Developing Learning Technology Research Proposal.

The following overview is found in an article published by Deakin University on Research Design.  The article is;

Author Unknown Topic 3. Research Design n.d., published by Deakin University , accessed 14 October. <www.deakin.edu.au/buslaw/.../research/docs/research-design.pdf >.

Research Design.

Good research design is an important part of successful research.

Research is a process, one in which requires a series of actions.

A Research Model is a way of proceeding through the research process.

The Research Model includes:

1. Define research objectives – Decide specifically what questions need to be answered.

2. Do preliminary research – collect the info that that will help define objectives more clearly. Literature Reviews can assist in determining what else is out there in the field.

3. Design the formal research – Develop data collection instruments.

4. Do fieldwork – collect the data.

5. Analyse the data –analyse, interpret and report findings.

One beneficial way of identifying a problem is to use a topic that the researcher has an in-depth or personal understanding of.

Identifying the Broad Problem

Whilst a topic may start coming from a researchers personal knowledge of a topic, this may lead to a problem solving focus of the research, which could itself turn to be an advantage.  This doesn’t mean that researchers shouldn’t stop at including topics in which you don’t have an intimate knowledge of.

Hasty adoption of an idea for a topic may not turn out to address the real issues. Undertaking situational analysis will assist in precisely identify issues.

Problem Statements.

Once you’ve identified the problem, there’s a number of ways of articulating focus of the search. It is important to continually keep reshaping your question.

Types of Variables

A variable is anything that can take on differing or varying values.  The values differ at various times for the same object or person, or the values can differ at the same time for different objects or persons (Sekaran 1992, p 64)

The dependant variable is the variable of primary interest to the researcher.  The researcher’s goal is to explain or predict the variability in the dependent variable. In other words, it is the main variable that lends itself as a viable issue for investigation. Through analysis of the dependent variable (i.e. what variables influence it) it is possible to find answers or solutions to the problem at hand. (Sekaran 1992 pp 65)

Independent Variable is often called an Experimental variable,

The changes in dependent variable are sometimes referred to as a criterion.

Preliminary Data Gathering.

Gathering preliminary data is a way of defining your thoughts.

The hypothesis

Hypothesis is an educated guess. A hypothesis is a proposition. a theoretical statement to account for the facts. Hypotheses are generally given the benefit of the doubt. .

Research Paradigm.

This is theoretical framework which underpins the research process.  There are two fundamental research paradigms.

1. Positivistic
2. Phenomenological

Your preliminary data collecting will help you deciding which mode you are in.

Positivistic methods of collecting data are collected systematically and methodically (e.g. a survey)  

Phenomenological are personal observations and case specific.

My personal thoughts on the article.

This article whilst not in a formally published journal as such, I found to be very beneficial. the article really broke down the components in an easy to understand and apply format. The article really assisted in reinforcing my undertanding of the importance of design in the research process.

Data Collection and Analysis Technique.

 This overview relates to the following article:

Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6(3), 271-315.

Quantifying Qualitative Analyses of Verbal Data

It has become increasingly needed in educational and cognitive science research to collect and analyse messy data – Messy data can be seen as those items such as verbal explanations, observations, videotaping and gestures[1].  This data is required to give a complete understanding of a skill or learning something other than just numerical or qualitative data.

Verbal data and observational data are two forms of data which can be used to in this situation.  Both of these data analysis forms have been used for some time.

Verbal Analysis is a methodology for quantifying the subjective or qualitative coding of verbal utterances (what a subject said).  The verbal analysis method is embedded in research to understand cognition, and the kind of knowledge one gains from learning. Verbal analysis can include more than just verbal data, and can be adapted to include various non cognitive issues (social motivational and behavioural) by the use of observational and video data.

The goal of verbal analysis is to capture the representation of knowledge that a learner has learnt and how that changes with the acquisition of learning.  Using verbal analysis to uncover what a learner knows the analysis of verbal utterances’ (what the learner said) is needed.  Analysing the utterances not just I the words, but the other elements which can underlie the words such as pointing and expressions and the impact that this can have on the acquisition of learning.   

The most frequent and systematic use of verbal data is in the context of protocol analysis. The differences between verbal analysis and protocol analysis are:

• Instruction
• The goal or focus.
• The analysis
• The validation
• The conclusion.

The first difference focuses on the way verbal data is collected.

Protocol Analysis – uses think aloud protocols (Ericsson and Simon 1984, 1993)[2] where subjects instructed to verbalise the information they attended to while solving a problem.

Talking is more than pointing at numbers. Think aloud analysis discourages any description of what subjects are doing. These descriptions, explanations and justifications are known as Explaining.

My personal thoughts on the article.

This article provided an overview of the difference methods of both qualitative and quantitative methods of research and the use of the verbal and observational analysis and how the use of multiple methods of data (e.g. video, and visual as well as the spoken word)  

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[1] Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6(3), 271-315.

[2]  Ericsson, K. A., & Simon H. (1984). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.

]

Research Approaches, Methods and Design.

This post relates to the following article:

Hubner S, et al (2008):  Writing Learning Journals: Instructional support to overcome learner strategy deficits in Learning and Instruction 20 (2010) 18-29    

Writing Learning Journals: Instructional support to overcome learner strategy deficits.

Writing is a way of reinforcing learning it supports cognitive and metacognitive strategies.  Learning journals are becoming increasingly used in education to promote learning and are in many cases a core component of majority of online courses.

Learning journals are a writing task which is generally used as a follow up to traditional course work. Learning journals can be completed in both an online capacity or in a traditional face to face component.  Research into the use of the learning journals has found that learners who use learning journals have a greater knowledge in the area being written about than those who do not. Learning journals are intended to induce productive, cognitive and metacognitive strategies through self regulated learning. (Hubner S,2008)

On a cognitive level, journals allow learners to organize and elaborate on learning materials. Journals also allow for learners to implement elaboration strategies as they get to generate examples of application of the learning and using analogies to that relate to the material they have learned.

Developing appropriate scaffolding structures to be used in these learning journals remained a key component throughout the article. The study undertaken involved using learners from differing levels of study e.g. kindergarten to university level structures, each with differing degrees and types of scaffolding. The results found that at each of the levels of learning a different type of scaffolding was required.  For example the use of prompts – that is those questions or hints which  promote productive learning behaviour, remained a key factor in the university based student group, whilst different techniques were needed at the kindergarten level.

My personal reflection on the article.

This article brought up the valuable point that, you write differently if your writing for yourself than what you do if you are for writing for a supervisor or a peer. Learning journals or blog writing remains a key component of most online courses, for example this blog here itself can be classified as a learning journal that is one in where reflection of learning occurs. Reflection can also be gained by commenting or posting on others blogs and posts, which itself reinforces that component of scaffolding (peer to peer).

Selecting and Framing Research Questions and Design

This post relates to the following article:

Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15.

Scholars before researchers: On the centrality of the dissertation literature review in research preparation

A substantive literature is an integral part of undertaking substantive and thorough research.

“Good” research is good because it advances our collective understanding. A good researcher needs to understand what has happened before them and the strengths and weaknesses of existing students and what this might mean.  Researchers cannot perform significant research until they understand the literature in the field.  (Boote 2005)

Literature Reviews should accomplish several important objectives:

• It sets out the broad context of the study.
• Clearly demonstrates what is and what is not included.
• Justifies your decisions for what is to be included and not included.

Literature Review enables the author to distinguish what has been learnt and what remains to be learned.

Good Literature Reviews must be both methodogical and sophisticated.  – A good synthetic literature review has 3 key characteristics:

• Clarifies and perhaps resolves a problem rather than ‘glossing’ over a problem.
• Progressive shift that yields a new perspective on the literature and predictive power than is offered in existing perspectives.
• Finally satisfies the formal criteria of a goal theory.

Boote and Beille, have created a table for analysing literature reviews, which there are 5 categories and 12 scoring system.  These include:.

1. Coverage.	How well the author has justified the criteria for inclusion / exclusion.
2. Synthesis	To gauge how well the author summarised, analysed and synthesised the selected literature
3. Methodology	Measures how the author identified main methodological and research techniques that have been used and the advantages and disadvantages.
4. Significance	How well the dissertation rationalised the practical and scholarly significance in the research problem.
5. Rhetoric	How the literature review was written, was it clear, coherent structure that supports the review?

This article provided a good basis for the structure of a literature review and particularly what needs to be included in the actual report.

My personal thoughts on the article.

The article also reiterates the need for having a clear understanding of the research currently undertaken in your area before you commence any further research.  Boote and Beille also speak under their heading of ‘significance’ about the importance of ensuring the balance between scholarly application and practical application. This is where in the past I have found my greatest problems. I have found that as a professional educator, I tend to apply what I am learning in a practical sense, without applying the same scholarly application to that practice e.g. the research behind the practical application. This last point is where I need to go.

Boote and Beille provided a good infrastructure to start the literature review. This article was clearly laid out and whilst I think it targeted a more specific scope of student (e.g. someone e about to do a dissertation) the key reiteration of understanding what research is currently available as to where the current research is needed.

Conceptual Foundations, Research Issues and Research Perspectives # 3

 This blog relates to the following article:

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Palloff R.M, Pratt K. (2005) Online Learning Communities Revisited presented at 21^st Annual Conference Teaching and learning Retrieved 14-08-2010 http://www.uwex.edu/disted/conference/

Online learning Communities Revisited.

Online Communication is a major part in Online Learning. Whether in the traditional face to face capacity or online, the social aspect of learning remains key to its success. The social aspect of learning and creation of social identity in online communities is driving online technology. 

The definition of the role that online communities play in online learning have not changed drastically over time. It is through the use of reflective practice and learning that differentiates online collaborative learning with online communication. 

The social aspect of learning remains fundamental in the research of the satisfaction levels of staff completing online courses.  Students link social presence to student satisfaction. The use of collaboration enhances the social presence, enhances learning and breaks down feelings of isolations.  The collaboration then allows for students the opportunity to expand their knowledge. (Palloff 2005)

For learning to be effective, participants in learning communities need to do far more than just ‘lurk’ or just checking into their learning community in order to support the development of the community.  It is through the development of this community, and the reflection that comes through contributing that learning occurs.

My personal overview of the readings.

Our course is fully online, well at least it is for me, and isolation is definitely one of the key contributors on my challenges for learning. Whilst online course provide me with many benefits like flexibility of time and being able to work from home or work, Isolation is definitely something which makes completing the course and assignments much harder.  This article reiterated that need for interaction amongst peers to minimise this impact of isolation.

Conceptual Foundations, Research Issues and Research Perspectives #2.

This post relates to theme as the previous post, but in this post the article which has been reviewed is

Luppicini, R. (2007). Review of computer mediated communication research for education. Instructional Science, 35, 141-185.

Review of computer mediated communication research for education.

Computer Mediated Communication (CMC) is becoming increasingly popular in an educational context. CMC’s can be described as “those communications’ mediated by interconnected computer by individuals or groups separated by space and time”[1]. CMC’s can be both asynchronous (not real time) and synchronous (real time) 

Examples of the CMC technologies could include:

• email based discussion lists,
• discussion / bulletin boards
• web mediated human networks.

The common characteristics of CMC include:

• High Interactivity.
• Synchronous and Non Synchronous Communication Capability.
• Multiway Communication.

CMC allows for greater access to education for a greater number of individuals at reduced costs, and also allows for increased study options for the workforce, where traditional methods of education may not be feasible.  

There has been limited research into CMC in the educational and organizational capacity and much of the research that has been completed is anecdotal with limited empirical research being undertaken.

This article provides a clear example of a literature review in practice with its use of clear descriptions into the limitations and exclusions from the report as well as the methods for collecting and analysing the data received.

Like many pieces of literature into non traditional modes of training delivery, Luppicini addressed the research which has been undertaken into student satisfaction in the use of CMC vs traditional face to face delivery modes.  Whilst research into learner characteristics and satisfaction levels in the use of CMC’s , there currently exists limited research into the teacher characteristics and satisfaction in the use of CMC’s. The perceived additional time for setting up online courses leads to a  resistance from many teachers setting up online courses is heightened by the gap in current research into the professional development opportunities for those teachers who do adopt these technologies, which provides limited motivation for teachers to further develop the skills in which they have.  

The social aspect of learning, remains a key theme through the research undertaken into online learning. Scaffolding can provide the infrastructure for this socialisation to occur. Scaffolding can allow for peer to peer interaction as well as interaction with supervisory staff. Research has found that student satisfaction levels can be linked to the level of feedback and interaction received from a supervisor. Satisfaction levels can decrease if insufficient feedback is provided from instructors as this leads to feelings of isolation.

My personal observations on the article.

CMC’s are again aiding in the completion of online study for students, and facilitators alike. Like many ‘technologies’ in teaching platforms, uncertainty in the technology and the perceived additional time that it takes to set up an online course, with limited perceived benefit / recognition,  poses one of the greatest challenges in widespread use across all platforms, both educational and in an organizational capacity. Future research into the professional development options to allow for these perceptions to be limited and to allow for more widespread use.

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[1] Luppicini, R. (2007). Review of computer mediated communication research for education. Instructional Science, 35, 141-185.

Conceptual Foundations, Research Issues and Research Perspectives

Its been a while, but I have been reading - just getting it from my workbook to the blog, not so good!.

This week the article which I focused on researching and researching is.

Sawyer, R. K. (2007). Optimising learning: Implications of learning sciences research. Paper presented at the OECD/CERI International Conference “Learning in the 21st Century: Research, Innovation and Policy”. Retrieved 18-06-2008, from http://www.oecd.org/dataoecd/39/52/40554221.pdf

Optimising learning: Implications of learning sciences research.

Learning Science is an interdisciplinary field that studies teaching and learning. The sciences of learning includes the following fields:

• Cognitive.
• Educational Psychology.
• Computer Science
• Anthropology
• Sociology
• Information Sciences
• Neurosciences
• Educational Design Studies.
• Instructional Design.  

Learning Science researchers are working to designing more effective learning environments.

Research into how both children and adults learn has been conducted. The research has found that not only do adults and children learn differently, but the way in which children and adults think about problems differ greatly. It is this different view of problems which cause the incorrect answer by children to many problems taught in from an adult perspective.

The Learning Sciences have a strong basis in constructivism, the theory which shows that you learn better if it there is more than just listening to a teacher or reading from a textbook.  This basis of constructivism and research into other fields within the science, are finding that the traditional model of school is no longer seen as the most effective model for learning for students.

Key Concepts.

Reflection –  Reflection is when learners externalise and articulate their thoughts (verbalise their thoughts / think out loud)  In doing this, there knowledge increases and they learn more, as the reflection is important for deeper understanding to occur.

Articulation – The verbalisation or thinking out loud of thoughts,  this is important because it makes possible reflection.  Most learning environments provide successful reflection through the use of scaffolding in their development.

Scaffolding - The tools which can be tailored to individual learners to support learners in the ongoing process of articulation, reflection and subsequent achievement  of goals and learning. Effective scaffolding provides prompts and hints that help contribute to learning, which then lead to the learner completing the task on their own.

Design Principles that have come from the Learning Sciences:

• Customised Learning - Most effective learning come from when a learner receives a customised learning experience, ( - the one size fits all model no longer applies)  The development of many of the computerised educational software programs allow for this customisation model at a much greater extent – e.g. repeating quizzes, replaying topics, different streams of information. .

Effective Learning Environments will have:

With the one size fits all concept, no longer being recognised as the best environment for learning there have been several design principles which have come to light as a result of Learning Sciences research

• Customised Learning – Each learner receives an individual experience.
• Availability of Diverse Knowledge – Learners can acquire knowledge whenever they need it from a variety of sources from around the world now with the enhancement of internet in learning.
• Collaborative Group Learning - Students learn together as they work collaboratively on projects.
• Assessment for Deeper Understanding – Tests should evaluate the student’s deeper conceptual understanding, the extent to which their knowledge is integrated coherent and contextualised.

My perspective on the article.

Sawyers’  article provides an overview of how the learning sciences have changed the way in which learning is both taught and how learning is understood for both children and adults learners.   This understanding outlines how children learners do not  necessarily get a problem wrong; that they just see the problem differently to an adult and this is why the answer differs.  The article also addresses how computer technology is allowing for the concepts of the enhanced modes of learning as defined in the learning sciences to be easily applied to the teaching materials now designed,

Sawyer, R. K. (2007). Optimising learning: Implications of learning sciences research. Paper presented at the OECD/CERI International Conference “Learning in the 21st Century: Research, Innovation and Policy”. Retrieved 18-06-2008, from http://www.oecd.org/dataoecd/39/52/40554221.pdf