Instructional Tech & Design Toolkit

This paper will consider the phenomenon of design research. It will then consider four research posistions in social science research. The paper will show how the design perspectives map onto the research paradigms and how by rotating through these paradigms, a design research cycle is formed. Finally, the paper will discuss four research questions that drive design and development research and illustrate this by way of a case study.

It is rare that faculty members begin their first full-time teaching position with an integrated and consciously constructed practical model for course design, teaching, and learning. The purpose of this article is to offer new faculty members a starting point for constructing an integrated model of the course design and teaching and learning processes. The model begins with the instructor's choice of course learning goals, objectives, and outcomes and progresses through the translation of those learning goals and objectives into articulated evaluation and feedback rubrics, the choice of specific learning activities and materials reflected in a learner-centered syllabus, the conduct of the in-class activities, and the choices of learning assessments. These elements are highly interactive and iterative, as well as contextualized with respect to such issues as course location in a program, class size, student learning development and diversity, and individual faculty differences. We provide resources and usable examples for new faculty.