Principal Investigator: Ken Fujiuchi, Buffalo State Situated learning is learning that takes place in the same context in which it is applied. Situated learning is a highly effective form of active learning where students are creating meaning (and learning) out of distinct combinations of content, context, practice, and participation. For our project, we will put together a proof of concept to support the academic situations of students through MDM. Our pilot group will be student teachers completing an edTPA pre-service assessment process in order to become certified teachers. We will integrate a MDM system to manage and customize mobile devices to the needs of the student teachers, and control the deployment of software and technology based on their needs. We will also integrate a concierge service to provide an interpersonal support system through the mobile devices. This case study will allow us to see how we can leverage MDM systems to support individual academic achievement. Co-PI’s and Key Partners: Andrew B. Chambers, Information Commons Technology Administrator, E. H. Butler Library, Buffalo State Reports and Resources: Final report Brief description of the pilot projects Mid-project report Creative Commons License:

Awarded Grant: $20,000 Principal Investigator: Logan Rath, College at Brockport This project will help share locally created and locally curated information literacy content among SUNY librarians and faculty. This project will have two tiers: development of guidelines for the creation of shareable and adaptable information literacy content as well as development of a platform to facilitate locating and exchanging content. As an end result, this project will support instructional endeavors in all modalities, especially online courses provided through Open SUNY. Co-PI’s and Key Partners: Jessica Clemens, Assistant Librarian, SUNY College of Environmental Science and Forestry Katie DeRusso, Senior Assistant Librarian, SUNY Cobleksill Carleen Huxley, Assistant Librarian, Jefferson Community College Alice Wilson, Assistant Director for Educational Services in the Libraries, Monroe Community College Reports and Resources: Mid-project report Project outcomes report

Principal Investigator: Daniel Jones, Institute of Technology at Utica/Rome Advanced information technology provides students access to a wide range of learning experiences. One of the challenges of the on-line forum is providing exposure to hands-on laboratory experience to students. The goal of this project is to actively engage on-line students in the learning process. The crux of this proposal is to investigate and validate a new concept of bringing state-of-the-art technology to enhance pedagogical on-line learning approaches and provide flexibility of time and location for both students and faculty. Creating a dynamic and efficient learning environment with ubiquitous access to computing and laboratory resources is the main goal of this proposal. Furthermore, it will be an effective test bed for new educational technology of core interest to SUNY. For example, it will enable on-line delivery of Physics laboratory courses to fulfill General Education requirements for students who do not have direct and immediate access to the required laboratory equipment. Co-PI’s and Key Partners: Mohammed A. Abdallah, SUNY IT Reports and Resources: Mid-project report

Principal Investigator: Aaron Heap, Geneseo In many ways, the Introduction to Mathematical Proofs course is a first course in mathematical writing. Analogous courses are offered in math departments throughout the SUNY system. The skills and content a student learns in this course are recalled, reframed, revisited, and revitalized as they continue their mathematical journey. In addition, the material is useful to philosophy, linguistics, and computer science students. To support students’ retention of ideas and methods from this course, we have begun the process of flipping some sections of SUNY Geneseo’s Introduction to Mathematical Proofs using resources external to the SUNY system. We hope to develop our own video and text resources for the course in a way that incentivizes the switch to a flipped format. Further, these videos and associated exercises will become a part of OPEN SUNY through an online “ProofSpace.” Instructors throughout the SUNY system can take advantage of the videos for their Introduction to Mathematical Proofs courses, upper division math courses, or even non-math courses. Co-PI’s and Key Partners: Suraj Uttamchandani, Alumnus Consultant and Mathematical Modules Designer, Geneseo Reports and Resources: Project website Mid-project report Final report Creative Commons License: