Design Based Research Approach for Faculty Development on Innovative Classrooms

Poster Exhibit
Providing standardized workshops for faculty interested in teaching in tech-rich can be challenging because faculty are at different levels of development in using technology in teaching and learning. The Technological, Pedagogical, and Content Knowledge framework is helpful because it identifies seven overlapping skill sets and competencies for teaching with technology. Applying the design based research method to faculty development creates a research platform conducive to cyclical iterations inclusive of collegial feedback. The results of three iterations of research and instructional design for faculty use of innovative classrooms, combined with student feedback will be presented.

Providing standardized workshops for faculty interested in teaching in tech-rich can be
challenging because faculty are at different levels of development in using technology in teaching and learning. The Technological, Pedagogical, and Content Knowledge framework is helpful because it identifies seven overlapping skill sets and competencies for teaching with technology. Applying the design based research method to faculty development creates a research platform conducive to cyclical iterations inclusive of
collegial feedback. The results of three iterations of research and instructional design for faculty use of innovative classrooms, combined with student feedback will be presented. By Leslie Lopez

View Poster

Recommended Citation:
Lopez, L. (2014, April). Design Based Research Approach for Faculty Development on Innovative Classrooms. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at the University of Hawai‘i at Mānoa, Honolulu, HI.