UF Interface


Interface was designed to engage UF instructors in demonstrations, discussion, and peer networking focused on improving teaching and learning by deploying innovative pedagogy using new and emerging technologies.


Peer Network



Spring 2016 Interface: Tips, Tools, and Timesavers

Lessons learned by instructors combining active learning with technology

Join your peers in an interactive showcase highlighting low- and high-technology learning tools. Faculty come together to share experiences from their use of technology in teaching to support active learning methods.

Harrell Medical Education learning space

Harrell Medical Education learning space

“Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers."

--Chickering, Gamson, & Poulsen, 1987

Active learning results in higher-order critical thinking and problem solving skills, and enhanced communication skills (Johnson, 2011), a deeper level of thinking that traditional lecture (Fink, 2013; Freeman, et. al, 2014; McGlynn, 2005; Michael, Tricks, Tools, a2006; Peck, Ali, Levine, & Matchock, 2006; Yoder & Hochevar, 2005), and increased student learning (Hackathorna, et. al, 2011).

We know that students learn more when they are engaged in active learning experiences. In order to integrate active learning, students need to be “doing” real activities related to content. Students must spend time in class thinking, reading, writing, discussing and “doing” in order to better understand and learn the material of the course.

Technology can support content delivery and active learning methods. Creative use of technology can act as a bridge or interface enhancing the learning experiences in and outside of the classroom. Effective implementation of technology supports student ownership and responsibility for learning (Cardullo, Wilson, & Zygouris-Coe, 2015).

Thank you to our Spring 2016 Interface Sponsors: Office of Faculty Development and Teaching Excellence, UF Conference Department, UF College of Medicine.


Cardullo, V. M., Wilson, N. S., & Zygouris-Coe, V. I. (2015). Enhanced Student Engagement through Active Learning and Emerging Technologies. Handbook of Research on Educational Technology Integration and Active Learning, 1.

Chickering, A. W., Gamson, Z. F., & Poulsen, S. J. (1987). Seven principles for good practice in undergraduate education.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics.

Proceedings of the National Academy of Sciences, 111(23), 8410-8415. Hackathorna, J., Solomonb, E. D., Blankmeyerb, K. L., Tennialb, R. E., & Garczynskib, A. M. (2011). The Journal of Effective Teaching. JET, 40.

Peck, A. C., Ali, R. S., Levine, M. E., & Matchock, R. L. (2006). Introductory psychology topics and student performance: Where’s the challenge? Teaching of Psychology, 33(3), 167–170.

Yoder, J. D., & Hochevar, C. M. (2005). Encouraging active learning can improve students’ performance on examinations. Teaching of Psychology, 32(2), 91–95.