In 2022, two projects were funded totaling to $59,930.00
Improving student engagement, connectedness, and learning equity through AI-enhanced teaching & learning environments
Fawzi BenMessaoud, School of Informatics and Computing, Lecturer, Informatics email@example.com
Abstract: FazBoard is a project that integrates a digital canvas with an AI Assistant as an AI hybrid system for teaching and learning. This solution leverages the potential of human-AI interaction in educational contexts; systems and approaches in which educational stakeholders and AI tools build upon each other’s complementary strengths to achieve educational goals and improve outcomes. The FazBoard system consists of two essential components: an infinite digital canvas and the AI Assistant. The digital canvas creates a teaching and learning environment. It allows a teacher to present and deliver materials to the learners synchronously or asynchronously. It also facilitates interaction and collaboration between the teacher and individual students and among students. The AI Assistant provides 24/7 instant responses to students’ inquiries. It automates the collection of student inquiries and the learning analytics. Results can be used to improve the curriculum in terms of substance, difficulty levels, delivery methods and styles.
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Improving Informatics Competencies in Undergraduate and Graduate Education Using Guided Inquiry Learning by Developing a Comprehensive Educational HER
Cathy Fulton, School of Informatics and Computing, Assistant Professor, Health Informatics firstname.lastname@example.org
Abstract: We will develop a robust educational electronic health record (EHR) using simulated patient data and then using this EHR to pilot competency-based changes in informatics courses using discipline-based education research, potentially changing the pedagogy of undergraduate and graduate informatics education. Because the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) recognizes all three programs in the Department of BioHealth, we already have specific learning outcomes and requisite competencies mapped to each course in the curriculum. We have selected five courses from the Health Information Management (HIM) program, seven courses from the Health Informatics (HI) program, and one course from the Bioinformatics program for a phased rollout for which we will develop content for guided inquiry informatics learning using EHR. Through the SEIRI seed grant, we will identify personal traits associated with undergraduate and graduate students' attitudes about the ease of use and utility of EHRs, academic achievement, self-efficacy, and persistence in learning BioHealth competencies. In addition, we will assess the impact of teaching through process oriented guided inquiry learning (POGIL) tasks with the educational EHR on the course instructors by quantifying self-efficacy using a pre-and-post EHR use survey. To fulfill the medical requirements and viewpoints of all students, we are committed to Diversity, Equity, and Inclusion (DEI) in developing our educational EHR learning platform. Therefore, we will evaluate the educational EHR for accessibility and learning gains in diverse groups of learners.
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