Key Research Area

Teacher Professional Development

How can we improve the design and delivery of engineering education training programs to in-service faculty within India?

Our goal is to enable them in effectively integrating Information and Communication Technology (ICT) tools within their teaching-learning context.

Research Project:

Key Research Area

Teacher Design Thinking

The difficulties faced by teachers to create learner-centered learning designs (LDs) that exploit tool affordances, have been identified as an important barrier to effective fulfillment of higher-order teaching-learning objectives.

Our research aim is to develop frameworks that would enable teachers to create effective, customized learning designs for teaching in teacher-mediated classrooms.

Research Projects:

Key Research Area

Learner-Centric MOOC Design

Massive Open Online Courses (MOOCs) have become a popular avenue for diverse learners to upgrade their knowledge and skills.

Instructors who are new to creating MOOCs tend to focus on the use of technology features to mimic their classroom actions. While it is necessary to be aware of the technology affordances and to be able to use the various features in a MOOC platform to create one’s MOOC, it is not sufficient to focus on the technology.

Our goal is to focus on the learner-centric pedagogy of how to use the MOOC features effectively to foster student engagement and learning.

Research Project:

TUET Research Projects


Teacher Professional Development

A2I2 Model

Research Team:
Dr. Jayakrishnan M. Warriem, Prof. Sahana Murthy, and Prof. Sridhar Iyer

  • Large-scale training model for teachers employing immersivity and pertinency design drivers
  • Train them in applying educational technology (ET) principles in creating learning designs (LDs) with ET tools like wikis, screencasts
  • 6 training programmes in 3 different modes
  • 90% teachers conveyed positive intentions of applying strategies learnt during training
  • Download: Thesis: PDF file
Teacher Professional Development

A Training Model for Teacher Trainers

Research Team:
Lucian Ngeze and Prof. Sridhar Iyer

  • Research Goal: To improve the effectiveness of the cascade model of in-service teacher professional development (TPD).
  • Existing Challenges: Cascade model of TPD has the following challenges
    a. One-way transmission of knowledge, no feedback
    b. Curriculum misinterpretation
    c. Dilution of the teaching content at different levels
    d. Lack of confidence among secondary trainers
  • Preliminary Recommendations: For effective cascaded TPD
    a. Select secondary trainers with some training/workshop experiences
    b. Ensure that secondary trainers have enough knowledge of the training content
    c. Include debriefing before, during and after the training sessions
    d. Primary trainers to continue mentoring and supporting the primary trainers over the training period


Teacher Design Thinking

CuVIS Framework

Research Team:
Dr. Gargi Banerjee, Prof. Sahana Murthy

  • Guides teachers in creating customized, effective learning designs (LDs) using visualizations (video/ animation/ simulation)
  • Provides guidelines through the Activity constructor prompts and LD Blueprints
  • They are both customized to learning objectives and activity time duration
  • CuVIS tool built as its digital interface
  • Developed teachers' LD expertise towards active learning using visualizations
  • Download: Thesis: PDF file


Teacher Design Thinking

LoTaAs Framework

Research Team:
Anita Diwakar and Prof. Santosh Noronha

  • The guidelines based on the LoTaAs framework will enable effective use of virtual labs by helping engineering instructors at undergraduate level to design experiments aligned to the learning objectives and laboratory goals
  • These guidelines are available online in the form of SDVIcE tool – Scientific Design of Virtual laboratory Experiments


Learner Centred MOOC Design

LCM Model

Research Team:
Prof. Sridhar Iyer, Prof. Sahana Murthy,
Dr. Sameer S Sahasrabudhe,
Dr. Jayakrishnan M,
Dr. Gargi Banerjee, and Dr. Veenita Shah.

  • LCM is a conceptual model which an instructor can use to conceptualize, create and conduct a learner-centric MOOC.
  • The LCM model has four structural elements and interaction lines that describe the dynamics.
  • 1. LeD: Learning Dialogue promotes concept acquisition through learner interaction
    2. LbD: Learning by Doing is a formative assessment activity
    3. LxI: Learner experience Interaction cultivates peer learning via focused discussion
    4. LxT: Learning extension Trajectory advances learning along diverse paths