Implementation of evidence-based instruction (design-based implementation research); design and development of “active learning” spaces (active learning classrooms); Research-Practice Partnership (RPP) models; learning communities (communities of practice); design of human and technology-supported learning environments (e.g., computer supported collaborative learning; CSCL); instructional design for productive student engagement; socio-cultural considerations influencing learning (e.g., development of agency, identity); complex system thinking; STEM education and conceptual change.
- Post Doctorate, Learning Sciences, Georgia Institute of Technology, Atlanta, GA
- Ph.D., Educational Technology, Concordia University, Montreal QC
- Active learning pedagogies
- Pedagogical design
- Active learning classroom design (Future Learning Spaces)
- Design-based implementation research
Liz’s projects included the design and implementation of innovative pedagogies and techno-pedagogies; design of active learning classrooms; establishment and support of learning communities composed of practitioners and researchers working together to implement evidence-based pedagogical and learn from these implementations using a design-based implementation research model.
DALITE is a tool designed in collaboration with the CIPhER research team. It is a web-based learning platform that provides students with an asynchronous version of peer instruction.
- Innovative Learning Spaces
* PAREA grants (PAREA – Programme d’aide à la recherche sur l’enseignement et l’apprentissage program of the Quebec Ministry of Education):
2020 to present – Étayage des connaissances en contexte d’apprentissage par enquête en sciences: favoriser l’apprentissage de la démarche scientifique/ Building Knowledge in the Context of Inquiry-Based Learning in Science: Fostering the learning of the scientific process
2017 to 2020 – Gestion et régulation du flux d’information en apprentissage actif/ Managing and Regulating the Flow of Information in Active Learning
2014 to 2017 – investigating the pedagogical ecosystems created by innovative learning spaces and the outcomes of the student engagement.
* Collaboration with the CLAAC project headed by Bruno Poellhuber involving seven Quebec institutions examining the relationship between physical environments, teaching practices, and students’ learning and engagement.
- Research Practice Partnerships
Leveraging new paradigms and disruptive technologies to successfully orchestrate pedagogical change, a project funded by Social Science & Humanities Research Council – College Community Social Innovation Fund (SSHRC-CCSIF). It is a multi-institutional, inter-provincial, team of researchers, practitioners and corporate partners currently investigating how best to promote the scaling of evidence-based pedagogies and leverage the affordances of educational technologies to support collaborative learning.
- Funded Innovation & Infrastructure Projects
Program: SALTISE/S4 (S4=System Supporting Student Success) Funding source: Entente Canada-Quebec (ECQ) 5-year service contract (2020 to present)
Author: Elizabeth S. Charles, Nathaniel Lasry, Sameer Bhatnagar, Rhys Adams, Kevin Lenton, Yann Brouillette, Michael Dugdale, Chris Whittaker and Phoebe Jackson | Source: Fifteenth Conference on Education and Training in Optics and Photonics (SPIE Digital Library) | Year: 2019
Author: Rhys Adams, Phoebe Jackson, Kevin Lenton, Michael Dugdale, Chris Whittaker, Nathaniel Lasry, Elizabeth S. Charles and (SALTISE / S4 Physics Research Team) | Source: Presented at the 8th Supporting Active Learning and Technological Innovation in Studies of Education (SALTISE) Annual Conference, Montréal, Québec, Ca | Year: 2019
Author: Rhys Adams, Kevin Lenton, Elizabeth S. Charles, Chris Whittaker, Michael Dugdale and Robert Cassidy | Source: Presented at the Association pour la Recherche au Collégial (ARC) colloquium at the 86e Association francophone pour le savoir (ACFAS) Conference | Year: 2018
Author: Sameer Bhatnagar, Nathaniel Lasry, Desmarais, M. and Elizabeth S. Charles | Source: Proceedings of the 11th International Conference of the Learning Sciences (ICLS 2014). International Society of the Learning Sciences: Boulder, CO. | Year: 2014
Author: Elizabeth S. Charles, Chris Whittaker, Michael Dugdale and Jonathan Guillemette | Source: In L. P. Prieto, Y. Dimitriadis, A. Harrer, M. Milrad, & J. D. Slotta (Eds.), Proceedings of the Orchestrated Collaborative Classroom Workshop | Year: 2015