November 7, 2014
It’s that time of year again and the Provost’s Learning Innovation Grants (PLIG) cycle has begun. If you’re considering applying for PLIG funding, the focus areas for this year have shifted a bit, and there’s a new funding opportunity for projects related to the use of learning analytics to improve student achievement and study the effectiveness of new pedagogies and academic technologies. We’re so excited about the potential for this grant, we’re offering a one-time Q&A session to answer all your burning questions about PLIG funding for analytics on December 3.
I’d like to take a moment and share some of the projects faculty have been working on from the last PLIG cycle.
Professor Richard P. Mislan, along with four other faculty members within the Department of Computing Security in the B. Thomas Golisano College of Computing & Information Sciences (Daryl Johnson, Tae Oh, Bill Stackpole, and Sylvia Perez-Hardy), have been creating a unique classroom model with virtualized laboratories to address the needs of mobile-device security.
Development of these virtualized laboratories spanned two PLIG grants: “MoSeVERE - Mobile Security and Vulnerability Exploitation Research” and “Education & MobiSploit.” Through these grants, in concert with the Department of Defense Information Assurance Scholarship Program, several courses have been designed that use the “flipped classroom” model. In this model, web technologies are used for in-class activities to simulate methods used to secure and exploit mobile devices. Work continues through the fall semester to improve the simulations by adding advanced virtualization
Associate professor Yin Pan, also from GCCIS, is developing a game-based digital forensics course for undergraduates. With help from a fourth year student in the interactive games and media program, Dr. Pan has completed the design and implementation of the game interface. She plans to seek NSF funding to integrate the forensics tools and content into the game interface. When completed the game will emphasize both the fundamental computer forensics procedures and the hands-on experience of utilizing digital forensics technologies needed to uncover illegal activities of computer users.
Dr. Peter Schmidt, at RIT Croatia, developed a framework for implementing a video-based flipped classroom based on his accounting class, which used 65 videos to deliver the lecture part of the class and then focused the majority of his classroom time on projects and questions. In the framework manual, he discusses the benefits and drawbacks of flipped classrooms, how to determine if your class is “flippable” and outlines the technical requirements and time commitments instructors need to be aware of if they plan on using the flipped classroom model.
Kelly Norris-Martin, assistant professor in the College of Liberal Arts School of Communication, created a flipped version of a course on digital design, emphasizing class time for instructor feedback, project critique, and addressing challenges with cloud-based software.
I applaud our current PLIG recipients' work and look forward to seeing what results from this year's grant cycle.