A Framework for Thinking About Transferring Teaching Innovations into New Settings

Abstract

As a result of health science educators’ shift to more active formats of teaching and learning, many educators are implementing innovative teaching strategies that were designed in other educational contexts. In some cases, this transfer from one context to another is smooth and unproblematic, but in others, educators must make informed decisions about how to adjust the innovation or incoming context to fit their needs. This paper presents a framework that draws on principles of design-based research to guide educators in analyzing and adapting teaching tools to fit new contexts.

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Correspondence to Sarah Gilliland.

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Worksheet for Analysis of Educational Innovation

Worksheet for Analysis of Educational Innovation

This worksheet guides the application of the framework for analysis and adaptation of educational innovation from one setting to another.

Source/Reference for Original Tool/Innovation

Brief Description of the Original Tool/Innovation

Learning Goals for your class (why are you using this tool/innovation?)

Table 1 What are the key design elements?
Table 2 What are the contextual differences
Table 3 How will I modify the design/innovation

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Gilliland, S., Wyatt, T.R. A Framework for Thinking About Transferring Teaching Innovations into New Settings. Med.Sci.Educ. 27, 785–791 (2017). https://doi.org/10.1007/s40670-017-0468-3

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Keywords

  • Learning theory
  • Faculty development
  • Educational innovation
  • Design-based research
  • Mutual adaptation