Instructional Technology

Hickey, D. T. & Filsecker, M. K. (2012). Participatory assessment for organizing inquiry in educational videogames and beyond. In K. Littleton, E. Scanlon, & M. Sharples, (Eds.) Orchestrating inquiry learning: Contemporary perspectives on supporting scientific inquiry learning (pp. 146-174). London: Taylor and Francis.

by Daniel Hickey

Hickey, D. T. & Jameson, E. (in press). Designing for participation in immersive educational videogames. In D. Ifenthaler, D. Eseryel, X. Ge (Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives. New York: Springer. (to appear in 2012).

by Daniel Hickey

E-Learning: Emergence of the Profession

by Jackie Flynt

Co-authored with Jason Drysdale and Shauna Hannon-Johnson for INTE 6750, Current Trends and Issues in Instructional Technology

Development of a Hybrid Simulation Course to Reduce Central Line Infections

by Timothy Clapper

Clapper, T. C. (2012). Development of a Hybrid Simulation Course to Reduce Central Line Infections. Journal of Continuing Education in Nursing, 43(5), 218-224. doi:10.3928/00220124-20111101-06.

Clinical educators are continually looking at ways to effectively deliver large amounts of information to their... more Clinical educators are continually looking at ways to effectively deliver large amounts of information to their learners. Whether as a part of pre-course work or as a separate phase of training, there are numerous benefits to making information available to learners before conducting sessions that allow the learners to practice the skills. Hybrid courses consist of a mixture of online and on-site instruction and offer a viable option for clinical educators to consider, especially when their intended audience consists of thousands of learners. This article describes the experiences of a medical simulation center and the use of a hybrid curriculum technique to reduce central line infections.

Courseload and Nook Study E-text Platforms: A Usability Pilot Study

by Matt Lievertz

Led research team including members: Brian Hassevoort, Todd Lyman, Matt Burch, Ashley Miller, David Barber, Erica Lee, Khalid Alhomaidi, David Covert, and Ting Li. Research performed with the Center for Information and Communication Sciences at Ball State University, under the supervision of Professor Richard Bellaver, for our client the Asst. VP for Academic Solutions, Yasemin Tunc.

This usability pilot study is part of a larger e-text pilot project at Ball State University, the goal of which is to... more This usability pilot study is part of a larger e-text pilot project at Ball State University, the goal of which is to draw conclusions about two e-text platforms, Courseload and the Nook Study. The study includes four classes and a total sample population of 210 students. Study methodology included a literature search, platform evaluation, preliminary student survey, in-person usability testing, final student survey, and professor interviews. Where applicable, statistical tools for determining significance were used.

The most valuable conclusions were drawn about e-text usage in general, and some important observations were made about each of the two platforms. Generally, the Nook Study appeared to be the more usable platform, but suffered from significant technological failings. In addition to navigation (especially for use in math classes) and zoom complaints, , the Courseload platform suffered especially from the broader failing of e-text platforms: that they merely allow computer access to textbooks designed for print. Broad results included a desire for better zoom, screen capture/copy/paste, and interactive features that take advantage of the electronic format. We conclude that the e-text remains immature in terms of the course textbook. Professors tended to strongly dislike the platforms. Students tended to have definite opinions for or against, but no clear consensus. Interestingly, student access to computers and Internet access still posed significant barriers for a minority of students, which would be critical for institutions to address if they adopt e-texts on a wide basis.

Related talk: http://ballstate.academia.edu/MattLievertz/Talks/84550/Courseload_and_Nook_Study_E-text_Platforms_A_Usability_Pilot_Study

Measuring the Teaching Effectiveness of 3-dimensional Digital Learning Objects

by Sandra C. Neill

Presented at Canadian Network for Innovation in Education (CNIE) conference, Ottawa ON May 2009

Formative Research on an Instructional Design Theory for Online Learning Communities: A Higher Education Faculty Development Case

by Elizabeth Yagodzinski

Ph.D. Dissertation Report

The steady and consistent growth of online learning and the rapid development of Web 2.0 technologies such as wikis... more The steady and consistent growth of online learning and the rapid development of Web 2.0 technologies such as wikis and blogs have led to innovative methods of training and instruction. As a result, continuing research is needed to develop and validate instructional design theories and models that support teaching and learning in today’s technology-rich learning environment.

The goal of this research was to refine the Creating Online Learning Communities for Adults (COLCA) instructional design (ID) theory by using the theory to design an online faculty development course. A formative research design guided the investigation.  Formative research seeks to identify improvements for an instructional design theory based on a designed instance of the theory, in this case an online faculty development course in Web 2.0 tools and techniques. This research is a designed case applying the COLCA instructional design theory to an online faculty development course. Data sources included course documents and observations, email messages, and participant interviews. These data were used to determine which methods prescribed by the COLCA ID theory work well, what methods could be improved, and in which specific situations each method works best.

As an original contribution to the discipline of information technology as applied to teaching and learning, this study sought to improve upon an instructional design theory currently in its early stages of development and informs the design of online learning communities for adults. This research is important to continued growth and advancement of contemporary instructional design theories that provide support for emerging technologies, adult learners, and online learning methods that facilitate the development of online learning communities and communities of practice.

Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction: A National Survey in the United States

by Amy Hutchison

Co-authored with David Reinking

This research explores literacy teachers’ perceptions of integrating information communication technologies (ICTs)more This research explores literacy teachers’ perceptions of integrating information communication technologies (ICTs)
into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted.
The survey provided data concerning the types and levels of reported availability and use of ICTs, beliefs about the
importance of integrating ICTs into literacy instruction, and perceived obstacles to doing so. The analysis of data
included descriptive statistics, an exploratory factor analysis, and a path analysis used to test a model hypothesizing a
relation between teachers’ perceived importance of technology and reported levels of integration. Results revealed
relatively low levels of curricular integration, consistent perceptions about obstacles to integration, and technological
rather than curricular definitions of ICTs and of integration. The path analysis suggested several characteristics and
influences associated with higher levels of integration and use. The findings advance understanding of the extent to
which ICTs are being integrated into literacy instruction and what factors should be considered toward profitably
increasing integration consistent with expanding definitions of literacy.

Retention in online courses: Surviving the first week.

by Timothy Clapper

Clapper, T. C. (2012). Retention in online courses: Surviving the first week. Evolllution. http://www.evolllution.com/curriculum_planning/retention-in-online-courses-surviving-the-first-week/

Understanding retention in online learning means understanding the learners and the issues that are involved in their... more Understanding retention in online learning means understanding the learners and the issues that are involved in their decision to stay or go. There are some consistent variables that occur in the first week that a course developer and facilitator must consider.

Technological pedagogical content knowledge – a review of the literature

by Jo Tondeur

Joke Voogt, Petra Fisser, Natalie Pareja Roblin, Jo Tondeur & Johan van Braak, In Journal of Computer Assisted Learning

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge... more Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore need to be com- petent in all three domains. This study is a systematic literature review about TPACK of 55 peer-reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Impli- cations of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both deter- mine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the develop- ment of TPACK in (student-)teachers. Future directions for research are discussed.

Design and Evaluation of Web-Based Learning Environments Using Information Foraging Models

by Nikolaos Tselios

Tselios, N., Katsanos, C., Kahrimanis, G., & Avouris, N. (2007). Design and Evaluation of Web-based Learning Environments using Information Foraging Models. In Pahl, C. (ed.), Architecture Solutions for E-Learning Systems, pp. 320-339, Hershey, PA, USA: Information Science Reference.

In this chapter methods and tools for effective design and evaluation of web-based learning environments are... more In this chapter methods and tools for effective design and evaluation of web-based learning environments are presented. The main aspect addressed by this proposal is that of increasing findability of information in large web sites of learning information content by applying methods and tools based on the information foraging model. It is argued that through this approach, issues of learning content structure and usability may be also addressed. In particular, we propose four different ways to have information foraging theory informing the design. Directives, to ensure proper learning content structuring and cues with strong scent, tools based on LSA to automate the design and evaluation process, methods to construct archetypal learner’s profiles from user data and added functions to realise collaborative information filtering and personal information patch creation, thus allowing learners to organize their reference materials in a meaningful and constructive way.

Educational Technology Research Trends in Turkey: A Content Analysis of the 2000-2009 Decade*

by Halil Eksi

Yüksel GÖKTAŞ Sevda KÜÇÜK Melike AYDEMİR Esra TELLİ Ömer ARPACIK Gürkan YILDIRIM İlknur REİSOĞLU
Educational Sciences: Theory & Practice - 12(1) • Winter • 191-196

The purpose of this study is to examine Turkish educational technology studies in the academic literature withinmore The purpose of this study is to examine Turkish educational technology studies in the academic literature within
the scope of SSCI, and to reveal methodological trends within these studies. For this purpose, 460 Turkeyaddressed
articles, published between the years of 2000-2009 in 32 international journals, within the scope of
2010 SSCI were collected as data through ETPCF. The data were examined via content analysis and presented
using descriptive statistical methods. According to the results, “educational environments” and “technology”
were the topics mostly focused on in the articles. Regarding the research methods, quantitative analysis was
generally used in these studies. Questionnaires were used as a data collection tool, and convenience sampling
methods were also used widely. Descriptive analyses were mainly preferred as a data analysis method. The
results coming out of this study will be helpful for directing the future studies.

Book Review: Innovative Approaches to Teaching Technical Communication

by Huiling Ding

Facilitating faculty development through mentorship: From traditional to technology-enhanced teaching

by Neil Gomes

Gomes, N.D., & Mullen, C.A. (2005). Facilitating faculty development through mentorship: From traditional to technology-enhanced teaching. In F. Kochan & J. Pascarelli (Eds.), Creating successful telementoring programs (pp. 123-144). Greenwich, CT: Information Age Publishing.

ICT Teachers’ Assigned Roles and Expectations from Them

by Yuksel Goktas

Topu, F. B. & Göktaş, Y. (2012). ICT teachers’ assigned roles and expectations from them. Educational Sciences: Theory & Practice, 12(1), 461-478. http://www.edam.com.tr/kuyeb/pdf/en/dffdc2f6a7efa2b36df9266f227cc4ef25b.pdf

The aim of this study was to provide a better understanding of ICT teachers’ assigned position and to determine school... more The aim of this study was to provide a better understanding of ICT teachers’ assigned position and to determine school administrators’ and other teachers’ perceptions towards ICT teachers and these teachers’ positions, and to reveal the similar and discrepant aspects of their tertiary education and the roles (work and responsibilities) assigned to them in schools. For this purpose, a qualitative case study research design was used. The study was conducted within three phases. In the first phase, focus group interview with 2 faculty members at department of Computer Education and Instructional Technologies and 6 ICT teachers, in the second phase, a pilot study encompassing an interview with 2 teachers from other branches and 1 school administrators, and finally face to face interviews with 33 participants, 10 of whom were school administrators, 11 of whom were ICT teachers, 12 of whom were teachers from other branches. The data obtained were analyzed using content analysis, and the findings showed that ICT teachers undertook many roles in their schools apart from the assigned positions determined by MoNE. The fundamental reason for this appeared that ICT teachers were perceived as an expert, a technical staff or personnel who knows everything about ICT. Further, there occurred some differences and ambiguities between the education they took and the assigned roles and due to these ambiguities that even the ICT teachers could hardly define their assigned roles in schools was observed.

HowardBolingRowlandSmith(2012)Designs cases and why we need themPREPRINT

by Craig Howard

Published in Educational Technology in May 2012. Citation in APA: Howard, C.D., Boling, E., Rowland, G., Smith, K.M. (2012) Design cases and why we need them. /i/ Educational Technology 52 /i/ (3) 34-38.

The field of instructional design does not collect and share actual completed instructional designs and designers’... more The field of instructional design does not collect and share actual completed instructional designs and designers’ reflections on the creation of those designs as an integral, widespread aspect of our practice. This article defines the instructional design case as a means of knowledge building. It lays out the components of instructional design cases, their purpose and importance to the field, and contrasts the design case with other forms of knowledge building in instructional design.

Contemporary Issues in Education

by Beth Calvano

Abstract
This paper addresses the subject of instructional technology. The roots of instructional technology can... more Abstract
This paper addresses the subject of instructional technology. The roots of instructional technology can be traced back to the turn of the 20th Century. The historical, social, and philosophical foundations of instructional technology, along with the theories associated with it, are studied. Continual technological advancements and the advent of multiculturalism have made instructional technology an evolving issue. The author finds that educators and educational institutions at all levels must employ adequate technology staff to keep pace with the advancing technological environment. The author contends that a way must be found through the bureaucracy that exists in making institutional changes.

Contemporary Issues in Education

by Beth Calvano

Abstract
This paper addresses the subject of instructional technology. The roots of instructional technology can... more Abstract
This paper addresses the subject of instructional technology. The roots of instructional technology can be traced back to the turn of the 20th Century. The historical, social, and philosophical foundations of instructional technology, along with the theories associated with it, are studied. Continual technological advancements and the advent of multiculturalism have made instructional technology an evolving issue. The author finds that educators and educational institutions at all levels must employ adequate technology staff to keep pace with the advancing technological environment. The author contends that a way must be found through the bureaucracy that exists in making institutional changes.

Educational Technology Research Trends in Turkey: A Content Analysis of the 2000-2009 Decade

by Yuksel Goktas

Goktas, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Educational technology research trends in Turkey: A content analysis of the 2000-2009 decade. Educational Sciences: Theory & Practice, 12(1),177-199.

The purpose of this study is to examine Turkish educational technology studies in the academic literature within the... more The purpose of this study is to examine Turkish educational technology studies in the academic literature within the scope of SSCI, and to reveal methodological trends within these studies. For this purpose, 460 Turkeyaddressed articles, published between the years of 2000-2009 in 32 international journals, within the scope of 2010 SSCI were collected as data through ETPCF. The data were examined via content analysis and presented using descriptive statistical methods. According to the results, “educational environments” and “technology” were the topics mostly focused on in the articles. Regarding the research methods, quantitative analysis was generally used in these studies. Questionnaires were used as a data collection tool, and convenience sampling methods were also used widely. Descriptive analyses were mainly preferred as a data analysis method. The results coming out of this study will be helpful for directing the future studies.

A study of an educational blogging environment in the context of the ARCS model of motivation

by Kathryn Cooke