual learning tool through which students can learn to name and draw organic molecules, while seeing the real-life applications of the molecules.



Hélène KnoerrHélène knoerr

Official Languages and Bilingualism Institute

Faculty of Arts

Development of Multimedia Learning Modules for Immersion Courses

The proposed project is to create video and multimedia resources for the development of listening skills in language courses through the platform video-tech Digital videos will be made in which experts (in political science, sociology, history, and psychology) will present their subject in a sort of mini-lecture. Each clip will be divided into shorter segments that will be transcribed and subject to multimedia exercises targeting oral comprehension and specialized vocabulary development, two main objectives of the language immersion courses.




William Ogilvie and Alison FlynnAllison FlynnWilliam Ogilvie

Department of Chemistry

Faculty of Science

Teaching for Understanding: A Mechanistic Approach in Organic Chemistry

Historically, learning organic chemistry consisted of memorizing the many chemical reactions that each functional group. Today, instrumentation has advanced to the point that chemists can fully understand reactions without the need for these chemical tests. Chemists now focus on the movement of electrons within molecules to understand reactivity. This mechanistic approach allows chemists to predict and understand the reactivity of molecules in a highly systematic manner. Faculty in the department of chemistry have recently reorganized the undergraduate organic chemistry courses to approach the discipline from a modern, mechanistic point of view. Proposed herein is a new laboratory course component that enhances the new mechanistic approach that is being taken in the lecture component of the course.




Brandon SchaufeleBrandon Schaufele

Department of Economics

Faculty of Social Science

Crowd sourcing in the Classroom: Using Prediction Markets to Teach Economics Fundamentals

This project proposes to establish a web-based prediction market linked to timely environmental economic and policy events for the course: Introduction to Environmental and Natural Resource Economics. Prediction markets, which are based on core economic ideas, are an increasingly popular tool being applied by governments, business and civil society. The objectives of this project are to improve student comprehension of fundamental economic concepts by using an interactive, online tool, to engage students with current events that are relevant to environmental economics and policy, and to increase student involvement by providing practical experience with a real-world market platform.




Ellen B. Zweibel and Adam Dodekadam dodekellen zweibel

Faculty of Law, Common Law Section

Web-based Learning Module on Writing Predictive Legal Memos

The web-based module, Writing Predictive Legal Memos, is part of the Law Faculty’s Legal Writing Academy’s initiative to equip our students with strong legal writing skills. The module will be an interactive teaching resource adaptable by any law professor who wants to add practical legal writing instruction to their substantive course. The module will be designed for stand-alone, self-study so that law students can also use it during legal internships, pro bono activities, and summer jobs. The module will be accessed through the Faculty of Law’s Legal Writing Academy’s Web page.




Odette Laneuville and Josée Coutujosee coutulaneuville

Faculty of Science and Faculty of Medicine

Video Tool for Solving Complex Problems in Molecular Biology

A bank of 70 online videos will be created as a tool for Francophone students demonstrating the application of basic concepts to solve complex problems in molecular biology. Quantitative analysis performed using linear regression models with mixed effects, will be used to measure the impact of the videos on the results of the exam.





Éric Dionneric Dionne

Faculty of Education

Development and Testing of an Instrument for Measuring Judgment in the Evaluation of Learning

Script Concordance Tests (SCT) were initially developed in the medical field to develop and assess clinical judgment among professionals in the health sciences. We adapted this system to assess the judgment in evaluating teachers. This is mainly to introduce students to real-life and complex situations that are likely to be encountered by practitioners. Subsequently, they are asked to determine, using clickers, the value of a hypothetical intervention in relation to a plausible consequence. In this project, we want to improve the instrument by adding video clips that would improve feedback from students.



Hassan AoudeHassan Aoude

Department of Civil Engineering

Faculty of Engineering

Development of Interactive Tools regarding Construction Materials

This project aims to develop technological resources for the course CVG2541 – Civil Engineering Materials in French. Interactive technology resources will be developed with the goal of improving the student experience. The funds will be used to develop “Demonstration Videos of Laboratory Tests” as well as “Virtual Site Visit“ for the course CVG2541.




Lucie PoulinLucie Poulin

Program in Physiotherapy

Faculty of Health Sciences

Formative Diagnostic Imaging Interpretation Activity Using Social Media

With the adoption of Bill 179 in Ontario, physiotherapists will soon be allowed to request diagnostic imaging tests. PHT6548 is a new course that will be offered in May 2013 to help develop the skills of Francophone students in this framework. To reach students more easily and increase participation in the task, an educational activity will be presented on Facebook. An “X-ray of the day” and some questions will be posted daily. Students will share their responses and observations. The professor will also provide answers on Facebook.