CLIC (Capturing Learning in the Classroom) is a Canadian-developed web-application designed to allow teachers to document observations of children’s learning experiences in the classroom. It streamlines the documentation process and automatically generates summaries for planning and communication of learning. CLIC enables teachers to link their observations to the expectations set out in the standardized curriculum document.
This project will investigate machine learning methods to organize and discover the vast literature on biomedical science. First, it will focus on named entity recognition--the task of finding and classifying entities in text documents--on large collections of abstracts and full-text of research papers and investigate semi-supervised learning methods to leverage large collections of unlabeled research papers.
Recently PLS has signed a contract with the Ministry of Education in Manitoba. The province has been experiencing declining math scores across the province in both international tests such as PISA and in their provincial standardized tests. Manitoba is deeply committed to improving students mathematical achievement and as a result has hired PLS to develop an evidence based professional learning model that will help deepen teachers understanding of math and pedagogy, and to measure the impact of this professional learning on student achievement.
Environmental education programs have become widely accepted and implemented throughout Ontario elementary and high schools. Ontario EcoSchools has and continues to play a vital role in providing environmental curriculum resources and support tools to promote ecological literacy, however research has shown that a gap between principle and practice remains. The proposed research project aims to address this challenge by examining existing school resources and programs and identifying and developing hands-on tools and activities to support student learning within environmental education.
Addressing Racism in Toronto’’ is a one-year project to be conducted by Urban Alliance on Race Relations (UARR). The aim of this community-based research venture is to identify issues of access, equity and inclusion for two highly vulnerable and marginalized groups in Toronto: the Somali Canadian community and racialized LGBTQ persons who are homeless.
Governments around the world are investing to bridge the “digital divide,” which refers to the gap among populations in terms of ability to access digital tools and the Internet. This effort is especially evident in public schools, because education has been identified as one contributing factor of the divide. Thus, it is of great public interest to investigate whether schools are providing enough opportunities for youth to engage with ICT as an effort to bridge the digital divide. This proposed research seeks to develop a deeper understanding of ICT use in Ontario’s public schools.
This project aims to provide crucial and much needed knowledge in the area of "innovative social support resources" for parents of individuals with Autism Spectrum Disorder. To accomplish this, an online parent peer support group, facilitated by experienced professionals, will be established. operated, and analyzed over a four month period, This expertly mediated network will serve as a forum through which parents can offer mutual support to one another via shared experience and knowledge in this domain.
This research will help to unplay and rewrite certain ideas of "assistive" technology by developing methods to engage children and youth in the process of collaborative, multi-media creation where captioning and audio description are used as creative tools. Successful approaches, workshop plans, DIY tools, discovery games and training methods will be accumulated in a playful kit called CLICK (Community Led Inclusive Creation Kits) and shared as an OER (Open Education Resource).
While the use of specific drugs including cannabis cocaine, ecstasy, and heroin by youth 15-24 in Canada decreased in 2011 (Health Canada), the rate of drug use by youth 15-24 years of age remains much higher compared to that of adults 25 years and older. (Health Canada). Early intervention and education for youth has been suggested to provide protective effect (Hurry & Lloyd), and interactive approaches to that education and intervention have been found to be beneficial (Shiner & Newburn).
In 2011, the City of London started developing a cultural resource database and mapping capability to provide a calculation of the economic impact of culture in the city and an assessment London’s cultural facilities infrastructure, with focus on tangible cultural resources. Although potentially more valuable than the tangible cultural assets, intangible cultural resources have not been explored in equal depth as they require specific methodologies and approaches to be captured and mapped out.