Evaluating educational innovation
E. Engelbrecht (TU Delft - Spatial Planning and Strategy)
M.M. Specht (TU Delft - Web Information Systems)
R. M. Rooij (TU Delft - Spatial Planning and Strategy)
Johannes Strobel (The University of Texas at El Paso)
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Abstract
While courses are periodically updated and improved with the integration of new teaching methods and technologies, we still lack a systematic, research- informed method for evaluating educational innovations. Existing evaluations often lack contextual transparency to enable transferability to other courses and are mostly limited to student surveys. To take on this problem, we developed a framework for evaluating innovation in courses. The accompanying poster will present elements from this framework. The results presented in the accompanying poster are based on two literature reviews and a workshop. The framework prescribes an iterative process: (1) analysis of the innovation and its context of implementation, and (2) development of the evaluation plan. To apply the framework, both a formal (consultancy format) and an informal method (workshop) have been developed. Educators can use the framework to take a more scholarly approach to evaluating educational innovations for better decision-making, and to make teaching achievements more visible.