• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Job Talk: Research (2013) - Kennesaw State University
 

Job Talk: Research (2013) - Kennesaw State University

on

  • 500 views

These are the slides from my research-focused job talk at Kennesaw State University in March 2013.

These are the slides from my research-focused job talk at Kennesaw State University in March 2013.

Statistics

Views

Total Views
500
Views on SlideShare
500
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Job Talk: Research (2013) - Kennesaw State University Job Talk: Research (2013) - Kennesaw State University Presentation Transcript

    • Assistant Professor Wayne State University, USA mkbarbour@gmail.comhttp://www.michaelbarbour.com
    • Agenda1. Personal narrative as a K-12 teacher2. Research agenda a) Pre-Ph.D. – Teacher-focused issues related to K-12 online learning b) Ph.D. & Dissertation – Understanding K-12 online learning c) Post-Ph.D. – Effective design, delivery, & support of K-12 online learning d) Future1. Philosophy of teaching
    • Newfoundland and Labrador• area of the island is 43,359 square miles, while Labrador covers 112,826 square miles• population of 514,536 in 2011 (down from 551,795 in 1996)• 67,933 students in 2011-12 (down from 118,273 in 1996-97)• 268 schools in 2011-12 (down from 432 in 1996-97)• median school size 200 pupils
    • • Graduated from a large, urban high school• Became a teacher in a regional, rural school• Started a web-based Advanced Placement social studies distance education program• Became interested in: – how interaction through discussion forums affected student understanding and performance – achievement and retention differences between web-based and classroom students
    • Centre for Distance Learning and Innovation • created in 2000 • offered first courses in 2001-02 • at present – 35-40 courses – ~1,500 student enrolments – ~1000 students – ~100 different schoolsImages from http://www.cdli.ca/index.php?PID=AnnounceFull&NewsID=6655&PHPSESSID=e510a9218ee89f32fb5283032a839364 and http://www.waet.uga.edu/canada/canada.htm
    • History of K-12 Online Learning in the North America
    • Year Report Status1997 Clark 3 States2001 Clark 8 States / 40,000-50,000 students Vail 30 States2004 Watson et al. 11 of 22 States Huerta & Gonzales 15 States2005 Watson et al. 21 States Setzer & Lewis 328,000 students2006 Watson et al. 24 States Gray & Tucker 139,000 students2007 Watson et al. 42 States Picciano & Seaman 700,000 students2008 Watson et al. 44 States2009 Watson et al. 45 States / 320,000 supplement & 175,000 full-time Picciano & Seaman 1,000,000 students2010 Watson et al. 48 States / 1,500,000 students Wicks 2,000,000 students2011 Watson et al. 50 States 4,000,000 students2012 Ambient Insights 6,000,000 students
    • Pre-Ph.D. Research• Effects of individual student learning style and web- based design on student performance• The use of instant messaging as a tool for community building• The role of school-based or mediating teachers
    • Pre-Dissertation Research Web Design (Teacher) Web Design (Student) Jan-04 Aug-04 Feb-05 Sep-05 Mar-06 Oct-06 Performance Comparison Benefits and Challenges• Teacher perceptions of effective web-based design for secondary students• Student perceptions of benefits and challenges of virtual schooling• Student perceptions of effective web-based design• Comparing student performance in traditional and virtual school courses
    • Dissertation: Case Study - Beaches All Grade • K-12 school • student body of 108 • teaching staff of 15 • 12 students taking 8 different virtual school courses – some taking one, others taking two or three
    • Research Questions1. What are the students’ experiences during their synchronous time online?2. What are the students’ experiences during their asynchronous time online?3. When students require content-based assistance, where do they seek that assistance and why do they choose those sources?
    • Trends – Question 1Synchronous Time• students tended to stay on task during this time (although not always)• students tended to rely upon each other more than the online teacher for help• students tended to communicate using text rather than audio Image from http://www.cdli.ca/index.php?PID=AnnounceFull&NewsID=6352&PHPSESSID=f523be334ba73a54eab5707f738b18be
    • Trends – Question 2Asynchronous Time• when the students decided to work, they worked well• students decided to work less than half of the time• students would complete work in a collaborative effort, particularly in the mathematics and sciences• asynchronous time was easy to give up for other school related activities Image from http://www.waet.uga.edu/canada/canada.htm
    • Trends – Question 3Turning for Help• students primarily relied upon each other for help• local class size played an important role – the smaller the class the more likely the students were to turn to their online teacher as opposed to a school-based teacher• student colleagues, teachers (both online and school-based), and general Internet searches were primarily the only sources students used for help, even though they had access to a textbook, supplemental material in WebCT, a live tutor available in the virtual classroom after schools and during the evenings
    • Establishing a Program of Inquiry
    • Effective Design, Delivery & Support of K-12 Online LearningVirtual School Designer: Course Development• design instructional materials• works in team with teachers and a virtual school to construct the online course, etc.Virtual School Teacher: Pedagogy and Class Management• presents activities, manages pacing, rigor, etc.• interacts with students and their facilitators• undertakes assessment, grading, etc.Virtual School Site Facilitator: Mentoring and Advocating• local mentor and advocate for student(s)• proctors & records grades, etc. Davis (2007)
    • Design of K-12 Online Learning• teacher, designer and student perceptions of effective instruction• validated standards of effective design• administrative and policy issues related to program design
    • Delivery of K-12 Online Learning• teacher interaction best practices• student perceptions of effective instruction• potential of social networks as an online space to replicate co-curricular and extra-curricular activities
    • Support of K-12 Online Learning• role and duties of the school-based facilitator• time commitment of school-based facilitators• effective school-based facilitator preparation (e.g., PD & teacher education)
    • Creating Environments to Allow Effective K-12 Online LearningWhether onlinelearning canbe suitable forall K-12 students?(Mulcahy, 2002)
    • Creating Environments to Allow Effective K-12 Online LearningHow do we createenvironmentswhere all K-12students can besuccessful whenthey learn online?
    • My Own Research Agenda• Countering the dominant narrative presented by the neo-liberal supporters of K-12 online learning in the United States (and elsewhere)
    • My Own Research Agenda• Examining the preparation of teachers to design, deliver and support K-12 online learning• Exploring ways to better prepare students to be successful in K-12 online learning environments
    • My Own Research Agenda• Examining the policy and regulation of K-12 distance education in Canada & elsewhere• Working with individual K-12 online learning programs to help them to effectively design, deliver and support K-12 online learning
    • Looking for better ways to do this…
    • Philosophy of Teaching1. Socio-cultural constructivist learning epistemology (Vygotsky, 1978)2. Constructionism learning theory (Papert, 1991)3. Mastery learning (Bloom, 1968)
    • Wayne State UniversityTerm Course # CourseWinter 2013 EER8700 Advanced Qualitative Evaluation: Theory and Practice IT6230 Internet in the Classroom (online)Fall 2012 EER7870 Fundamentals of Qualitative Research IT6140 Designing Web Tools for the Classroom (online)Winter 2012 EER7870 Fundamentals of Qualitative Research IT6230 Internet in the Classroom (online)Fall 2011 EER8700 Advanced Qualitative Evaluation: Theory and Practice IT6140 Designing Web Tools for the Classroom (online) IT8100 Background, Issues and Trends in Instructional Technology (co-taught)Fall 2010 EER7870 Fundamentals of Qualitative Research IT6140 Designing Web Tools for the Classroom (online)Winter 2010 EER8700 Advanced Qualitative Evaluation: Theory and Practice IT6230 Internet in the Classroom (online) IT8180 Readings in Instructional TechnologyFall 2009 EER7900 Fundamentals of Qualitative Research EER8900 Qualitative Design for School Research IT6110 Foundations of Instructional Systems Design (online)Summer 2009 IT6230 Internet in the Classroom (online)Winter 2009 IT6230 Internet in the ClassroomFall 2008 IT6140 Designing Web Tools for the Classroom (online) IT8100 Background, Issues and Trends in Instructional TechnologySummer 2008 ED7999 Terminal Master’s Project (co-teacher – online) IT6140 Designing Web Tools for the Classroom (online)Winter 2008 IT6230 Internet in the ClassroomFall 2007 IT6140 Designing Web Tools for the Classroom (online)
    • University of GeorgiaTerm Course # CourseSpring 2007 EDIT6180 Instructional Development (co-teacher) EDIT6600 Multicultural Perspectives on Technology (co-teacher – online) ESOC4000 Simulations and Gaming in Social Studies (co-teacher)Fall 2006 EDIT4170 Instructional Design (co-teacher) EDIT6170 Instructional Design (co-teacher) ESOC5520 Teaching Politics, Government, and Civics (co-teacher)Spring 2006 EDIT2000 Introduction to Technology for Teachers ESOC2450 Initial Field Experience in Social Science Education (co-teacher) ESOC3420 Early Childhood Social Studies (co-teacher) ESOC5460 Social Science Education Student Teaching (field instructor)Fall 2005 EDIT2000 Introduction to Technology for Teachers (two sections) ESOC2450 Initial Field Experience in Social Science Education (co-teacher) ESOC5560 Social Science Education Student Teaching Seminar (co-teacher) ESOC5460 Social Science Education Student Teaching (field instructor)Summer 2005 EDIT6190 Design and Development Tools (co-teacher)Spring 2005 EDIT2000 Introduction to Technology for Teachers (two sections) EDIT9990 Doctoral Topical Seminar (co-teacher) ESOC5460 Social Science Education Student Teaching (field instructor)Fall 2004 EDIT2000 Introduction to Technology for Teachers ESOC5460 Social Science Education Student Teaching (field instructor)Summer 2004 EDIT2000 Introduction to Technology for Teachers (co-teacher)Spring 2004 EDIT2010 Basic Instructional Technology (teaching assistant)Boise State University• EDTECH597 Blogging in the Classroom (online)
    • Kennesaw State University• ITEC7400 • ITEC8400• ITEC7430 • ITEC8410• ITEC7470 • ITEC8420• ITEC7480* • ITEC9400• ITEC7481* • ITEC9430*• ITEC7482* 31
    • YourQuestions andComments
    • Assistant Professor Wayne State University, USA mkbarbour@gmail.comhttp://www.michaelbarbour.com