In this paper, we describe how four teacher-educators redesigned six online modules over a two-year period to utilise student-centred learning and learning-oriented assessment. Phase 1 of the project examined the redesign of three online modules using technology-enhanced assessment as well as completing research on teacher-educator beliefs about learning, technology and assessment. Phase 2 of the project focused more specifically on collaboration, peer learning and learning-oriented assessment, and included the redesign of a further three online modules. A development-based research approach was utilized as it emphasized analysis, development, evaluation and the production of design principles. This approach provided a means of immersing ourselves in the project over a sustained period of time in order to analyse our current way of teaching the modules, development of a new learning design for each module, student evaluation of the new learning design followed by reflection on the process in order to develop a number of key principles. In addition to the student learning benefits, there were significant benefits for the professional development of academic staff involved in the project. Copyright © 2005 Mike Keppell, Eliza Au, Ada Ma and Christine Chan.
|Title of host publication||Proceedings of the 22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education|
|Place of Publication||Australia|
|Publisher||Queensland University of Technology|
|ISBN (Print)||0975709313, 9780975709313|
|Publication status||Published - 2005|
CitationKeppell, M., Au, E., Ma, A., & Chan, C. (2005). Development-based research and professional development. In H. Goss (Ed.), Balance, fidelity, mobility: Maintaining the momentum? Proceedings of the 22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 337-344). Australia: Queensland University of Technology.
- Learning-oriented assessment
- Professional development
- Development-based research