Data-based decision making artifacts
Value the use of data as the starting point for professional work. |
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Example No. 1
Evidence of Learning in Blogs (doc) - 690
Evidence of Learning in Blogs (ppt)
A systematic research and analysis of the implications
of learning in Blogs.
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I worked on this project with Kacy Whittenburg. We were asked to do a data analysis report and we chose the topic of Blogs. We had each recently conducted a literature review of this fairly new social software. Our research included the education, corporate, and political arenas of blogging. We decided to investigate Blogs, as we surmised that they could be a rich resource for promoting learning. We used qualitative methodology to determine if Blogs were an appropriate professional development learning tool. In order to do this, we conducted a content analysis of 12 current Blogs to quantify the amount and type of learning demonstrated.
After conducting the literature review, we identified three categories of Blogs related to education and learning. These categories were Higher Education, Professional Development for Instructional Designers, and Professional Development for Educators. We selected 4 representative Blogs from each of the categories and reviewed postings over a one-month period.
We developed a coding scheme to capture various elements that would show evidence of learning throughout the posts. We then selected content analysis as our method of instrumentation and used Microsoft Excel as the tool to capture our data.
It seemed reasonable to me that Blogs would be a useful tool for learning with their collaborative, interactive nature. It seemed logical that the conversational method of communication would lead to greater interactivity, development of higher-order thinking skills, and increased flexibility in learning. Using a data-driven approach, we found evidence that allowed us to conclude that learning and Blogs are linked. Since Blogs are in their infancy as tools for learning, Kacy and I agreed that as more data becomes available, research should continue on the link between Blogs and learning.
One caveat in our findings is that we focused on adult learners only. In order to gain a more comprehensive view on their use as a learning tool, we recommend that further research be conducted on younger learners as well.
It is possible that a Blog's collaborative and reflective nature crafts a richer learning environment than does the traditional classroom model. Some believe that this platform improves communication skills by allowing writers to slow down their thinking, consider the contributions of their peers, and respond thoughtfully and reflectively (Richardson 2003).
The research I did earlier in the semester on Political Blogs convinced me of the power they have both educationally and socially. In the political arena, they provide a more “bottoms up” model. Allowing average citizens a seat at the political table leads to an more empowered public. If you are interested in reviewing this report, I have attached it here.
I had very little data collection experience prior to this project. My pearl of wisdom from this experience is that if you systematically identify the components of what you are researching and have a standardized process for collecting data, you collect data that leads to supportable, useful insights.
In the summer of 2005 I chose to do a Special Study on Instructional Design. I wanted to keep the momentum going in my program and in my quest for learning. After doing some initial research, I submitted a proposal, which was accepted. This venture turned into a full summer project.
To establish a solid scaffolding, I began by doing a literature review of the field of Instructional Design (ID). From there I was able to identify what looked to be challenges and future trends in ID.
The literature assured me that the increasingly global competitive market requires that organizations be supremely efficient at evaluating problems, as well as employing effective solution systems. This requires that businesses stay current in the field of Instructional Design. By doing so, organizations can keep abreast of current trends, theories and systems.
I found current challenges to include:
- how to organize and retrieve vast amounts of knowledge
- how to recognize the health of an organizational culture (good training will not win over
a bad culture)
- how to create an effective learning culturehow to become a good instructional designer
- how to ensure that ID changes to keep up with advanced technology and the ability to deliver information
My conclusions were that organizations, in order to remain competitive, must provide the means for adaptive, personalized instruction to keep their employees current in their fields. The use of simulations and blends will continue to be valuable learning tools ( Rossett, Douglis, and Frazee 2003) (Aldrich 2003). In addition, as instructional designers, we must keep abreast of the data on learning and the brain (how people learn) so that we can be effective in the delivery of information ( M. Martinez, CEO of the Training Place , personal communication, February 19, 2005) . Given the dynamic nature of this field, future research is necessary if the goal is to remain current regarding the challenges, trends, and practices in the field of Instructional Design.
This project enabled me to become familiar with the challenges and trends in ID. The data that I collected gave me insights that I hope to draw on in my future as an instructional designer. For example, as I reflect on this project nearly two years later, it seems that the trends and solutions that I identified in my paper continue to be in the forefront of Instructional Design today.
