Methodology tutorial - conceptual frameworks

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Research Design for Educational Technologies - Conceptual frameworks, typologies and analysis grids

This is part of the methodology tutorial (see its table of contents).

Note: There should be links to selected wiki articles !

Analytical frameworks

• Provide an overview of the phenomenon (elements and relations)
• Help to bridge the gap between theory and empirical research
• Direct analysis (e.g. what causalities to look at, what’s of interest, etc.)

Lists of dimensions

• Help to focus on all aspects of a concept

Analysis grids

• Help to organize data gathering and collection
• Will bridge the gap between general concepts at theory level, e.g. in your research questions) and measurable indicators

Example frameworks

The inquiry circle in inquiry-based learning doctrine

Inquiry learning combines more radical open-ended socio-constructivist principles (discovery learning) with a model of guidance. As opposed to learning design, most inquiry-based models do advocate opportunistic (i.e. adaptive) planning by the teacher. However, there are many different ways to think about inquiry learning. A picture that shows the central concept can help. The exemple below was made by "Chip" Bruce et al.

File:IBML circle.gif

The Cyclic inquiry model (inquiry page, UIUC)

This picture

• clearly identifies 5 elements of inquiry
• claims/shows that inquiry is circular

In other words, such a drawing both identifies imporant elements of a pedagocial scenario and it shows relations, the dynamics, etc.

Gonzalez 8-factor model for ICT usage in schools

A linear model of research

• Note: Even this course has a analytical organizing framework :)

Implementation research model

Provides a certain "image" of the policy-making process:

• Actors intervene during the whole process (and not just in their "natural" stage"
• Problem perception, goals and other elements can be changed over time !
  • i.e. sometimes the implementors may redefine the set goals !

Possible relevance for educational technologies: The fact that a government agency has been created to sponsor ICT-based pedagogical reform, does not entail that it will happen as they plan. Implementation "carriers" (e.g. schools) and addressees (e.g. teachers) may redefine goals and will have to establish operational practise.

Policy outcomes

Définition des prestations au sens de produits finaux de mise en oeuvre d’une politique publique [ Knoepfel, P. (1996) TQM et fédéralisme, Cahier de l’IDHEAP, 159, p 10]

• E.g. useful to provide a perspective on the analysis of educational reform policies
• There are three major kinds of "results" you can study according to the author

Functions of a learning environment: Where do we focus ?

• This model makes you think about functions that a learning environment should provide

and therefore about structure that will instantiate function

• It also allows to think about priorities in your design
  • E.g. teacher role is central in activity-based designs
  • E.g. Learning material is important in e-learning designs for mass-education

A simple picture defining key elements of an ICT design

• This is not a great model, but it makes you think about the distinction between pedagogical activities, informations (learning material), people involved......
• Roles and relations here can’t be filled in without some reference to pedagogical method (so it’s not such a good model)

A "help desk model" for "on-the-spot" life-long learning

• This model allows you to think at the same time about system components and actor’s roles
• Technical infrastructure used: either C3MS portals, groupware, specialized help desk, knowledge management software.

My favorite picture for introducing activity-based teaching

• Scenarios are sequences of activity phases within which group members do

tasks and play specific roles

• This orchestration implies organizing workflow loops

• This framework clearly shows that students have to engage in activities, that activities lead to products that can be discussed and reused.

Definition of a C3MS (community) portal (Schneider)

Function	C3MS modules (tools of the portal)
Content management	News engine (including a organization by topics and an annotation mechanism) - Content Management Systems (CMS)Collaborative hypertexts (Wikis) - Image albums (photos, drawings, etc.) - Glossary tool or similar - Individual weblogs (diaries)
Knowledge exchange	News syndication (headlines from other portals)File sharing(all CMS tools above)
Exchange of arguments	Forums and/or new engineChats, ......
Project support	Project management modules,Calendars, ......
Knowledge management	FAQ manager - Links Manager (“Yahoo-like”)Search by keywords for all contents“top 10” box, rating systems for comments“What’s new” (forum messages, downloads, etc.), .....
Community management	Presence, profile and identification of membersShoutbox (mini-chat integrated into the portal page)Reputation systemActivity tracing for membersEvent calendarNews engine, ......

• This table makes association between a list of functions and structure (software

modules)

C3MS modules support for creativity and engagement variables

• Also links structure (software elements) to functions (creativity and engagement enhancing variables)

Types of Learning (Kearsley’s http://tip.psychology.org/ )

1. Attitudes :
   • Disposition or tendency to respond positively or negatively ....
2. Factual Information (memorization):
   • Processing of factual information and remembering .....
3. Concepts (discrimination):
   • ... how to discriminate and categorize things. Concept mastery is not related to simple

recall and must be constructed.

1. Reasoning (inference, deduction):
   • thinking activities that involve making or testing inferences
2. Procedure learning:
   • .... being able to solve a certain task by applying a procedure.
3. Problem solving :
   • identification of subgoals, use of methods to satisfy subgoals.
4. Learning strategies :
   • can hardly be taught and only be learned through appropriate experience and to some

extent only !

Major pedagogical approaches (strategies)

( Baumgartner & Kalz , modifications by Schneider

Transfer	Tutor	Coach
Factual knowledge, “know-that”	Procedural knowledge, “know-how”	Social practise, “knowing in action”
Transfer of propositional knowledge	Presentation of predetermined problems	Action in (complex and social) situations
to know, to remember	to do, to practise	to cope, to master
Production of correct answers	Selection of correct methods and its use	Realization of adequate action strategies
Verbal knowledge, Memorization	Skill, Ability	Social Responsibility
to teach, to explain	to observe, to help,to demonstrate	to cooperate, to support
Teaching I	Teaching II	Teaching III

• E.g. helps to decide what sort of teaching and learning you want to study or favor with an ICT-based environment

Khan’s (2000) list of pedagogical methods and strategies

Presentation	Exhibits
Demonstration	Drill and Practice
Tutorials	Games
Story Telling	Simulations
Role-playing	Discussion
Interaction	Modeling
Facilitation	Collaboration
Debate	Field Trips
Apprenticeship	Case Studies
Generative Development	Motivation

Makes you worry a bit:

• Which pedagogical strategies work better for what types of learning ?

Intrinsically motivating elements of gaming ...

(Frété 2002, Master thesis TECFA)

Element
fantasy	imagination and freedom (make believe + voluntary activity)
challenge &curiosity	a level of difficulty that triggers curiosity presence of goals uncertainty (surprise)
feedback	immediate clear
self-esteem	adapted tasks encouragement to learn & augment scores
control	levels to play, user selection of goals, strategies & tactics

• What could we learn from gaming ?
• Why do kids spend many hours playing games without getting bored or tired ?

Typology and typical functions of virtual environments

• What do you mean by a virtual environment ?
• Is is safe to use "virtual environment" when you talk about an e-learning platform ?

Pierre Dillenbourg on CSCL (Computer supported collaborative learning)

• Collaborative learning can be very powerful because its properties engage students in various meta-cognitive activities.
• Note: needs scenario-building (story-boarding)

Example analysis grids

• more grids (scales) are shown in quantitative design and analysis modules === Ergonomics criteria de Bastien ===

http://www.lergonome.org/pages/detail_articles.php?indice=22

1. Guidage 1.1 Incitation 1.2 Groupement/Distinction entre items 1.2.1 Groupement/Distinction par la localisation 1.2.2 Groupement/Distinction par le format 1.3 Feed-back immédiat 1.4 Lisibilité 2. Charge de travail 2.1 Brièveté2.1.1 Concision 2.1.2 Actions minimales 2.2 Densité informationnelle 3. Contrôle explicite 3.1 Actions explicites 3.2 Contrôle utilisateur

4. Adaptabilité 4.1 Flexibilité 4.2 Prise en compte de l'expérience de l'utilisateur 5.Gestion des erreurs 5.1 Protection contre les erreurs 5.2 Qualité des messages d'erreur 5.3 Correction des erreurs 6. Homogénéité/Cohérence 7. Signifiance des codes et dénominations 8. Compatibilité

Profil des compétences d’un manager (dimensions)

Emery, Y. (1997) Le centre d’évaluation pour managers publics, Cahier de l’IDHEAP 166, p9.

A. compétences personnelles:

1. introspection et apprentissage permanent
2. résistance aux tensions, énergie et ténacité

B. compétences intellectuelles:

1. pensée systémique, capacité d’analyse et de synthèse

C. compétences relationnelles:

1. leadership et de gestion de groupe
2. capacité d’écoute et de communication

D. compétences managériales:

1. attention à l’environnement et proactivité
2. entrepreneurship et esprit de décision
3. planification et controlling

Sur 4 pages l’auteur indique ensuite les sous-dimensions et ensuite comment les mesurer par des dispositifs expérimentaux variés....

COLLES Grid - socio-constructivist features of on-line teaching

(Taylor and Maor ) - Teacher education over the Internet

1. Relevance

• How relevant is on-line learning to students' professional practices?

2. Reflection

• Does on-line learning stimulate students' critical reflective thinking?

3. Interactivity

• To what extent do students engage on-line in rich educative dialogue?

4. Tutor Support

• How well do tutors enable students to participate in on-line learning?

5. Peer Support

• Is sensitive and encouraging support provided on-line by fellow students?

6. Interpretation

• Do students and tutors make good sense of each other's on-line communications?

Remarks:

• This grid clearly identifies 6 dimensions of socio-constructivism (there are many other grids)
• We will see in the data gathering and analysis modules how to make it operational