ACADEMIC PORTFOLIO: CREATE KNOWLEDGE
- Demonstrates ability to describe common research methods in Educational Technology
- Demonstrates ability to read and evaluate Educational Technology research
- Applies research findings to the solution of common problems in Educational Technology
NARRATIVE:
While writing my final paper “The Missing Piece of ID” from course EDCI 513 - Foundations of Educational Technology, I thoroughly enjoyed the process of finding (and NOT finding!) research to support my ideas. I feel that there is a missing link between the implementation of a learning product and the transfer of knowledge from instructional designer to facilitator. I set out to define a system/model for use by both the designer and the facilitator that would benefit all stakeholders in the learning experience. This discovery motivated me to show that there is plenty of room for future research and development on this topic. I hope to explore this topic further one day.
Demonstrates ability to describe common research methods in Educational Technology: Many sources were used in researching this paper, including: journals, articles, books and websites. My research journey took me to databases like ERIC (EBSCO) and JSTOR (The Scholarly Journal Archive), which I had the opportunity to access online through the Purdue Libraries. These databases provided access to such scholarly journals as the British Journal of Educational Technology, Educational Technology Research and Development, and the Journal of Instructional Development, to name a few. Organizations such as AECT, ASTD and IEEE also provided useful materials and information for my research. In the end, twenty-nine sources were cited and referenced throughout the paper.
Demonstrates ability to read and evaluate Educational Technology research: Existing instructional design models needed to be explained at the outset of the paper to illustrate the implementation phase of that particular system. By doing this, I was able to support my view that most models stop the implementation phase at the “hand-off” point before a facilitator may take over the learning experience and transference of knowledge. There seems to be no standard procedure or model for the knowledge transfer from instructional designer to facilitator.
Applies research findings to the solution of common problems in Educational Technology: Not only was the research found, synthesized and organized, but conclusions were made and solutions proposed. A practical framework that could be adapted based on the learning environment was created. This model summarized the steps involved from the perspective of each of the stakeholders. The solutions were examined from the point-of-view of all major stakeholders in the learning process. Proposals were also made for future research and innovation.
Demonstrates ability to read and evaluate Educational Technology research: Existing instructional design models needed to be explained at the outset of the paper to illustrate the implementation phase of that particular system. By doing this, I was able to support my view that most models stop the implementation phase at the “hand-off” point before a facilitator may take over the learning experience and transference of knowledge. There seems to be no standard procedure or model for the knowledge transfer from instructional designer to facilitator.
Applies research findings to the solution of common problems in Educational Technology: Not only was the research found, synthesized and organized, but conclusions were made and solutions proposed. A practical framework that could be adapted based on the learning environment was created. This model summarized the steps involved from the perspective of each of the stakeholders. The solutions were examined from the point-of-view of all major stakeholders in the learning process. Proposals were also made for future research and innovation.
SUPPORTING ARTIFACT:
rokaw_513_the_missing_piece_of_id.docx |