The challenges of assessing transformative learning: Lessons learned from an instructional design workshop for Colombian engineering faculty

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dc.contributor.authorOrtega-Alvarez, J.D.
dc.contributor.authorVieira, C.
dc.contributor.authorSanchez-Pena, M.
dc.contributor.authorStreveler, R.A.
dc.contributor.departmentUniversidad EAFIT. Departamento de Ingeniería de Procesosspa
dc.contributor.researchgroupDesarrollo y Diseño de Procesosspa
dc.date.accessioned2021-04-12T19:08:53Z
dc.date.available2021-04-12T19:08:53Z
dc.date.issued2018-01-01
dc.description.abstractThe authors designed and delivered a workshop on Instructional Design for Colombian engineering faculty at three different universities. The workshop drew from the backwards design model and scholarly literature on engineering education. The participants were asked to assess the workshop using a pre-post survey with Likert-type items and open-ended questions. Results from the assessment of the first offering of the workshop suggested a change in participants’ perspectives that the instrument could not fully capture. A revised instrument used during the second offering allowed deeper insights into this change. Based on these results, the authors argue that a professional development program can transform faculty’s perspectives, particularly when it is aimed at helping faculty inform their teaching practice using evidence-based educational research. The assessment of such a program must, therefore, move from an incremental to a transformational notion of learning. The research question driving this work was: How can one assess the transformative learning of engineering faculty about instructional design? This experience with Colombian faculty suggests that a transformative learning framework can inform the assessment of participants’ learning in professional development programs for engineering faculty. Preliminary results of the application of this framework suggest that most workshop participants transitioned from a teacher-centered to a learner-centered conception of teaching. © 2018 TEMPUS Publications.eng
dc.identifierhttps://eafit.fundanetsuite.com/Publicaciones/ProdCientif/PublicacionFrw.aspx?id=8227
dc.identifier.issn0949149X
dc.identifier.otherSCOPUS;2-s2.0-85052709931
dc.identifier.otherWOS;000443171600017
dc.identifier.urihttp://hdl.handle.net/10784/28303
dc.language.isoeng
dc.publisherTempus Publications
dc.relationWOS;000443171600017
dc.relationSCOPUS;2-s2.0-85052709931
dc.relation.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85052709931&partnerID=40&md5=d0cceea62cffa4ff628ce571425b0f2e
dc.rightshttps://v2.sherpa.ac.uk/id/publication/issn/0949-149X
dc.sourceInternational Journal Of Engineering Education
dc.subject.keywordEngineering researcheng
dc.subject.keywordProfessional aspectseng
dc.subject.keywordSurveyseng
dc.subject.keywordEducational researcheng
dc.subject.keywordEngineering faculty developmenteng
dc.subject.keywordInstructional designseng
dc.subject.keywordOpen-ended questionseng
dc.subject.keywordProfessional developmenteng
dc.subject.keywordProfessional development programeng
dc.subject.keywordTransformative learningeng
dc.subject.keywordWorkshop participantseng
dc.subject.keywordTeachingeng
dc.titleThe challenges of assessing transformative learning: Lessons learned from an instructional design workshop for Colombian engineering facultyeng
dc.typeinfo:eu-repo/semantics/conferencePapereng
dc.typeconferencePapereng
dc.typeinfo:eu-repo/semantics/publishedVersioneng
dc.typepublishedVersioneng
dc.type.localDocumento de conferenciaspa

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