Kgould57's Blog

After reading Chapter 6 in the text I must admit that I am feeling quite overwhelmed about the writing process that I am about to undertake.  This past week I have successfully scanned the abstracts that were returned after my literature search.  I selected articles from the original 55 that I would like to read in depth.  I eliminated articles based on their relevancy to my interests.  I also identified that I need to gather literature that provides theoretical support for PBL or situated learning.  As a beginning step to this I found David Jonassen’s website and culled a list of relevant articles from his CV.  I  also looked back at previous paper’s that I have written on the topic to identify supporting literature. 

I have printed out the articles that I selected from the original 55 mentioned above and have begun to read and take notes on these articles.  This has allowed me to categorize the articles based on the information that they contain.  I have been attempting to use the suggestion given in one of the previous chapter in the text to take notes on an index card to assist in assembling the information for future writing.  I am not exactly sure how this is going to work for me but this is the time for trying out various techniques.

I briefly tried without success to work with the reference area in Word.  I can’t quite figure out how to use this feature and will need to get some direction from someone who is familiar with this resource.  I also successfully set up a specific folder in Ebsco for one of my searches.  I am having difficulty repeating this so I guess I will need some help here as well.  As I mentioned previously this entire endeavor is a little overwhelming and I feel that I am already behind before I have gotten started.

A major goal that I have set for myself this week is organization.  Spurred on by the readings in Chapter 4 and 5 in the text book I have begun to appreciate that the more organized you are from the beginning the better off you will be over the long haul.  I plan to use the suggestions offered in Chapter 5 to begin organizing some of the hard copies of articles that I already have at home.  Currently they are sitting in a nondescript pile in a file cabinet in my basement.  Not exactly what the authors would call organization.  I also plan on exploring the method that I will use to organize my searches online.  In Chapter 5, Endnote was described extensively but perhaps using Microsoft office would work as well.  I would like to know someones opinion on this topic.  Currently articles that I have downloaded and saved to my computer are saved in folders related to the course that I used them in.  I realize that this is not an effective method of organization for writing a literature review.

In Chapter 4 the authors detailed ways to keep effective notes on articles and also discussed reading strategies.  I found this to be very helpful and will definitely make a plan for note taking and organizing these notes.  While I have never been a fan of notecards, I can see the benefits of keeping these in a certain order based on topics and then rearranging the order of them in preparation for assembling parts of the literature review.

I also benefitted from Dr. Songs suggestion to review the abstracts of all of the articles obtained from a search.  This will definitely help narrow down articles that are most appropriate for the topic that I am considering.  I will proceed as the book suggested and keep track of all of the searches that I do in some organized fashion from this point forward.

I am still fearful of this entire process but I feel that getting organized will definitely help dispel some of the intimidation that I am feeling right now.  I cannot write until I read.  I cannot read until I determine what to read and this will require getting organized from the start.

When used in the context of learning, the “muddiest point” is the element that is most unclear or confusing to the learner.  In the development of my literature I feel that I am at this point.  This week I began the process of wading through the research articles that were obtained in my search of the library databases.  As I review this articles I find that I am becoming confused regarding which articles are appropriate for my topic.  Should I be including all of the articles in the review or selecting those that seem most closely related to my specific topic and population.  It seems necessary to use literature that discusses studies on a variety of students even though my population consists of undergraduates in health professions.  It also seems necessary to look at literature that discusses Problem Based Learning as a way to increase critical thinking in both the face to face and online environment.  However as I consider all of the areas that I might need to explore further I am uncertain how to define the scope of my review.

Looking at the literature has also reinforced my feeling that I do not currently have a strong background in implementing Problem Based Learning.  It is an area where I would like to gain a higher level of expertise especially since this is my proposed research interest.  I am somewhat concerned that my lack of experience with this type of learning will hinder my ability to research its use as an educational method.  I have searched for information on developing and evaluating problems for PBL.  I would like to have the opportunity to work with an expert in this area in developing a problem that would be suitable for the discipline that I teach.

As I consider areas that will need to be covered in my literature review I have arrived at the following preliminary topics: PBL as a learning method, PBL and the relationship to critical thinking, the use of technology in the implementation of PBL.

The assigned articles focused on 4 major types of research that is currently conducted in Instructional Technology-Design Research, quantitative, qualitative and mixed methods research.  Reeves, Herrington, and Oliver (2005) presented an argument for the use of Design Research in education and specifically in Instructional Technology.  They described Design Research as research that is focused “on broad-based, complex problems critical to higher education.”  They further state that known and hypothetical design principles should be integrated with technological resources to provide solutions to these problems.  In addition, Design Research should involve rigorous inquiry that seeks to design and refine effective innovative learning environments.  This type of research demands a long term commitment to revising and refining research questions and designs.  It is necessary for researchers and practitioners to collaborate in this process that addresses solving real world problems.  Design Research can incorporate a combination of quantitative and qualitative methods to ascertain the effectiveness of the innovations being studied.  Therefore the authors appear to be supporting the mixed methods approach advocated by Johnson and Onwuegbuzie.

The advantage of Design Research is that it advocates the importance of carefully looking at instructional design rather than merely examining the mode of delivery of instruction.  I strongly feel that if the lesson is not effectively designed to stimulate student interest and accomplishment that it doesn’t matter whether technology is employed or not. 

Quantitative research is described by Johnson and Onwuegbuzie as focusing on “deduction, confirmation, theory/hypothesis testing, explanation, prediction, standardized data collection and statistical analysis.  Since my background is in science this is the type of research that I am most familiar with because it is widely utilized in my field.  The advantage of quantitative research is that it can test and validate a theory or hypothesis. The data that is collected can be used to support or refute a particular way of doing things.  If the population is selected appropriately the results of the study can be generalized to other similar populations and the results may have predictive value.  Another advantage of quantitative research is that it can be designed in such a way so to eliminate influences of other variables and the bias of the researchers.  Furthermore often quantitative research because it deals in hard numbers is often more credible to those who are instrumental in making decisions and providing funding.

The disadvantages of quantitative research lie in the fact that it may overlook other things that are occurring in its emphasis on hypothesis testing.  Another disadvantage is that the parameters that are being tested by the researcher may not be relevant in other situations.  As stated by Johnson and Onwuegbuzie, the ”knowledge produced may be too abstract and general for direct application to specific local situations, contexts, and individuals.”  In other words quantitative research may show that a specific instructional method is effective with inner city children. These results may not be applicable at all in rural Montana because the environment is so radically different.

Qualitative research on the other hand relies on “induction, discovery, theory/hypothesis generation,……..and qualitative analysis.”  The researcher, not a quantitative instrument is the data collector.  As such the researcher is able to generate new ideas and explanations throughout the course of the research.  The advantage of this is that it allows for more interpretation of results based on specific occurrences in the research setting.  The researcher is able to observe phenomenon and deduce rationale for events based on the specific research setting.  These observations allow the researcher to make changes throughout the course of the study.  While this method clearly has he advantage of adaptability it makes it difficult to generalize findings to other settings.  Another disadvantage of qualitative research is that it takes more time to gather and analyze data.  Since the researcher is the primary instrument of data gathering it is open to the bias of this individual.  Therefore some would say that qualitative research has less credibility than quantitative research.

Mixed research is advocated by Johnson and Onwuegbuzie as a combination of quantitative and qualitative methods in a manner that best suits the research question.  The benefit of this combination lies in the fact that one method may be able to uncover what the other cannot.  Using both methods can reveal more information in the study of the research problem.  For example a combination of qualitative and quantitative methods may be able to demonstrate what occurs when a specific instructional method is applied as well as why this change is seen and how the participants react to the method and/or change. 

The disadvantage of mixed research is that it may be difficult for the researcher to effectively conduct both forms of study due to the nature of their training and philosophy.  Therefore it will be necessary to employ a research team to apply mixed methods resulting in more time and expense in conducting the study.

In my area of study I can definitely see the benefits of Design Research and mixed methods.  I am interested in the impact of PBL on increasing learning and critical thinking in undergraduate health science/nursing students.  I am also interested in how technology may be utilized to enhance he PBL experience for these students.  Therefore it seems to me that there are a number of things that would be important to discover in this quest.  First it would be necessary to determine how the design of the PBL experience affects student learning.  Can this form of inquiry based learning actually improve the students’ ability to transfer information to a real world situation and how does it need to be designed to do so?  Does using technology in the design enhance the learning experience for the student?  I am also interested in determining the quantitative affect that this type of instruction would have on student learning?  Do test scores actually improve because of the learning design?  Are students more motivated to “learn deeply” because of the learning design?  As a novice in these areas, I believe that the answers to these questions lie in collecting both quantitative and qualitative data.

Problem-Based Learning (PBL) has been utilized in medical schools since the 1970′s.  In fact some medical schools have adapted this method as the primary method of instruction.  PBL involves presenting students with an ill structured problem that allows them to explore background information and discuss possible solutions.  This process allows the learner to engage in independent knowledge seeking and group collaboration to enhance learning.  The reason it is so applicable to medical education is because the typical patient presents in the health care system as an ill constructed problem.  Teaching health care professionals in this manner enables them to apply didactic information in a real world setting. 

I am interested in further exploring the utilization of PBL or case based learning in the instruction of pre-nursing and health care professional education.  In addition I would like to explore how incorporating technology can enhance the PBL process for students.

Technology is a powerful tool that has the ability to enhance education in the hands of the right manipulators.  It has the ability to provide information beyond what is available at our fingertips in books.  Technology can enable us to visualize things that cannot actually be seen.  It can put us in touch with people we might never otherwise encounter.  The key to successful technology use is having skillful instructors and learners who are willing to seek out the most effective utilization of technology.

After reading Postman and the other assigned readings this week I feel that the following false gods exist:

1. The use of technology has the ability to transform the learner into a motivated enthusiastic learner.
2. Learners will use technology to their best advantage.
3. Technology by itself has the ability to create effective learning environments.
4. Virtual worlds benefit students over real world experiences.

Transforming the Learner

            Postman discusses Eva, John and Mary as examples of learners and points out that there are numerous distractions that will interfere with the motivation to learn.  Technology does not have the capability to control, eliminate or treat these distractions and therefore will not cure many of the problems that currently exist in education.  Technology however does have the ability to be utilized in a manner that would make learning more interesting.  This involves the skill of the instructor who integrates the technology into the learning environment.

Learners will use technology effectively

            Many learners today have access to a wide variety of technologies and are skilled in using them for social and leisure pursuits.  However this skill does not translate into using technology effectively for educational purposes.  To use an example from my experience in teaching undergraduates-students can search for and find amusing video to post on FaceBook but are digitally illiterate when it comes to finding reliable internet references.  It is my guess that they are willing to spend hours finding the funniest video to amuse their friends but are not motivated to spend the time to look for and analyze the best digital sources for research purposes.  Perhaps this is the nature of humans regarding many technologies.  For example would the average undergraduate prefer to spend time watching reality TV or educational programming?  I think we all know the answer to that question.

Technology utilization creates effective learning environments

            Instructors create or fail to create effective learning environments.  They decide how technology will be utilized.  The presence of technology will have no impact on the learning environment unless the instructor or designer of instruction has the skills necessary to incorporate it effectively.  Both the Judson article and the Albirini article point out that the presence of technology has not had a great effect on changing learning environments for a variety of reasons.  Judson states “Teachers say they conduct student-centered classrooms; observation of the practice of integrating technology differs from this view. Professional development must be specific to the goal of integratin technology in the constructivist manner”(para. 29).  Teachers cannot be expected to create effective learning environment simply by having computers available in their classrooms.  Even their attitudes about effective teaching styles do not seem to translate to effective technology use according to Judson.

Virtual is better than real

            This truly is a pet peeve of mine related to technology usage so I thoroughly enjoyed this quote in the Talbott article:

 Angell then asked exactly the right question: “I wonder how many armchair nature-watchers have seen these dangerous snakes on the tube and said `this is the best day of my life.’” And he concluded: “Better one rattlesnake in the trail than a whole menagerie of gorillas, lions, and elephants on the screen.”

Technology has the ability to simulate many things and as a result is a very powerful tool.  I strongly advocate this use of technology.  In the field of medical education for example it offers great opportunities to mimic patient care situations.  However it is my hope that educators never lose sight of the importance of real life experiences for both children and adult learners.  I am also concerned that as we delve more and more into learning with technology we will be overwhelmed with learner to machine interaction and perhaps minimize person to person interaction.

What are the remedies to these concerns?

We must continue to address the problems that interfere with learner motivation and interest whether they are social or psychological.  Educators must provide students with tools and incentives to effectively utilize technology.  They must therefore be trained in the effective integration of technology into learning environments.  There must be a balance between virtual and real worlds.  Teaching with technology should never deemphasize the importance of human to human interaction.  How do we accomplish all of this?  Frankly I am not certain but posing the questions is always the best way to begin!

Distance Learning and the Quality of Instruction

Valentine cites the quality of instruction as one of the possible problems with distance learning.  He describes this as not a problem with the technology itself but rather with the way it is used to design and deliver courses.  Jonassen argued in the interview that we read that “technology is better used as a tool and intellectual partner that can expand the ways that learners think — not just try to cram his/her head with more information.”  It is conceivable that in poorly designed distance education courses technology would be used in the manner described by Jonassen.  For example students could be presented with an abundance of materials in the online or distance environment in the same manner as might be done in the face to face environment.  Reading could be delivered in the online format and video lectures could also be provided.   However the class design could lack the elements of allowing students to effectively apply their learning.  In other words a poorly designed face to face class could simply be delivered in an online/distance format.  

Taylor (1980) described the potential for technology use as a tutor, tool and tutee.  One can easily envision that a poorly designed distance learning course would never go beyond the use of technology as the tutor.  Careful course design must be implemented in order for distance learning to incorporate the elements of being a tool and tutee.

Clark (1983) in Reconsidering Research on Learning from the Media stated that “there are no learning benefits to be gained from employing any specific medium to deliver instruction”.  Technology employed in distance learning does not necessarily equate with improving the quality of instruction.  It cannot be assumed that because distance learning is more convenient than face to face settings for some students that is will be designed to appropriately meet their needs. 

Valentine quotes Omoregie (1997) as stating that “Research suggests that the effectiveness of distance learning is based on preparation, the instructor’s understanding of the needs of the students, and an understanding of the target population.”  It is possible to conceive that in the rush to meet the demand for distance learning courses that these three parameters will not be carefully considered in course design.  Identifying student needs and adequately preparing instructors in effective methods takes time and money.  Valentine further indicates that the attitude of the administration and the instructor are important in relation to the quality of instruction.  It takes administrative support in terms of allocation of funds and faculty release time to allow for the design of effective distance learning.  Faculty must also be dedicated and motivated to design and improve effective distance learning courses in order to insure quality instruction.

Definition of Digital Literacies

O’Brian and Scharber (2008) define Digital Literacies as “socially situated practices supported by skills, strategies, and stances that enable the representation and understanding of ideas using a range of modalities enabled by digital tools”(p. 67).  In other words individuals that are digitally literate are able to use various modalities in addition to print media to represent and share ideas.  I agree with this definition because I feel that as technology advances it becomes more important to be able to communicate and exchange ideas in a variety of ways.  While print media will always exist it is evident that communication and dissemination of ideas will occur in a variety of modalities over time.  One only has to look at how news is delivered these days to understand the impact of videos, podcasting, blogs and social networking sites.  The individual who is digitally literate is able to utilize these various modalities to obtain information and also to construct new ideas.

Potholes

O’Brien and Scharber describe the following potholes:

1. Schools use old print based literacies in teaching and assessment while students gravitate to new digital literacies when school is over.
2. There is a gap between the digital literacies that students engage in outside of school and the way literacy is framed in official standard and assessments.  Despite the fact that students are using multiple modalities for learning, standard assessment is still paper based.
3. “institutionalized structures of schools are often incompatible with the purposes and enactments of digital literacies. Digital literacies are often used for social rather than educational purposes.
4. The digital divide is a problem that creates unequal access to individuals based on ethnicity, race, income and education.  The divide extends beyond actual access and also includes the effectiveness of technology integration in the classroom.

In describing these potholes I feel that the authors are indicating that by sticking with tradition in education we are failing to reach students in the most effective ways.  There is a gap between the way students feel most comfortable communicating and the ways in which traditional education practices ask them to perform to meet learning standards and complete assessments.  Based on this interpretation I agree with the potholes that have been identified by O’Brien and Scharber.  I feel that schools have been somewhat slow to adopt new technologies and use them in the most innovative ways.  I also feel that there is reluctance in understanding and implementing digital technologies because of concern that they just might not be an appropriate and effective way to enhance learning. 

I feel that an additional pothole in Digital Literacies is the lack of this literacy among educators themselves.  There are still many teachers in K-12 and higher education who did not grow up in the digital age and are uncomfortable with these technologies.  Therefore it is difficult for many of these teachers to make effective use of a technology that students may be more comfortable utilizing.  These teachers may be intimidated by new technologies or simply just too overworked to feel able to change their teaching styles.  Therefore it is important to recognize the need for continuing education for both young and old teachers to enable them to be comfortable with integrating new technologies and developing new literacies.

If the school superintendent ordered teachers to accept written work to bridge the digital divide I think that I would need to accept this position.  I do not necessarily agree that accepting written work will be effective in bridging the divide.  However I feel that accepting a variety of modalities for presenting information is part of accepting multiple learning styles and needs.  I would however prefer that all students have equal access to a variety of modalities to present information.  It is important as suggested by O’Brien and Scharber (2008) that educators “consider how best to weave together old, new, and future literacies so that young people leave school literate in the ways of school and in the ways of the world” (p.68).  This statement indicates to me that we must be accepting of traditional methods (written work) while working to include the new digital literacies.  Therefore educators should be willing to move forward in adapting the new as they continue to tolerate the old in situations where it is the most appropriate method.

The digital divide is the disparity in access to technology that is either externally or internally imposed on an individual or group.  The external causes of the divide have been attributed to gender, age, ethnic and socioeconomic differences between individuals and or groups.  Individuals or groups can also fall between the cracks of access because of the lack of interest or desire to stay connected with technological developments.  Whether the divide is the result of external or internal factors, it serves to produce two different groups with respect to technology literacy-the “haves” and the “have nots”.  Within these two groups there are degrees of fluency or literacy reflecting different levels of exposure, experience and competency.

As technology increases in importance to society it is important to consider how to transform the “have nots” into “haves” so that the gap between these groups does not continue to widen.  The readings suggest that some feel that bridging this gap is a government responsibility while others suggest that it is the responsibility of the free market.  In my opinion it is a combination of both of these entities that will need to work together in this endeavor.  Government can help bridge the gap through public education.  Education policy should continue to advocate for appropriate technology education that meets acceptable standards in schools at all socioeconomic levels.  This education should not be restricted in any way in regard to ethnicity, gender or academic ability.  In fact efforts should be made in education to increase the attractiveness of technology to those groups that might otherwise shy away from its use (females, less gifted students, minority students). 

In addition government can continue to provide free access to the internet in public settings such as libraries.  Of course this access is not the same as owning your own PC but it is far better than limiting access to those who are able to afford their own hardware, software and an internet connection.  Providing this exposure might potentially enable the otherwise “have not” to seek out further access through education much like the Columbian student, Jimmy, in the Tapscott reading.

The free market and industry also has a role in bridging the gap because it is able to supply a demand for jobs that require technological skills.  In addition to providing these jobs it could also play a role in providing training for these positions.  It could collaborate with education to help fund training programs that would assist those wishing to increase their technology skills.  Living in an area that at one time was highly industrialized I see a great need for employee retraining as we move from a manufacturing to an information economy.  There is also potential for industry to work with public education in providing hardware and software to assist in technology training.  Although it is important as Tapscott noted that the equipment provided should meet the need of the school.

The “have nots” that may be most difficult to deal with are those who do not value technology and refuse to embrace it because of internal forces.  Government through education could provide a minimum level of technology education in schools as previously mentioned.  However once an individual is out of school it is difficult to entice technology participation if there is no perceived value.

Legacy technologies as described in the Rose and Jones article can at least offer exposure to students who might not otherwise have the ability to experience technology.  Rose and Jones stated that “due to budgetary and/or support issues, using the latest and greatest technology is not always going to be possible”.  I feel that this is one of the biggest challenges that school districts face today.  It is difficult if not impossible to keep up at all levels with the advances in technology.  However to some extent it may be possible to use outdated technology at least to provide student with exposure that they might not otherwise have had.  Of course when I think about trying to use my 2001 vintage desktop to work on the internet I cringe at the thought of how slow it has become.  This illustrates the need for the instructor to carefully consider the effective use of legacy technologies.  It is important that they be instructional and not a source of frustration for learners.

Finally I feel that it is important for educators to embrace technology and advocate for it in their schools.  It is important that they not become a part of fostering the digital divide by the way they use or don’t use technology in their classrooms.  While my exposure to public school is limited I feel that teachers are often reluctant to take on the additional responsibility of working technology into their day to day teaching.  I can understand how this can happen because there are so many demands on teaching time.  However when teachers are able to prioritize technology use they will become motivated to increase their own understanding of its power.  With increase understanding and skill they will be able to lead students by example in technology usage.

Traditionally knowledge has been defined as information or facts about a subject or area of study.  Information and facts can be gained by reading a book, attending a lecture, listening to a video or taking a lesson.  If you would have asked me this question five years ago my definition would have stopped there.  However since beginning this program in education I have found that my definition is in a state of continual flux.  Based on new information that I have gathered I believe that knowledge is not simply the acquisition of facts but rather the ability to use those facts in the real world.  Therefore having knowledge in a discipline is being able to use the information that one acquires to solve problems that are relevant to life.  In the field of nutrition for example one can acquire facts about what constitutes a healthy diet.  One could demonstrate the ability to recite the facts but still not truly understand them until they are able to apply them to solve a problem.  The facts about what constitutes a healthy diet become knowledge when they are effectively utilized to evaluate and improve one’s own diet or the diet of another individual. 

Constructivist beliefs maintain that humans generate knowledge and meaning from their experiences.  All learning occurs in the context of an individual’s prior experience or based on their world view.  Learners learn best when information is relevant to their experience and can be applied to solve problems that are important to them.  Therefore using constructivism in instructional design dictates that the design takes into consideration the past experiences of learners and the relevance of the learning to their life.  Individuals make their own meaning out of information that is presented to them.  In order for real learning to take place the learner must internalize the information rather than keeping it inert in the form of external facts.

Technology can potentially a role in the application of constructivism to instructional design at many levels.  Taylor stated that technology has the ability to provide a wealth of information to the learner that is beyond what is available in their texts.  The mere provision of information is not however consistent with constructivist beliefs.  There is a danger that the information will continue to remain inert and not become true knowledge as described above.

Jonassen in his interview stated,  “For technology to transform the learning process, the role that technology assumes in the process must change….technology is better used as a tool and intellectual partner that can expand the ways that learners think — not just try to cram his/her head with more information.  This statement provides the essence as to how technology can be used in a constructivist manner.  For example relating back to nutrition again technology can be used as a tool to allow the student to construct a healthy diet using information available on interactive websites.  Technology can also be used to demonstrate real life scenarios that allow students to use information for problem solving.  For example video technology can present patient case studies that require learners to apply information to design a patient care plan.  It can be used to allow students to work together collaboratively with new information in order to enhance and further individual understanding.  For example students could work together to design videos or PowerPoint presentations/games to demonstrate their understanding of information that they have acquired about a discipline.