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Slides by myself and Katrina Meyer on panel focused on e-learning research, presented as a keynote panel at WCET2009 in Denver, USA
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Research and scholarly opportunities
Terry Anderson, PhDCanada Research Chair in Distance Education
The Context of Education Technology Implementation
• Disruptive (Christensen, 2008) simpler, often not wanted by main stream customers
• Rapid gains in functionality• Cheaper• Adaptive• Moving from peripheral to
mainstream (blended and online for full time students)
Much that is Unknown –Much more that needs to be Known
•
Photo from Hubble Telescope
Research ParadigmsQuantitativeQuantitative ~ ~ discovery of the laws that discovery of the laws that
govern behavior, What Works??govern behavior, What Works??
Qualitative ~Qualitative ~ understandings from understandings from
multiple perspectivesmultiple perspectives
CriticalCritical ~~ E Expose the power relationshipsxpose the power relationships
Design-based ~Design-based ~ interventions, interventions,
interactions and their effects in multiple, interactions and their effects in multiple,
authentic contextsauthentic contexts
Design-based Research’s Pragamatic, American lineage
• “New conceptions…offer precise and definite modes of thinking only when new meanings have become embodied in concrete life experiences and thus sustained by them”
• “Consider the history of any significant invention or discovery and you will find a period when there was enough knowledge to make a new mode of action or observation possible, but no definite information or instruction as to how to make it actual”– John Dewey, Education as Engineering, 1922
4th ParadigmDesign-Based Research
• Related to engineering and architectural research
• Focuses on the design, construction, implementation and adoption of a learning initiative in an authentic context
• Closest educators have to a “home grown” research methodology
Amiel, T., & Reeves, T. C. (2008).
Design-Based Research Studies
– iterative, – process focused, – interventionist, – collaborative, – multileveled, – utility oriented, – theory driven and generative
• (Shavelson et al, 2003)
Integrative Learning Design(Bannan-Ritland, 2003)
DBR is Emergent
• ‘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– designing learning environments– developing theories of learning (DBRC, 2003)
Open Researchers Create:
• A new type of education work maximizing:– Social learning– Media richness– Participatory and connectivist pedagogies– Ubiquity and persistence– Open data collection and research process– Creating connections
Open Researchers Publish in Open Access Journals
• Open Access Journals have increased citation ratings:– Work in progress with Olaf Zawacki-Richter, Ferne
University, Germany– Analysis of Google citations for 12 Distance Education
Journals (using Harzing’s Publish or Perish tool)– 6 open access, (including IRRODL) 6 commercially
published– Early results show roughly equal citations/paper, but
recent gains in citations by open access journals
Open Access Books
Upcoming Emerging Technologies in DE edited by George Veletsiano
"He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever.”
Chinese Proverb
Terry Anderson [email protected]
http://cde.athabascau.ca/faculty/terrya.php
Blog: terrya.edublogs.org
Your comments and questions most welcomed!
10 Most Common Mistakes in Research Articles
Katrina MeyerUniversity of Memphis
10 Most Common Mistakes• Wrong journal
– Read your journals– Know their preferences on topics, method, style, tone
• Poor comprehension of literature– Incomplete, out-of-date– Lacks analysis
• Research questions not tied to lit review • Research may not be necessary
– Comparison studies– Satisfaction studies
• No or poor link to theory
10 Most Common Mistakes• Wrong research method• Incomplete methods section
– Didn’t follow a research method– Too vague or too ad hoc
• Method lacks credibility– Reliability/validity– Sample/population– Counter evidence
• Conclusions not tied to results– Hypothesizing beyond what is reasonable
• Poor or incomplete writing
Advice• Mechanisms/processes of learning online• Application of pre-Internet theories• Cost-effectiveness of online learning• Intended/unintended consequences• 1/3 Literature, 1/3 Methodology, 1/3 Results/Discussion• Attention to careful design• Focus on measurements of learning• Every word, phrase, sentence ought to add to the article