Development-based research and professional development

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