期刊名称：Journal of Teaching and Learning with Technology
印刷版ISSN：2165-2554
出版年度：2019
卷号：8
期号：1
页码：60-75
DOI：10.14434/jotlt.v8i1.26747
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：Postsecondary instructors routinely face novel and complex challenges in physical classrooms and informal learning spaces. Instructors often bring these challenges, along with creative and aspirational solutions, to the attention of centers for teaching and learning (CFTLs). Issues span a wide range of topics including blogs, clickers, immersive experiences, active learning, learning analytics, and more. At Penn State, we embrace these challenges and seek to cocreate solutions by providing a wide net of resources and support characterized by (a) instructional technologies, (b) instructional design, (c) faculty development, and (d) research. These elements emerge as a generalizable framework that represents a dynamic research-to-practice cycle. The cycle begins with a combination of problem definition and existing research. An approach is then planned and executed according to the framework. In accord with the cyclical nature of the framework, research findings inform development of future instructional design and faculty development opportunities. These, in turn, inform future practice, and the cycle continues. In our CFTL an educational research team collaborates with an instructional design and development team to support and facilitate this research-to-practice cycle. We illustrate the practical implementation of this recursive and generalizable framework as we report on a case study of one technology-enhanced experimental classroom space. We conclude with a discussion of how the framework might inform larger efforts to integrate research with instructional technology implementation, instructional design, and faculty development.
其他摘要：Postsecondary instructors routinely face novel and complex challenges in physical classrooms and informal learning spaces. Instructors often bring these challenges, along with creative and aspirational solutions, to the attention of centers for teaching and learning (CFTL). Issues span a wide range of topics including blogs, clickers, immersive experiences, active learning, learning analytics, and more. We embrace these challenges and seek to co-create solutions by providing a wide net of resources and support characterized by: (1) Instructional technologies (2) Instructional design, (3) Faculty development, and (4) Research. These elements emerge as a generalizable framework that represents a dynamic research-to-practice cycle. The cycle begins with a combination of problem definition and existing research. An approach is then planned and executed that includes instructional technologies, instructional design, faculty development, and original research. In accord with the cyclical nature of the framework, research findings inform development of future instructional design and faculty development opportunities. These, in turn, inform future practice, and the cycle continues. In our CFTL an educational research team collaborates with an instructional design and development team to support and facilitate this research-to-practice cycle. In this manuscript, we illustrate the practical implementation of this recursive and generalizable framework as we report on a case study of one technology-enhanced experimental classroom space. We conclude with a discussion of how the framework might inform larger efforts to integrate research with instructional technology implementation, instructional design, and faculty development.
