Training Framework
Personalized Professional Development Framework
Project description
Project description
Project description
The Personalized Professional Development (PPD) Framework was born from a critical realization: generic training models were failing to meet the complex, contextual needs of online educators. As both researcher and designer, I created a scalable framework—grounded in learning theory, informed by real data, and tested across academic departments—that empowered participants to confidently adopt and apply educational technology in meaningful, student-centered ways.
The Personalized Professional Development (PPD) Framework was born from a critical realization: generic training models were failing to meet the complex, contextual needs of online educators. As both researcher and designer, I created a scalable framework—grounded in learning theory, informed by real data, and tested across academic departments—that empowered participants to confidently adopt and apply educational technology in meaningful, student-centered ways.
Role
Role
Lead Researcher | Senior Instructional Designer | Framework Architect
Lead Researcher | Senior Instructional Designer | Framework Architect
Role
Lead Researcher | Senior Instructional Designer | Framework Architect
Timeline
Timeline
18+ months | Mixed Methods Study | Multi-Department Implementation
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Project Type
Project Type
PhD Research-to-Practice Initiative
Project Type
PhD Research-to-Practice Initiative
Tools & Platforms Used
Tools & Platforms Used
Tools & Platforms Used
The Problem
The Problem
The Problem
Through early investigation, we uncovered deep, systemic issues:
One-size-fits-all PD lacked personalization and relevance
One-size-fits-all PD lacked personalization and relevance
One-size-fits-all PD lacked personalization and relevance
Educators reported low confidence, unclear direction, and weak pedagogical alignment
Educators reported low confidence, unclear direction, and weak pedagogical alignment
Educators reported low confidence, unclear direction, and weak pedagogical alignment
Engagement was inconsistent, behavior change minimal, and innovation often stalled
Engagement was inconsistent, behavior change minimal, and innovation often stalled
Engagement was inconsistent, behavior change minimal, and innovation often stalled
“The biggest barrier wasn’t the tools—it was the lack of alignment, autonomy, and meaningful support.”
Research-Backed Design
Research-Backed Design
Research-Backed Design
I launched a three-phase R&D process to surface actionable insights:
Surveys (n = 83)
Gauge tech confidence & PD preferences
Identified 3 distinct skill tiers
LMS + Institutional Data
Evaluate tool usage and PD formats
Exposed stagnation and usage plateaus
Interviews (n = 10)
Uncover resistance, motivation, and feedback
Revealed emotional/cognitive blocker
The framework was co-developed with 4 senior advisors across instructional design, educational leadership, and technology integration, ensuring academic and operational rigor.
Surveys (n = 83)
Gauge tech confidence & PD preferences
Identified 3 distinct skill tiers
LMS + Institutional Data
Evaluate tool usage and PD formats
Exposed stagnation and usage plateaus
Interviews (n = 10)
Uncover resistance, motivation, and feedback
Revealed emotional/cognitive blocker
The framework was co-developed with 4 senior advisors across instructional design, educational leadership, and technology integration, ensuring academic and operational rigor.
Surveys (n = 83)
Gauge tech confidence & PD preferences
Identified 3 distinct skill tiers
LMS + Institutional Data
Evaluate tool usage and PD formats
Exposed stagnation and usage plateaus
Interviews (n = 10)
Uncover resistance, motivation, and feedback
Revealed emotional/cognitive blocker
The framework was co-developed with 4 senior advisors across instructional design, educational leadership, and technology integration, ensuring academic and operational rigor.
The Solution: Personalization at Scale
The Solution: Personalization at Scale
The Solution: Personalization at Scale
I built the PPD Framework on foundational models in instructional design and adult learning:
TPACK
Technology, Pedagogy, and Content Knowledge
TPACK
Technology, Pedagogy, and Content Knowledge
Self-Determination Theory
Autonomy, Competence, Relatedness
Self-Determination Theory
Autonomy, Competence, Relatedness
TPACK
Technology, Pedagogy, and Content Knowledge
Self-Determination Theory
Autonomy, Competence, Relatedness
Core Strategy
Core Strategy
Core Strategy
Universal Design for Learning (UDL)
Flexible, inclusive instruction
Universal Design for Learning (UDL)
Flexible, inclusive instruction
Adult Learning Theory
Relevance, reflection, and choice
Adult Learning Theory
Relevance, reflection, and choice
Universal Design for Learning (UDL)
Flexible, inclusive instruction
Adult Learning Theory
Relevance, reflection, and choice
Framework in Action
Framework in Action
Framework in Action
Phase 1: Diagnose
Phase 1: Diagnose
Phase 1: Diagnose
Personalized PD begins with clarity. Participants complete a self-assessment, submit their course ID, and meet 1:1 with an advisor to evaluate their technology proficiency and integration readiness. This diagnostic process determines their optimal starting tier.
But because occasionally circumstances occur in which toil and pain can procure him some great pleasure.
But because occasionally circumstances occur in which toil and pain can procure him some great pleasure.
Phase II: Development
Phase II: Development
Phase II: Development
Training meets precision. Based on assessment results, participants are placed into a customized learning track (Explorer, Practitioner, or Innovator), with access to modular training, mentorship, and flexible learning routes designed to grow with their skills.
But because occasionally circumstances occur in which toil and pain can procure him some great pleasure.
But because occasionally circumstances occur in which toil and pain can procure him some great pleasure.
Phase III: Creating and Implementing
Phase III: Creating and Implementing
In Phase III, I transformed raw insights from diagnostics into meaningful action. Survey results, interviews, and course audits were systematically analyzed to identify common pain points at each proficiency level.
In Phase III, I transformed raw insights from diagnostics into meaningful action. Survey results, interviews, and course audits were systematically analyzed to identify common pain points at each proficiency level.
Identify Needs: Clustered faculty responses into common challenge themes by tier. Prioritized high-impact training needs per group (e.g., LMS basics for Explorers)
Design Tiered Training: Developed training modules Aligned with adult learning theory, UDL, and backward design
Deliver & Support: Delivered content through Canvas in asynchronous modules + live labs Embedded formative reflection + growth tracking
Step 01
Step 01
Identify Needs
Clustered faculty responses into common challenge themes by tier. Prioritized high-impact training needs per group (e.g., LMS basics for Explorers)
Identify Needs
Clustered faculty responses into common challenge themes by tier. Prioritized high-impact training needs per group (e.g., LMS basics for Explorers)
Step 02
Step 02
Design Tiered Training
Developed training modules Aligned with adult learning theory, UDL, and backward design
Design Tiered Training
Developed training modules Aligned with adult learning theory, UDL, and backward design
Step 03
Step 03
Deliver & Support
Delivered content through Canvas in asynchronous modules + live labs Embedded formative reflection + growth tracking
Deliver & Support
Delivered content through Canvas in asynchronous modules + live labs Embedded formative reflection + growth tracking
Phase IV: Executing
Phase IV: Executing
Phase IV: Executing
Participants began applying their learning by engaging with interactive, tier-specific modules in Canvas.
But because occasionally circumstances occur in which toil and pain can procure him some great pleasure.
But because occasionally circumstances occur in which toil and pain can procure him some great pleasure.
Phase V: Assessing
Phase V: Assessing
Phase V: Assessing
This final phase measures the impact of the learning journey through self-assessment, course review, and student feedback
But because occasionally circumstances occur in which toil and pain can procure him some great pleasure.
But because occasionally circumstances occur in which toil and pain can procure him some great pleasure.
Outcomes & Cross-Department Impact
Outcomes & Cross-Department Impact
Outcomes & Cross-Department Impact
Faculty Progression
87% moved up 1+ proficiency tiers
Faculty Progression
87% moved up 1+ proficiency tiers
Faculty Progression
87% moved up 1+ proficiency tiers
Tool Adoption
76% used 2+ new tools in live courses
Tool Adoption
76% used 2+ new tools in live courses
Tool Adoption
76% used 2+ new tools in live courses
Course Improvement
LMS data showed ↑ student interaction + engagement
Course Improvement
LMS data showed ↑ student interaction + engagement
Course Improvement
LMS data showed ↑ student interaction + engagement
Institutional Shift
Adopted framework for campus-wide rollout
Institutional Shift
Adopted framework for campus-wide rollout
Institutional Shift
Adopted framework for campus-wide rollout
Testimonials
Testimonials
Testimonials
Kushal’s tiered model helped us target our support strategically. Instead of guessing what people needed, we had data-backed pathways and real progress to show." .
Instructional Designer
Health Sciences Division
Kushal’s tiered model helped us target our support strategically. Instead of guessing what people needed, we had data-backed pathways and real progress to show." .
Instructional Designer
Health Sciences Division
Kushal’s tiered model helped us target our support strategically. Instead of guessing what people needed, we had data-backed pathways and real progress to show." .
Instructional Designer
Health Sciences Division
The integration of self-assessment and mentoring made this more than PD, it became a personalized development ecosystem. It raised the bar for how we support faculty campus-wide."
Sr. Instructional Technologist
ITLE
The integration of self-assessment and mentoring made this more than PD, it became a personalized development ecosystem. It raised the bar for how we support faculty campus-wide."
Sr. Instructional Technologist
ITLE
The integration of self-assessment and mentoring made this more than PD, it became a personalized development ecosystem. It raised the bar for how we support faculty campus-wide."
Sr. Instructional Technologist
ITLE
This framework wasn’t just a training solution—it was a mindset shift. For the first time, our faculty felt seen, supported, and empowered to grow at their own pace."
Director of Online Learning
College of Education
This framework wasn’t just a training solution—it was a mindset shift. For the first time, our faculty felt seen, supported, and empowered to grow at their own pace."
Director of Online Learning
College of Education
This framework wasn’t just a training solution—it was a mindset shift. For the first time, our faculty felt seen, supported, and empowered to grow at their own pace."
Director of Online Learning
College of Education
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