Tag: EDU 800
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Three Initial Research Questions
Recording: Three Initial Research Questions The essay below is a transcript of this recording, which outlines three initial research questions that, at the moment, seem like good choices moving forward. It will be interesting to revisit these topics at the end of each semester to see if these questions are still intriguing. My research interests…
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Multimodal Assessment in Higher Ed: An Annotation
According to Ross & Bell (2020), multimodal assignments are increasing in frequency across the higher ed landscape. However, they claim that many of the rubrics are rooted in “print-based culture” and don’t “always address the richness and complexity of multimodal work” (Ross & Bell, 2020, p. 3). The nature of multimodal texts means that students…
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Mistaking Interest for Ability: An Annotation
Steinkuelher (2010) makes a case for increasing student choice in the classroom. Steinkuelher prefaces this summary of an extended research project with the observation that secondary students exist in a “complex information ecology,” and that video games are a small part of that larger picture. Gaming is first described as a “narrative space that the…
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Usable Assumptions for EdTech Research: An Annotation
According to Dede (2011), reliable and valid research on educational games should be based on five assumptions: usable knowledge, collective research, what works when and for whom, an expansion beyond comparing traditional practice to game implementation and scalability. Dede states that in addition to building theories, researchers should share the new knowledge in a way…
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Creativity Online, For Better or Worse: An Annotation
Literat, I. & Glăveanu, V. P. (2018). Distributed Creativity on the Internet: A Theoretical Foundation for Online Creative Participation. International Journal of Communication, 12, 893–908. The authors attempt to forge a link between the research on creativity and online participation by viewing creativity through the lens of distributed creativity. According to the authors, as a…
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Learning Not Guaranteed: An Annotation
Shapiro, A., & Niederhauser, D. (2004). Learning from hypertext: Research issues and findings. In D. H. Jonassen (Ed), Handbook of Research for Educational Communications and Technology (pp. 605-620). New York: Macmillan. There was a common theme in the studies cited in this article related to hypertext assisted learning–there is no one system that works to…
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No Significant Findings is Significant: An Annotation
Reeves, T. C., & Oh, E. G. (2016). The goals and methods of educational technology research over a quarter century (1989–2014). Educational Technology Research and Development, 65(2), 325–339. Reeves and Oh compiled this literature review to provide some insight on the fure direction of educational technology research and its role in resolving controversies such as…
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Don’t Straighten the Contours: An Annotation
Spiro, R. J., & DeSchryver, M. (2009). Constructivism: When it’s the wrong idea and when it’s the only idea. In S. Tobias & T. Duffy (Eds.), Constructivist theory applied to instruction: Success or failure. Mahwah, NJ: Lawrence Erlbaum. This article makes clear the danger in relying on proscriptive direct instructional guidance in a world that…
Cultivating Creative Thought 