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Completed unit 5 project

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Class project for Research Design

Class project for Research Design

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  • 1. The Relationship between Situated Learning Theory and ABCMouse.com By: Cassandra Mobley 8/31/2013
  • 2. SIGNIFICANCE OF THE PROBLEM The impact of learning theories have become effective with online learning programs. Instructional designer must be “willing to accept that game developers have somehow stumbled on new learning and instructional theory, it stand to reason that the things we do know about effective instruction and learning are present these games, if it modified forms.” (Ferdig, 2009, pg. 180) If the program meets designers goal and produces advances math and reading skills it may be the prototype for future k-12 online learning platforms.
  • 3. PURPOSE STATEMENT The two phases sequential mixed method will support the combination of Situated Learning with learning program ABCMouse.com. The qualitative method supports Situated Learning Theory based in James Jerome Gibson’s Theory of Affordances, Lev Vygotsky’ s Social Development Theory and Alan Schoenfeld’s Mathematical Problem Solving while the quantitative experimental design will illustrates the effectiveness of applying Situated Learning Theory with learning programs such as ABCMouse. (Culatta, 2013)
  • 4. RESEARCH HYPOTHESIS To what extent does Situated Learning Theories assist with the instructional goals of having “web-based software providing a visual representation of the learning cycle and facilitates student’s action and reflection, as well as their interaction with others” in learning program ABCMouse? (Dempsey, Reiser, 2012, pg. 39)
  • 5. Research Methodology Strategy SEQUENTIAL EXPLORATORY which will allow “quantitative data and results assist in the interpretation of qualitative findings.” (Creswell, 2009, pg. 211) QUALITATIVE SITUATED LEARNING THEORIES SITUATED LEARNING THEORY James Jerome Gibson Theory of Affordances, Lev Vygotsky Social Development Theory Alan Schoenfeld Mathematical Problem Solving QUANITATIVE EXPERIMENTAL DATA PRE-TEST POST-TEST CONTROL GROUP DESIGN
  • 6. Research Theoretical Approach QUANTITATIVE Rank-Order Scale 95 Rank-Order Scale 87 Rank-Order Scale 97 LETTER RECOGNITION QUALITATIVE Q Scores Pre-test/Post-test 2 75 W Scores Pre-test/Post-test 3 85 R Scores Pre-test/Post-test 4 100 SITUATED LEARNING THEORIES “Theoretical review in which the researcher focuses on extant theory that relates to the problem under study” (Creswell, 2009, pg.28) Quantitative Qualitative
  • 7. SUMMARY Ethical Concerns Experimental Validity Falsified findings Unbiased Language Misrepresentation of data Inability to Reproduce Experiment Biases of Focus Group To overcome these possibilities researcher need to insure the research can be retested with other learning software as well as other core subjects.
  • 8. Summary Legitimation Validity • A validity strategy with mixed method is referred as “validity legitimation” which define by “sample selection, sample size, follow-up on contradictory results, bias in data collection, inadequate procedures or the use of conflicting research questions” as it relates to the “research process, philosophical issues and the inferences from the study.” (Creswell, 2009, pg. 220)
  • 9. SUMMARY Using the pragmatic worldview, concurrent mixed method and theoretical review the concepts of situated learning theory will be investigated with learning platform ABCMouse.com. The qualitative research will be developed through rank order survey from a homeschool focus group and supported by learning theorist Vygotsky, Gibson and Schoenfeld; while the quantitative research will provide evidence from a true experiment of student’s progress using the program. The sequential exploratory strategy will interpret the qualitative research of situated learning with quantitative research of knowledge acquisition from ABCMouse to determine the effectiveness of the program. (Creswell, 2009)
  • 10. References Creswell, J.W. (2009) Research design: qualitative, quantitative and mixed methods approaches, 3rd edition. Saga, Thousand Oaks, CA. Culatta, R (2013). Instructional design: situated learning, Lava R. InnovatedLearning.com. Retrieved from http://www.instructionaldesign.org/theories/situated-learning.html. Dempsey J.V. & Reiser R.A. (2012) Trends and issues in instructional design and technology 3rd edition. Allyn & Bacon, Boston, MA. Ferdig, R. E. (2009). Handbook of research on effective electronic gaming in education. Hershey, PA: Information Science Reference. Picture Taken ABCMouse Early Learning Academy (2007-2013) Age of Learning, Inc. Retrieved from http://www.abcmouse.com.