I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Information Literacy for the Google GenerationTeresa S. Welsh
Information literacy for the Google generation includes cultural literacy, library literacy, ethical literacy, computer literacy, network literacy, and media literacy.
The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Information Literacy for the Google GenerationTeresa S. Welsh
Information literacy for the Google generation includes cultural literacy, library literacy, ethical literacy, computer literacy, network literacy, and media literacy.
The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
Teaching presence for e-learn presentation in Barcelona may 2013Terry Anderson
I was asked to present on teaching presence in online environments for a small conference of teachers in the Masters of E-Elearning program at Universitat Oberta de Catalonia.
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
This slides are from my keynote at the Inaugural symposium of the Global African Diaspora Development Network seminar at the University of Oklahoma. Oct 16, 2015
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
Color Blindness: Part of the Problem or Part the Solution?Terry Anderson
A review of controversy over the idea that race itself causes racism and that we would be better off returning to the ideal of a color blind approach to each other.
Slides from Around the World virtual conference at University of Alberta, May 2018. Mostly personal reflections on early developments and my publications on Virtual Conferences
Slldes for Faculty presentation on Moocs 2017 – Possibilities for On Campus and Lifelong Learning. Presented May 31, 2017 at Jiangnan University, China
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. THEORIES FOR LEARNING WITH
EMERGING TECHNOLOGIES
Theories:
Necessary for scholarship
Extend past learning
Project to Future – research and practice
Kurt Lewin’s (1952) famous quote, “there is
nothing so practical as a good theory” (p. 169).
“the visionary promises and concerns that many current
educators claim as novel actually have a past, one whose
themes signal both continuities and ruptures.” Larreamendy-
Joerns & Leinhardt (2006, p. 568),
4. TRADITIONAL THEORIES OF
EDUCATIONAL TECHNOLOGY
• the presentational view - XMOOCs, Khan
Academy, YOuTubes, Ted Talks, Media theories,
• the performance-tutoring view – Cognitive
Behavioural theories, CAI, Personal Learning,
Feedback, Instructional Systems designs,
• the epistemic-engagement view – Social
Constructivism, peer learning
5. ONLINE SOCIAL
CONSTRUCTIVISM
active engagement by the learners
Net presence, profiles
that multiple perspectives and sustained dialogue lead to
effective learning.
scaffolds provided by both human and nonhuman agents
that assist more able or knowledgeable learners or teachers
to prompt and support learners in acquiring their own
competence (Vygotsky & Luria, 1981).
Authentic context, tasks, and assessment
Problems are ill-structured, open-ended, and are deemed
“messy.”
6. SOCIAL
CONSTRUCTIVISM
CHALLENGES
• Must be Group Based
• Paced and time limited
• Too much teacher-control?
• Little room for the individual learner,
introverts and the socially isolated
8. DISTANCE EDUCATION
THEORIES
Theory of Instructional Dialogue (IDT) (Caspi & Gorsky, 2006)
Paul Gorsky, Avner Caspi and Samantha Smidt. (2007)
Use of Instructional Dialogue by University Students in a Difficult Distance
Education Physics Course. JOURNAL OF DISTANCE EDUCATION
9. COMMUNITY OF
INQUIRY
Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in text-based
environment. The Internet and Higher Education, 2(2-3), 87-105
11. COMPLEXITY THEORY
Emergence and unanticipated events
All parts of systems effect each other
Deep understanding of context and individua land
institutional reaction/adaptation
14. CONNECTIVISM
“connectivism is the thesis that knowledge is distributed
across a network of connections, and therefore that learning
consists of the ability to construct and traverse those
networks.” Stephen Downes 2007
See special issue of
IRRODL.org
15. CONNECTIVIST
KNOWLEDGE
Is created by linking to appropriate people and
objects
May be created and stored in non human
devices
Is as much about capacity as current
competence
Assumes the ubiquitous Internet
Is emergent
George Siemens (2005)
18. DISRUPTIONS OF
CONNECTIVISM
Demands net literacy and
net presence of students
and teachers
Openness is scary
New roles for teachers
and students
Artifact ownership,
persistence and privacy
Too manic for some
20. THE SOCIAL AGGREGATIONS OF
GENERATION 3 CONNECTIVE
PEDAGOGIES
Individuals
Groups
Networks
Sets
3rd Gen. Connectivist
2nd Gen. Social
Constructivist
1st
Gen
C/B
23. SET MODEL OF SOCIAL
AGGREGATION
Aggregation of all people/things sharing a particular interest,
commonality.
Examples: Set of all graduates of X, all psychology
resources, all physics teachers
Often set members curate resources with social involvement
limited to votes, comments, links
Sets MAY develop into networks or groups.
26. CONNECTIVIST
LEARNING SUMMARY
Born on the Net
Focuses on student responsibility for their own learning and
building of their own learning nets and sets
Is emergent and can be disruptive
For advanced learners only??
28. PARADIGM
• “a philosophical and theoretical framework of a scientific
school or discipline within which theories, laws, and
generalizations and the experiments performed in
support of them are formulated” Merriam Webster
Dictionary, 2007)
• “the set of common beliefs and agreements shared
between scientists about how problems should be
understood and addressed” (Kuhn, 1962)
• a world view, a way of ordering and simplifying the
perceptual world's stunning complexity by making
certain fundamental assumptions about the nature of
the universe, of the individual, and of society.
32. ONTOLOGY IS WHAT EXISTS AND IS
A VIEW ON THE NATURE OF
REALITY.
Are you a realist ? You see reality as something 'out there', as a law
of nature just waiting to be found ?
Are you a critical realist? You know things exist 'out there' but as
human beings our own presence as researchers influences what we
are trying to measure.
Or, are you a relativist ? You believe that knowledge is a social
reality, value-laden and it only comes to light through individual
interpretation?
http://www.erm.ecs.soton.ac.uk/theme2/what_is_your_paradigm.html
33. EPISTEMOLOGY IS OUR PERCEIVED
RELATIONSHIP WITH THE KNOWLEDGE WE ARE
UN/DIS/COVERING.
Are we part of that knowledge or are we external to it?
different forms of knowledge of that reality, what nature of relationship
exists between the inquirer and the inquired? How do we know?
Your view will frame your interaction with what you are
researching and will depend on your ontological view.
Do “you see knowledge governed by the laws of nature or
subjective if you see knowledge as something interpreted by
individuals. ”
http://www.erm.ecs.soton.ac.uk/theme2/what_is_your_paradigm.html
34. METHODOLOGY REFERS TO HOW YOU GO
ABOUT FINDING OUT KNOWLEDGE AND
CARRYING OUT YOUR RESEARCH.
It is your strategic approach, rather than your techniques and
data analysis (Wainright, 1997). Some examples of such
methods are:
the scientific method (quantitative method),
ethnographic approach, case study approach,
(both using qualitative methods),
ideological framework (e.g. an interpretation
from Marxist, Feminist viewpoint),
dialectic approach (e.g. compare and contrast
different points of view or constructs, including
your own).
35. RESEARCH PARADIGMS
Positivism - Quantitative ~ discovery
of the laws that govern behavior
Constructivist - Qualitative ~
understandings from an insider perspective
Critical - Postmodern ~ Investigate
and expose the power relationships
Pragmatic - interventions, interactions
and their effect in multiple contexts
36. PARADIGM 1
POSITIVISM - QUANTITATIVE RESEARCH
• Ontology: There is an objective reality
and we can understand it and it through
the laws by which it is governed.
• Epistemology: employs a scientific
discourse derived from the epistemologies
of positivism and realism.
• Method: Experimental, Deduction,
37. • “those who are seeking the strict way of truth
should not trouble themselves about any object
concerning which they cannot have a certainty
equal to arithmetic or geometrical
demonstration”
– (Rene Descartes)
• Inordinate support and faith in randomized
controlled studies
38. TYPICAL POSITIVIST RESEARCH QUESTION:
• What?
• How much?
• Relationship between?
• Causes this effect?
• Best answered with numerical precision
• Often formulated as hypotheses
39. • Reliability: Same results different times,
different researchers
• Validity: results accurately measure and
reliably answer research questions.
• “Without reliability, there is no validity.”
• Can you think of a positivist measurement
that is reliable, but not valid?
40. EXAMPLES POSITIVIST 1 –
COMMUNITY OF INQUIRY- CONTENT ANALYSIS
• Garrison, Anderson, Archer 1997-2003
– http://communitiesofinquiry.com - 9 papers reviewing results
focusing on reliable , quantitative analysis
– Identified ways to measure teaching, social and cognitive
‘presence’
– Most reliable methods are beyond current time constraints of
busy teachers
– Questions of validity
– Serves as basic research as grounding for AI methods and major
survey work.
– Serves as qualitative heuristic for teachers and course designers
41. POSITIVIST 2 – META-ANALYSIS
• Aggregates many effect sizes creating large N’s &
more powerful results.
• Ungerleider and Burns (2003)
• Systematic review of effectiveness and efficiency of
Online education versus Face to face?
• The type of interventions studied were
extraordinary diverse –only criteria was a
comparison group
• “Only 10 of the 25 studies included in the in-
depth review were not seriously flawed, a
sobering statistic given the constraints that went
into selecting them for the review.”
43. IS DE BETTER THAN CLASSROOM INSTRUCTION?
PROJECT 1: 2000 – 2004
• Question: How does distance education compare
to classroom instruction? (inclusive dates 1985-
2002)
• Total number of effect sizes: k = 232
• Measures: Achievement, Attitudes and Retention
(opposite of drop-out)
• Divided into Asynchronous and Synchronous DE
43
Bernard, R. M., Abrami, P. C., Lou, Y. Borokhovski, E., Wade, A., Wozney, L.,
Wallet, P.A., Fiset, M., & Huang, B. (2004). How does distance education
compare to classroom instruction? A meta-analysis of the empirical literature.
Review of Educational Research, 74(3), 379-439.
45. QUANTITATIVE RESEARCH SUMMARY
• Can be useful especially when fine tuning well
established practice
• Provides incremental gains in knowledge, not
revolutionary ones
• The need to “control” context often makes results of
little value to practicing professionals
• In times of rapid change too early quantitative
testing may mask beneficial positive capacity
• Will we ever be able to afford blind reviewed,
random assignment studies?
46. PARADIGM 2
INTERPRETIVIST OR QUALITATIVE PARADIGM
• Many different varieties
• Generally answer the question ‘why’ rather
then ‘what’, ‘when’ or ‘how much’?
• Presents special challenges in distributed
contexts due to distance between participants
and researchers
• Currently most common type of DE research
(Rourke & Szabo, 2002)
47. INTERPRETIVIST PARADIGM
• Ontology: World and knowledge created by
social and contextual understanding.
• Epistemology: How do we come to
understand a unique person’s worldview
• Methodology: Qualitative methods –
narrative, interviews, observations,
ethnography, case study, phenomenology etc.
50. TYPICAL QUALITATIVE RESEARCH QUESTION
• Why?
• How does subject understand ?
• What is the “lived experience”?
• What meaning does the artifact or
intervention have?
51.
52. QUALITATIVE EXAMPLE
Results
Mixed views were expressed by front-line professionals,
which seem to reflect their levels of engagement. It was
broadly welcomed by nursing staff as long as it
supplemented rather than substituted their role in traditional
patient care. GPs held mixed views; some gave a cautious
welcome but most saw telehealth as increasing their work
burden and potentially undermining their professional
autonomy.
MacNeill, V., Sanders, C., Fitzpatrick, R., Hendy, J., Barlow, J.,
Knapp, M., ... & Newman, S. P. (2014). Experiences of
front-line health professionals in the delivery of
telehealth: a qualitative study. Br J Gen Pract,
64(624), e401-e407.
53. QUALITATIVE EXAMPLE 2
• Mann, S. (2003) A personal inquiry into an experience of
adult learning on-line. Instructional Science 31
• Conclusions:
– The need to facilitate the presentation of learner and teacher
identities in such a way that takes account of the loss of the normal
channel
– The need to make explicit the development of operating norms and
conventions
– reduced communicative media there is the potential for greater
misunderstanding
– The need to consider ways in which the developing learning
community can be open to the other of uncertainty, ambiguity and
difference
54. INTERPRETIVIST PARADIGM
• Ontology: Reality only exists in the minds and contexts of the
participants.
• Epistemology: Understand and interpret the participants
inside view point.
• Methodology: Ethnography, narrative inquiry, grounded
theory, phenomenology, etc.
55. 3RD PARADIGM
CRITICAL RESEARCH
• Asks who gains in power?
• David Noble’s critique of ‘digital diploma mills’ most prominent
Canadian example
• Are profits generated from user generated content exploitative?
• Confronting the “net changes everything” mantra of many social
software proponents.
• Who is being excluded from social software?
• Are MOOCs really free?
• Does Online education only expose learners to more educational
failure?
56. CRITICAL RESEARCH PARADIGM
• Ontology: Reality exists and has been created by directed
social bias.
• Epistemology: Understand oppressed view by uncovering the
“contradictory conditions of action which are hidden or
distorted by everyday understanding” (Comstock) and work
to help change social conditions
• Methodology: Critical analysis, historic review, participate in
programs of action
57. TYPICAL CRITICAL PARADIGM QUESTIONS
• How can this injustice be rectified?
• Can the exploited be helped to understand the oppression
that undermines them?
• Who benefits from or exploits the current situation?
58. SEE NORM FRIESEN’S
Friesen, N. (2009) Re-thinking e-learning
research: foundations, methods, and practice
Peter Lang Publishers
59. SAMPLE CRITICAL QUESTIONS
• Why does Facebook own all the content that we supply?
• Does the power of the net further marginalize the non-
connected?
• Who benefits from voluntary disclosure?
• Why did the One Laptop Per Child fail?
• Does learning analytics exploit student vulnerabilities and
right to privacy?
61. BUT WHAT TYPE OF RESEARCH HAS MOST EFFECT ON PRACTICE?
– Kennedy (1999) - teachers rate relevance and
value of results from each of major
paradigms.
– No consistent results – teachers are not a
homogeneous group of consumers but they
do find research of value
– “The studies that teachers found to be most
persuasive, most relevant, and most
influential to their thinking were all studies
that addressed the relationship between
teaching and learning.”
62. PARADIGM #4
PRAGMATISM
• “To a pragmatist, the mandate of science
is not to find truth or reality, the
existence of which are perpetually in
dispute, but to facilitate human problem-
solving” (Powell, 2001, p. 884).
63. PRAGMATIC PARADIGM
• Developed from frustration of the lack of impact of
educational research in educational systems.
• Key features:
– An intervention
– Empirical research in a natural context
– Partnership between researchers and
practitioners
– Development of theory and ‘design principles”
64. PRAGMATIC PARADIGM
• Ontology: Reality is the practical effects of
ideas.
• Epistemology: Any way of thinking/doing that
leads to pragmatic solutions is useful.
• Methodology: Mixed Methods, design-based
research, action research
65. TYPICAL PRAGMATIC
RESEARCH QUESTION
• What can be done to increase literacy of adult learners?
• Can collaborative Learning online, increase student
satisfaction and completion rates?
• Will blog activities increase student satisfaction and learning
outcomes in my course?
• What incentives are effective for encouraging teachers to use
social media in their teaching?
66. 4TH PRAGMATIC PARADIGM
DESIGN BASED RESEARCH METHOD
• Related to engineering and architectural research
• Focuses on the design, construction, implementation and
adoption of a learning initiative in an authentic context
• Related to ‘Development Research’
• Closest educators have to a “home grown” research
methodology
67. DESIGN-BASED RESEARCH STUDIES
– iterative,
– process focused,
– interventionist,
– collaborative,
– multileveled,
– utility oriented,
– theory driven and generative
• (Shavelson et al, 2003)
68. CRITICAL CHARACTERISTICS OF
DESIGN EXPERIMENTS
• According to Reeves (2000:8), Ann Brown (1992) and Alan
Collins (1992):
– addressing complex problems in real contexts in
collaboration with practitioners,
– integrating known and hypothetical design
principles with technological affordances to
render plausible solutions to these complex
problems, and
– conducting rigorous and reflective inquiry to test
and refine innovative learning environments as
well as to define new design-principles.
69. • “design-based research enables the
creation and study of learning conditions
that are presumed productive but are not
well understood in practice, and the
generation of findings often overlooked
or obscured when focusing exclusively on
the summative effects of an
intervention” Wang & Hannafin, 2003
70. • Iterative because
• ‘Innovation is not restricted to the prior design of an
artifact, but continues as artifacts are implemented
and used”
• Implementations are “inevitably unfinished” (Stewart
and Williams (2005)
• intertwined goals of (1) designing learning
environments and (2) developing theories of learning
(DBRC, 2003)
71.
72. Paradigm Ontology Epistemology Question Method
Positivism Hidden rules
govern teaching
and learning
process
Focus on reliable
and valid tools
to undercover
rules
What works? Quantitative
Interpretive/con
structivist
Reality is
created by
individuals in
groups
Discover the
underlying
meaning of
events and
activities
Why do you act
this way?
Qualitative
Critical Society is rife
with inequalities
and injustice
Helping uncover
injustice and
empowering
citizens
How can I
change this
situation?
Ideological
review,
Civil actions
Pragmatic Truth is what is
useful
The best method
is one that
solves problems
Will this
intervention
improve
learning?
Mixed Methods,
Design-Based
SUMMARY
73. SUMMARY
• Both traditional and new pedagogical theories offer
opportunity to guide research
• Four educational research paradigms –each offers advantage
and challenges
• Choice for research based on
– Personal views
– Research questions
– Access, support and resources
– Supervisor(s) attitudes!
• There is no single, “best way” to do research
• Arguing paradigm perspectives is not productive