Instructional Module Development (IMOD) System: Building Faculty Expertise in Course Design

Project: Research project

Project Details

Description

To ensure that future generations of engineering, science, and other technological practitioners are equipped with the required knowledge and skills to continue to innovate solutions to solve societal challenges, effective courses or instructional modules (i-mods) that incorporate best pedagogical and assessment practices must be designed and delivered. Science, technology, engineering and mathematics (STEM) educators typically come from STEM backgrounds and have little or no formal STEM education training. Their approaches to learning, instruction, and assessment mimic the experiences they were exposed to as students and are not necessarily informed by scholarship in the area of how people learn. The road to effective STEM instruction starts with a well-conceived and constructed plan or curriculum that includes the tight alignment of content, pedagogical approaches and assessments, around the learning objectives, and draws upon best-practices in each of these areas. An information technology (IT) tool that can guide STEM educators through the complex task of course design development, ensure tight alignment between various components of an instructional module, and provide relevant information about research-based pedagogical and assessment strategies will be of great value. This project aims to conduct research to develop a framework for curriculum design process and translate it into a Semantic Web-based software tool. This project seeks to: (1) identify deficiencies in user interactions with existing course design tools; (2) obtain consensus opinion on representation of the required knowledge (learning taxonomies, pedagogical and assessment strategies, and help data) for designing an instructional module or learning environment; (3) develop a software tool for instructional module design and development using user-centered design methodology; (4) assess the effectiveness, efficiency, and usability of the software tool; (5) assess the extent to which the software facilitates development of faculty expertise in the outcome-based course design process; and (6) assess the extent to which the software facilitates improved course design documentation.
StatusFinished
Effective start/end date7/1/136/30/18

Funding

  • National Science Foundation (NSF): $214,680.00

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