Substantial progress has been made in understanding how teachers design for learning. However, there remains a paucity of evidence of the actual students’ response towards leaning designs.
At the University of Saskatchewan, our approach is to gather information about our students’ academic performance as well as demographic and activity data that could pertain to learning success.
The mission of the Tools for Evidence-based Action (TEA) community is to enhance evidence-based teaching methodology and policy by developing and sharing new education tools.