Just something from on the wall in the IDET lab.

Visual Design - C.R.A.P.
Robin Williams

Contrast

The concept of keeping the elements of a page which look visually similar apart.  Likewise, keeping elements that appear different together.  This is mainly to make it easy to view and to the visual attraction of the page.

Repetition

The idea of continuing and repeating visual elements of a page.  The goal is add to the organizational strength and sense of unity in a site as a whole, a swell as seperate pages.

Alignment

"Nothing should be placed on the page arbitrarily". Every element needs to be aligned on a page for a reason, whether it is to guide the eyes in a certain direction, or give a good sophisticated look.

Proximity

Then concept of keeping elements which relate to each other close to each other.  This helps the organizational feel of a page and makes it easier to browse.

As nice as this works out as a strategy, it kind of lacks in the anacronym department.  Much like "Citizens for the Liberation and Integration of Terrifying Organisms and their Rehabilitation Into Society" from Red Dwarf.  Not a good anacronym.

10/27/08 Leadership

Find something that would benefit from educational technology leadership, based on what we have talked about in class. Identify an issue in my life that needs some technology leadership. Hand in this week needs - needs assessment, draft of timeline for project. About a paragraph - here's the problem, here's the plan, here is the things that will be delivered.

1. Legal Issues.
2. Teaching issues.
3. Funding issues.

Look at three part Venn diagram from sheingold article.
Proposals best if done by Nov 5th, 10th at the latest.

Next week - meeting up at Eccles Broadcast Center.

Instructional Design 10/09/08

Randy and Lisa do a presentation; Chapter 8, Declarative Knowledge

1. Names and labels
2. Facts and lists
3. Organized discourse

memorized by linking new knowledge to existing knowledge, must be integrated into prior knowledge
mnemonic devices

Instructional design implications

1. establish instructional purpose
2. preview the lesson material
3. stimulate relevant knowledge recall by using advanced organizers and mnemonic devices
4. present material in the best way to process it - mnemonic and images, chunking and clustering, devising generic rules
5. focus attention on important information
6. practice in the way it will need to be remembered
7. give appropriate feedback
8. summarize and review, which clarifies and ensures schema tuning in organized discourse, and gives extra practice for facts, lists and labels
9. assess and recall, not application of material

Names & Labels - present 1 of the 2 elements and have the learner identify the other
Facts & Lists - use verbatim recall
Organized Discourse - paraphrased recall

Concept Learning

The ability to apply knowledge across a variety of instances and circumstances
Compare and contrast
concrete - senses
abstract

INstRuCTionAl DesIgN 10/02/08

zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz, oh, we're doing something. better wake up and start paying attention.

Needs Assessment
look at;

• -what is - existing circumstances
• -what should be - target goal

Instructional Objectives and Performance Objectives

Goal Analysis

• Needs
• Standards (eg NCTM, ISTE, etc)
• Identify types of learning
• Identify intended learning outcomes

Identify types of learning

• given a bank statement and a checkbook, balance the checkbook - intellectual skills, problem solving
• using the shell as a tool, seperate the egg yolk from the white - psychomotor skills
• name the critical parts of a motor engine - verbal skills
• choose to make lifestyle decisions that reflect positive lifelong health concerns - attitude

each skill requires different kind of training.

"The goal or teaching ID is to help the students understand which ID model to use and when to use each model"

similarities & differences among the models

identify instructional objectives based on goals
identify suboordinate skills based on goals

Types of knowledge

• Learn the parts of an engine - declaritive knowledge - verbal skills
• practice assembling a model airplane - procedural knowledge - psychomotor skills
• learn to solve algebra problems by applying the commutative rules - procedure - intellectual skills

Performance Objectives

• condition
• action
• criteria/benchmark

Leadership Agin'

• Fullan Clip


• Discussion Groups


• Whole Class Discussion


• Change Solutions


• Next Week and the following


• Other?
  


• Fullan article about change - adaptive, not easy, no simple answers and conflict necessary to force change.
  


• Change is a living thing - compares to a living organism. Dynamic, constant state of change. (Last week Sheingold talked about same thing - tension between things).



• No cookbooks, no silver bullets. There is no single way that will work for all, or sometimes any other, situation. A system needs to be tweaked and adapted for a new situation or place.



• Knowledge, creation, explicit knowledge (hard data, facts, numbers) and tacit knowledge (knowledge about personalities in and of the classroom, who will want to answer each question, who will use the hall pass a bazillion times).



• Formal planning, restricts creative abilities, they don't buy into it, don't take ownership.



• Middle Managers - they are interpreters - take things from the top and translate for those below (mediators) and take comments from below and bring it up to the higher up.



• 8 Change Lessons

Combustion Statement - a complaint - take care of it before it explodes. Key to diffusing combustion statement is knowing your customers.

Assignment - post two original comments, each on a different section.

http://www.pbs.org/wnet/wherewestand/about/message-from-ron-thorpe-vice-president-and-director-of-the-educational-resources-center-at-thirteenwnet/152/

Due by, midnight September 24th.

September 29th, discuss leadership article. Class 4:30 - 5:30 on the web, class website, wimba classroom from her class site.

Leadership 9/8/2008

Mo' fun stuff

doc
docx
xcl
xclx
pdf

these documents are the types that she can open up. send all assignments in one of those formats

The Hunter article:

• 1920's - industrial revolution, urbanization.
• 1650's - cold war, space race, gotta beat the ruskies to the moon
• 1970's - equal access and individualized.
• 1980's - T.H. Bell - "Nation at Risk" & the computer, (1983) NCTM first national organization to respond to "N&R" with national curriculum standards. Backlash from national standards - lists of; ie: what a 5th grader should know; list - "these are the poems and novel that all students should know by nth grade. Not individualized, teach to the test, prepare for Jeopardy. Gifted kids would be done by 6th grade. No higher order thinking, #1 critisism; Who decided the list?

Individualized - standardized

ACCESS to the right equipment

TIME to learn the technology

SUPPORT of the administration

Sheingold Article

Three simultaneous agendas of reform, technology and teaching, that are all 3 interdependent and synergistic.

Pragmatic concerns - budget, extracurricular situations, power outages, fire drills, emergency issues, unexpected occurances.

this is the context for all the rest of the class - think about them when reading articles, think about them when talking to the expert.

What do we mean by Leadership?

Leadership is not about the leaders: characteristics of good leaders from survey of 10,000 managers across the nation

1. Honesty - truthful, ethical, principled, high integrity. Cannot be quantified: do what you say you are going to do.

   Follow up study- most important characteristic is trust in others

2. Competence - depending on rank - this person knows what they are doing - in reference to what they are supposed to be doing. Do not need to be competent in things that are not your responsibilities.
3. Being forward-looking. Supposed to have direction, concern for the future and must be able to articulate it.
4. Inspiration - enthusiastic, energetic, positive - have a dream and be able to communicate it. [The leader is the evangelist for the dream - Dave Paterson, Apple Computers]
5. Credibility - Foundation upon which inspiring leadership is built. - years to earn it, instant to lose it. People feel more secure around credible leaders.

5 fundamental practices of good leaders

1. Challenge the process
2. Inspire a shared vision, create vision and able to bring others into it
3. Enable others to act - involve others in planning and give latitude to make own decisions
4. Model the way - clear, consistent plan broken down into acheivable chunks
5. Encourage the heart - link recognition with accomplishments - acknowledge people's acheivements

Steps to good leadership;

1. Know your followers.
2. Stand up for your beliefs.
3. Speak with passion.
4. Lead by example.
5. Conquer yourself (you are not what it's all about, focus on what it is about).

*********Go through PowerPoint from module 2 and then comment on one question and respond to one comment on module 2 discussion by next week.

*********Start thinking about who you are going to interview and questions for them.

*********September 15th at 9:00 the documentary on KUED

Advanced Instructional Technology

Yeah, I'm gonna try to actually take notes tonight. Yeah, that's the goal.

Dick and Kerry model is good, except it does not tell you how to proceed when you get to the specific content - it is a MACRO model.

Merrill's Model - a micro level model

- concerns regarding traditional model; too much emphasis on macro level design.

What are micro level strategies?

type of content

performance

what kind of content do we need to focus on and what kind of performance goes along with that content

Gagne; 5 types or outcomes in learning (content)motor skills

intellectual skills

cognitive strategies

attitude

verbal information - communication

Conditions of Learning, Gagne

remember, use/apply, find/discover

performance

Bloom - forward design

Gagne & Merrill - backward design.

Gagne's conditions of learning

Limitations : emphasis on performance only

Question : would variation in content affect the performance?

Two dimensional design : content and performance.

Types of content:

fact, concept, procedure, principles (variations in content)

Types of performance

• remember; human memory: associative, episodic, image, algorithmic
• use/apply
• find/discover

Memory

• by association - connection to background knowledge
• episodic - remember something because of some episode in your life
• image - associate with picture or other visual
• algorithmic - procedural

Example

Teaching the American Revolution

• FACT; april 19th, 1775 battle of lexington and concord
• CONCEPT; freedom from tyranny
• PROCEDURE; form interim government, declare independence, amass army and win war
• PRINCIPLE; people have the right to self determination

Types of performance

• remember; names and dates of people and events
• use/apply; compare to other revolutions and breaks from Empire, ie: French, Canada, Australia
• Find/apply; compare revolution to Civil War. what's similar, what's different.

Ah, more fun technology to try my patience - podcasting on Web TV.

****Flexibility in design, one model does not work in every case.

Primary Presentation - how do you present a concept.

Need to elaborate on the primary presentation? Secondary Presentation

----------------------------------------------

Reigeluth's Model - a macro level approach

• deal only with organizational strategies, not with delivery, eg media selection, and management strategies eg resource allocation

organizational strategies

• macro - concerned with selection, sequence, structure of the subject matter topics
• micro - concerned with the details of each individual presentation to the student

----------------------------------------------------------

Analogy - simple, general but not abstract because then the students won't get it and will into be engaged

elaboration

------------------------------------

Elaboration Theory : a deductive approach to ID design

• simple to complex; general to detailed; abstract to detailed
• historical background
• the concept of learning hierarchy
• Gagne's learning prerequisite
• instructional sequences
• spiral curriculum

Who is the father of discovery method of learning; Gerome Bruhner

General-to-detailed/simple-to-complex/abstract-to-concrete

• problems with instruction; zoom lens and locked on complx level of content; focus on fragmentation

Epitome - a few fundamental and representative ideas to be elaborated later

not summary because summary is abstract whereas epitome is NOT abstract.

Process of Epitome

• selecting one type of content as the organizing content (concepts, principles, etc.) VERY CONCRETE, not abstract
• listing all of the organizing content that is to be taught in the course
• selecting a few organizing content ideas that are the most basic, simple and/or fundamental
• presenting those ideas at the application level rather than the more superficial and abstract memorization level.

Advanced Instructional Design

First one was very superficial, this class we're going to delve deeper, how can instruction be geared to specific learners and specific subject matter.



http://www.ed.utah.edu/~zheng_r/main.htm



Common thread in all models - linear.



3rd type of model is the Modulated model.



Ohhhh, a non-linear design, awesome!

And hee we are back again.

Not much note taking during the summer semester so sorry about the tumbleweeds wandering around this place. Not that many people read this blog since it's mostly for my notes. Anyhoo this is the first day of out IDET Leadership class - looks like a ton of reading. Yea!

Check Ephemera at least weekly to see if there is anything new.

Do assignments on time. Just do it.

• 1. (25%) Reading Responses. Look below.



• 2. (15%) Online discussions. Focus on attributes of effective leaders. Powerpoint on situation in class and then given set of questions to answer on. Post 1 original answer to one of her questions and 1 response to a comment by a collegue. Do not respond to comment by collegue on your original question. Due by midnight each Wednesday.



• 3. (10%) Popular Leadership Book Comparison. How does it compare to the things we have been discussing in class. Mark up book for discussion time.



• 4. (15%) Leadership Interviews. Interview an educational leader. Think outside the box.



• 5. (10%) Leadership Activities.



• 6. (25%) Personal Leadership Plan.

Reading Response Info

• IR - Initial Response. Internal dialog in your mind as you read something. You produce an IR by taking notes on your experiences as you read. [Venn Diagrams, Informal Notes] Initial "just the facts" thing.



• RR - Reflective Response. Write about what you wrote in the IR. Reflect on the facts. Think about the things that you read and make connections, assumptions and other feelings about the information. Synthesizing. Do not just paraphrase - What do you think about it?

1. Citation of article in APA style. http://citationmachine.net/ fill in blanks for proper APA citation.



2. Use box graphic organizer like on the handout:



3. Length - depends on length of article, so no specific requirement.



4. Required to do 6, not on all reading, all though will read ALL articles.

Summer semester was not

very big on posting, eh? That's because it was all hands-on Dreamweaver, Fireworks and Flash stuff. So, maybe this'll get a little more action next semester - we'll see.

Second Semester Classes

I just signed up for my second semester, spring of 2008. The two classes I will be taking are :

• EDPS 6030 Introduction to Research Design
• EDPS 6660 Integration of Educational Technology

I'm a litrtle more interested in the educational technology class than the research design class, I think it will be the one that is more fun. But then again, you never know. Hopefully the classes will be held in a classroom with computers, so I can continue to take my notes here.

Web Tools

Welcome, hi, how's it going?

My presentation on Zamzar on the 15th of July.

Where do people get the time to do the things on the web?

1. Industrial revoloution - human race thrust from rural to urban living,


2. WWII - 5 day work week, surplus time, cognitive surplus


3. New revolution from passive TV watching to interaction on internet


4. Media triathalon - produce, consume & share


5. Clay Shirky @ Web2.0 Expo.


6. SETI, download their screensaver so you computer can help process their data of space scans

public_html folder tells server that that is the folder with the files to be published. rest will not be published and open to the general world

EDPS 6560 - Multimedia Learing

We will be learning

1. Photoshop
2. Flash
3. iMovies (in the Mac Lab)

Why do I need these skills, and how do they help my students
We will be able to:

1. multimedia learning design principles
2. cognitive functionality of multimedia
3. repertoire of graphics techniques and their applications
4. plan for complimentary techniques in a single learning sequence and justify why you are doing what you are doing
5. describe how range of instructional technology applications can be adapted to the needs of the students
6. modify graphics and photographs
7. produce interactive learning materials such as animated learning objects
   NO TEXTBOOK! Don't have to spend the $$$$$ for a book I'm never going to use!
   
   Now we're working on Adobe photoshop, so not much more going on in here.
   
   Difference between jpg and gif
   
   jpg - rbg, red, blue, green - no transparency - also no animation - best for pictures that don't move, good photographs
   
   gif - red, blue, green and alpha - alpha allows the transparency - allows for the animation - much better fro graphic stuff,
   
   bitmap - best for printing industry, big files, but keeps more info about the pictures
   
   CMYK color - used specifically for the printing business
   
   Me, Gibb 'n Leilani will be presenting Reading 5 on July 10th.

EDPS 6447 - Web Based Tools and Applications.

Dreamweaver and Fireworks.


Introductions. Hi everyone.



UCET - March 6th & 7th next year.

What do we want to get out of this class?

• Tools
• Trends
• Web 1.0 = I publish, you read
• Web 2.0 tools that we can use. (Collaboration)
• Web 3.0 - interactive 3-D
• What the hell would Web 4.0 be?
• Get rid of fear of all this stuff.

Trial and error -hands on.

Come up with a whole bunch of prescriptions - principles that govern why you are going to do what you are going to do. Must justify why navigaiton on the left side, why are your links underlined and in blue? Crap like that. How easy, how intuitive is it to find what you are looking for.

1. Interoperability - how well does your web site work on different platforms - every computer configured differently, every platform views differently. (And now it's even worse with iPhones and other stuff like that.)
2. Originality of work - huge difference between collaboration and plagerism.

1. Homework.
2. Personal Website - home.utah.edu website.

Highlighted Notes:

1. We can use this lab anytime we want to.
2. Bring flash drive for files, computers have Deep Freeze type thing and everything goes away when shut down.

http://www.ghosttowngallery.com/htme/bodie.htm

really cool ghost town in California

http://www.ed.utah.edu/~monson_j/

monson's class website - info and other stuff on there.

• Firefox
• Flock
• browsers other than IE.

**5 minute presentation on one of the 100 tools.

NeoTrace - type in a website, traces how you have to go to get there, you can find out where it is being hosted.

Internet frog - tools for determining different things about the internet http://www.internetfrog.com/myinternet/dnslookup/index.asp

Here we are learning basic HTML - this is our simple as hell web page everyone else is doing on Notepad

1. Email him with the email address I want him to use for contacts.
2. Email him with top 100 I'm going to present on.
3. Get book - get software
4. Google account

Web 2.0 Stuff

For the Web 2.0 assignment I checked out several of the things mentioned. I spent some time on wefeelfine, which I personally found fascinating and to be hon est was somewhat in awe of how the web has evolved from a predominantly one-way information highway. At first I thought there would be no educational use for wefeelfine, then it occurred to me that this year I am teaching psychology and this could put to good use in that class. Having students do research on specific emotions, and even applying different theories to the different states of mind found on there. These are not just different ways of looking at the same old thing, but a way to inject real live situations and emotions into previously made up situations. I also checked out 43things, which I could only see use as a new way of collecting data for charts and graphs, mean, median, mode in my math class. The three things I started for the project were:

1. I opened a flickr account, http://www.flickr.com/photos/24114245@N05/. I uploaded some photos, but as far as education goes, I think that this is better for the sharing of the school experience than any curricular use.


2. I uploaded a video to YouTube, http://www.youtube.com/watch?v=vs9jiLGc6vc. There is an educator version of this called "TeacherTube" that I have already used to find good educational video clips for my classroom. The video I uploaded has no educational value, but I have found a couple good clips for my psychology class.


3. I started a MySpace place, http://www.myspace.com/srossinet, which I really cannot see any educational use for, especially since MySpace and sites like that are blocked in the Granite School District. The only thing I can see this useful for is for the stuff I use my district blog for - and I think the blog does it a lot better. Once I get the students used to using it (after the district makes it available to all teachers) I see it as a place where students post questions about the assignments, where either I or another student can help them with their problem. Right now, my blog (http://graniteblog.graniteschools.org/steve/) only has a list of the assignments on it.

We've been talking about Web 2.0 a lot in my technology meetings at the district (I'm the School Technology Specialist at my school) and it wasn't until our class discussion around wefeelfine.org that I really understood the evolution the web has made, and it's significance. The web is no longer just informing us, growing outward and leaving the inner parts alone. We are now changing the web, fluctuating it, molding it and making it fit our needs. There were some things we looked at that I cannot see a use for in my classroom, but I can also see that there are ways for any of them to be adapted to some classroom, it just takes a teacher willing to see how they can benefit from it.

Stuff

Dancing Chicken


http://www.youtube.com/watch?v=vs9jiLGc6vc

http://www.myspace.com/srossinet

02/04/08

Questioning Strategies



"The Activities Tool" - UEN



Blooms Taxonomy



------------------------------------------

Our assignment:



Title Image



Introduction

----core area citation


(minimum of 3 websites, and at least 2 questions per site)


Link 1 : Title
..............URL
..............Description / Directions
..............1. Question
..............2. Question
Link 2 : Same
Link 3 : Same


v Title & Image
Ø Introduction
§ Core area citation
Ø Link 1
§ Title
§ URL
§ Description / directions
§ Question 1
§ Question 2
Ø Link 2
§ Title
§ URL
§ Description / directions
§ Question 1
§ Question 2
Ø Link 3
§ Title
§ URL
§ Description / directions
§ Question 1
§ Question 2

01/30/08

Research class,


Left off talking about measurement
1. Validity -
2. Reliability - reproducable
3. Objectivity - right and wrong answer
4. Useable -

Validity v. Reliability

Validity = appropriateness, corectness, meaningfulness and usefulness of inferences made about the instruments used in a study

Reliability = consistency of scores obtained across individuals, administrators and sets of items.

Relationship between Reliability and Validity

Suppose I have a faulty measuring tape and I use it to measure each students height. - it can be reliably wrong - answers will be wrong, but it will be consistantly wrong. Every time I measure a specific student - he will be the same height each time, even if it is the wrong height.

How about a measuring tape on an elastic ribbon. I could get 3 or 4 different heights each time I measure the same student.

Unreliable is always invalid
can be valid and reliable, invalid and reliable, unreliable and invalid but not unreliable and valid.

CONTENT VALIDITY
do the contents of the measurement match the contents of the curriculum?

CRITERION VALIDITY
how well do two measures correlate with each other - how well does your test correlate with some other measure of learning, performance
..................Predictive Validity - how well does ACT predict future performance in college
..................Concurrent Validity - does CRT correlate with their grades?
.............................convergent validity (evidience that it measures same thing as other measure) v. discriminant validity (it does not correlate with something else, they measure different things).

CONSTRUCT VALIDITY
vague - does test measure what it is supposed to be measuring? old IQ tests - did they measure intelligence or were they culturally biased, measuring more about how close to WASP culture your culture is.

INTERNAL VALIDITY - how well is the study designed, priocedures controled, subjects selected, designing the study

threats to internal validity
subject characteristics
attrition
location
instrumentation
data collectors
testing
attitude of subjects
implementation
history
maturation
regression threat - refers to the fact that when you retest someone who was way out in the extremes, their new scores tend to regress towards the mean of the distribution

Ways that threats to internal validity can be minimized
· Standardize study conditions
· Obtain more information on individuals in the sample
· Obtain more information about details of the study
· Choice of appropriate design
Is the study well controlled
Reliability Checks
· Test-retest (stability) – are you getting consistent measurements between time one and time 2, 3, 4, etc….
· Equivalent forms – form A, B and etc. If I test the same person on those forms will their scores be close?
· Internal consistency - items in the same test are consistent.
o Split-half (most common), never compare first half to second half – compare odds to evens.
o Kuder Richardson – statistical measure
o Chronbach Alpha – statistical measure
· Inter-Rater (Agreement) hard ass v. easy – how consistent are the people rating the test instrument
….reliability was high, r = .95

Analyzing Data
1. graphs and charts
2. descriptive statistics - describe the sample (socio economic status, race, family situation)
3. Inferential statistics - describe a sample and are inferred to a larger (target) population

Measures of central tendency
--mean (average) - most stable measure from sample to sample
--median - middle score - fluctuates from sample to sample
--mode = most frequent score - fluctuates even more than the median
--range = highest score minus lowest score
--standard deviation = average deviation from the mean
--variance = standard deviation squared
-- standard error of measurement = range in which the "true score" is likely to fall


standard deviation is best measure of variability of samples


inferential statistics make inference from several different descriptive statistics


BACK TO THE NORMAL DISTRIBUTION
mean always down the middle = also mean, median and mode are all the same.
z-score is how many standard deviations away from the mean the score falls.
---------------z = (raw score - mean) divided by standard deviation


+- 1 Sd = 34%
+- 2SD = 14%
+- 3SD = 2%

CORRELATION COEFFICIENTS
- "r" can range from -1 to +1
- negative correlation = as one variable increases the other decreases
- positive correlation = as one variable increases, the other increases also
- zero corrleation = no relationship between the two variables

closer r is to 0, the less the predictive ability, the further away from 0 r gets, the more predictive ability. .9 = high predictability, -.9 = high predictability, .11 = very low predictability.

professor = .8 or above is good predictability

HYPOTHESIS TESTING
WE NEVER PROVE ANYTHING, so we want to prove something wrong.

Null Hypothesis (H0) = set up to state that there is no effect. We say that x will not improve test scores, and then go and prove ourselves wrong.

Alternative Hypothesis (H1) = set up to state that there is an effect

These two hypotheses must be :
-mutually exclusive
-exhaustive

always testing numm hypothesis

Test by determining by doing statistics to determine probability that the result was do to chance: want to show that the probability that results were due to chance to be low, less than 5%
- if the probability that the result was due to chance was <> 5%, the null hypothesis cannot be rejected.

ALWAYS WANT P<.05 (probability result due to chance (P) is less than 5%) P<.05 = significant effect P>.05 = non significant effect



5% level => alpha level => .05, is the stated acceptable P level.

Alpha Level - prestated acceptable level of acceptable, the goal you set for yourself before the start of the study.



.............................................Null is True................Null is False



Fail to Reject the Null.......Correct Decision.........Type II Error



Reject the Null...................Type I Error...............Correct Decision

......................................................................................(power)



Way to increase the power (chance of rejecting the null, and it being the correct thing)

increase sample size (n)

control study really well



1. Research Question: What is the effect of a new notetaking software on the number of lecture units recorded correctly.

2. Null Hypothesis : Software will not have any effect

....Alternative Hypothesis : Software will have an effect.

3. alpha level = .05 (chance I'm willng to take that I am wrong.

4. I conduct my study, and fint that the software significantly increases the amount of lecture units recorded correctly, t(31)=4.56, p=.001, and I reject my null hypothesis (ie. I say the null is false).



Significant effect - Reject the null : either correct or make Type I error

Inconclusive - Fail to reject the Null : either correct or making a Type II error



Ways to increase power

1. increase sample size

2.control for extraneous variables (confounds)

3.Increase the strenght of the treatment

4. Use a one-tailed test when justifiable (directional) - testing for an effect in a specific direction (eliminate that it could actually make people worse)



Effect Sizes = tells you the magnitude of the effect. P tells you that there is an effect, but is it insignificant or not significant?

-Cohen's d - most often method of reporting

eta-squared or partial eta-squared

Coefficient of determination (Rsquared)



if d is <.2 then effect is not significant.

d between .3 and .5 it is a medium effect

d > .5 then it is significant, large effect

can be greater than 1, but that would be a HUGE effect.



Meta Analysis = average effect size over many studies.

01/23/08

Research class. Yeah, no technology class because of Martin Luther King Jr. Day.

Sampling and Measurement

I. Sampling

A. Samples v. Populations

Sample = group of people participating in the study - is supposed to be representative of whole population

Population = group of people to whom you want to generalize your results.

- Target Population : who do you really want to generalize your results to.

- Accessible Population : who you can actually generalize your results to.

ie: want to study improving test scores in Utah, but can only survey 100 teachers in Salt Lake County

target population is all teachers in Utah

accessible population is teachers in Salt Lake County, because teacher issues in rural areas are different than urban areas.

Target and Accessible populations depend on how well your sample really represents your TP. I your sample really represents your TP well, then AP and TP are the same. If sample does not represent TP well, then AP is who the sample really represents.

.

Two types of Sampling

.

1. Probability Sample = take a random sample from the population - each member of the population have the same chance of being selected as every other member. (Simple or Straight Random Sample)

.

2. Non-Probability Sample - or non-random sample = where members of the sample are chosenin a way that not every member has an equal chance of being chosen.

.

Probability Sampling Methods

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1. Stratified Random Sampling - selected subsets of the population are chosen to represent the same proportions as in the general population. ie: x% male - y% female, or by race x% white, y% Hispanic, z% Asian etc..... Make sure the sample has the same percentages as the general population.

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2. Clustered Random Sample - select existing groups of participants instead of creating subgroups. ie: making sure that you have a sample from both lower and higher socio-economic levels, from naturally forming groups (east v. west side schools), without forming the groups, without worrying about % representation.

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3. Two Stage Random Sampling = combines stratified and clustered sampling. First you pick the naturally occurring groups to sample from, and then instead of using the entire population of the groups you take a sample from the clusters that were chosen.

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Non-Probability Sampling Methods

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1. Systematic Sampling = every nth individual in a population is selected for participation in the study. Polling every 4th person that leaves the voting booth. Sampling Interval = n and in the nth person.

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2. Convenience Sampling = select a group of individual who are conveniently available to be participants in the study. ie: everyone at the Chevron. ok if you are studying people who shop at convenience stores at the given time - but not really a good sample of the entire population of Salt Lake City.

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3. Purposive Sampling = researchers use past knowledge or own judgement to select a sample that he/she thinks is representative of the population.

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Sampling in Qualitative Research

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- Purposive Sampling - ie: teacher burnout - what do you mean by teachers, what do you mean by burnout and what do you mean by teacher burnout. - select those individuals that researcher thinks reperesents the desired population.

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- Case Analysis

.....-typical - what typical teacher burtnout looks like - ie any teacher sometime in April or May

.....-extreme - the teacher who burned out so bad they quit and went to work for Blockbuster

.....-critical - critical characteristics of burnout - same lessons, notes laminated, don't care anymore, just waiting for retirement.

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- Maximum Variation - sample represents maximum extremes of your population. ie: from Hickman to

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- Snowball Sampling - start out with small group and keep adding on as the study continues.

Sampling and Validity

What size is appropriate?

Descriptive = 100

Correlational = 50

Experimentsl = 30

How generalizable is the sample?

external validity = the results should be generalizable beyond the conditions of the study? Is it only valid for the study sample?

1. Population generalizability - degree to which results can be extended to other populations

2. Ecological generalizable - degree to which results can be extended to other settings or conditions

What is Measurement

-Measurement - just the gathering of information

-Evaluation - making judgements from the collected data

-Where doe assessment fit in?

What kind of scale is the measurement based on?

-Nominal - categorical variables - gender, eye color, type of car - only one that is qualitative not quantative

-Ordinal - ranked - 1st, second, third etc - no info on how much distance between 2nd and 3rd,etc...

-Interval - no absolute zero - degrees farenheit

-Ratio - there is an absolute zero - degrees kelvin

interval and ration tend to look the same

Types of Educational Measures

- Cognitive (how much did someone learn?) v. Non-cognitive

- Commerical (standardized tests developed for commercial purposes, good, tested, norming evidience, but not tailored to the study) vs. Non-commercial (developed by researcher for their study)

- Direct (participants themselves are giving the information) v. Indirect (information about students from teachers)

Sample Cognitive Measures

-Standardized Tests

---acheivement tests - what have people already learned

---aptitude tests - potential for future learning

-Behavioral Measures

---naming time

---response time

---reading time

------wpm

------eyetracking measures - exactly where they are looking on a computer screen, how long they look there, where they go next and if they come back - images v. text

---number of fixations on Areas Of Interest

---transitions between AOI

---Duration if individual fixations or combinations of fixations on AOI

---regressions in or out of AOI

---rereading of AOI

---pupil diameter - measure of cognitive level - interested, scared, aroused, working hard on something our pupil becomes bigger.

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Non-Cognitive Measures

---surveys and questionnaires

---observations

---interviews

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How is an individual's score interpreted?

---Norm-refrenced - grading on a curve, an individuals score based on comparison to peer scores

---Criterion-referenced

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Interpreting scores

Different ways to present scores

1. Raw scores - number of items answered correctly, number of times behavior is tallied

2. Derived scores - scored changed into a more meaningful unit

---age/grade equivalent scores -

---percentile ranking - ranking of score compared to all other individuals who took the test.

---standard scores (z-score) - how far scores are from a reference point; usually best to use in research.

mean 560 compared to

mean 140 and students score is 132

z score basically same as standard deviations. z score of 3 is 3 standard deviations from the mean.

Important Characteristics of Measure

---must be objective

---have to be useable - if they are insanely difficult to use then they are no good.

---validity - does measure actually measure what it is supposed to measure?

---reliability - do I get consistant measures over time.

01/16/08

Research Class

Research questions, variables and hypothesis.

1. What are research questions? example: US census, is just a big research project.

Research problems vs. Research Questions.

• Research Problem : problem to be solved, area of concern, general question, etc....
• eg We want to increase the use of technology in K-3 classrooms in Utah
• Research Question: a clarification of the research problem which is the focus of the research and drives the methodology chosen
• eg Does integration of technologyu into teachin in K-3 lead to higher standardized acheivement scores than traditional teaching methods alone.
• nature of the question is driving the methodology.

Researchable Research Questions - questions that can be addressed with research

• experimenter interests
• application issues
• replication issues, do these results replicate in different situations

Do they focus on a product or process, or neither?
Are the questions researchable or unresearchable?

• Researchable Questions contain empirical referents - something that can be observed and/or quantified in some way. eg the Pepsi challenge - which soda do people prefer more? Coca-Cola or Pepsi? (Coke is always couple degrees warmer)
• Unresearchable questions do not contain empirical referents, involve value judgements. eg should prayer be allowed in schools?

Essential characteristics of Good Research Questions

1. they are feasable.
2. they are clear - a. conceptual or constitutive definition = all terms in the question must be well defined and understood. should be defined sonewehre in the research statement - not necessarily in one sentence. b. operational definition = specify how the dependant variable will be measured. operationalize = how are we going to measure it.
3. they are significant, address some fundamental, important, issue.
4. they are ethical - protect participants from harm - ensure confidientiality - should subjects be deceived? if so, subjects should be debriefed afterwards

Variables: Quantitative vs. categorical

1. quantitative variables are numerical variables - continous or discontinous (discrete)
2. categorical variables - cannot be given a number - political affiliation, college major, religious affiliation

Can look for a relationship among

1. two quantative variables - height and weight
2. two categorical variables - religion and political affiliation
3. one of each - age and occupation
4. quantative made as categorical - age 0-5, 6-10, 11-20, 21-30 etc. same with income $15,000-30,000 etc.

Independant vs. Dependant variables

• independant variable - the variable that we are manipulating in the experiment, the variable we have control over. manipulated or selected. (eg gender is selected but not manipulated)
• dependent variable - what we are studying, the variable that we are measuring.
• extraneous variable - or the confound. uncontrolled factor that affect the dependent variable - the things that mess up, or could mess up, our study

Quantative Research Hypothesis

• they should be stated in declaritive form - make a statement not ask a question
• they should be based on facts/research/theory
• they should be testable
• they should be clear and concise
• if possible, they should be directional. (non directional "females GRE scores are DIFFERENT than males?") "female GRE scores are better than males" or maybe "females GRE scores are worse than males"

Qualitative Research Questions

• they are written aout a central phenomenon instead of a prediction
• not too general, not too specific.
• amenable to change as data collection progresses.
• unbiased by researcher's assumptions or hoped findings

Group Assignment

• Anxiety and test-taking

Does higher anxiety in a student produce lower test scores.

Identifying Research Articles

- What type of source is it?

1. Primary Source - original research article
2. Secondary Source - reviews, summarizes or discusses research conducted by others
3. Tertiary Source - summary of a basic topic rather than summaries of individual studies

We are supposed to always look for Primary Sources.

Is it peer reviewed?

1. Refereed journals - editors v. reviewers - blind reviews - level of journal in field
2. Non-refereed journals - summary journals, practitioner magazines, rerely see primary source articles in them

Why peer review?

• Importance of verification before dissemination - once the media disseminated the information it is hard to undo the damage - scientists arguing autism as a result of MMR vaccine never published his results in a scientific journal - claim of first human baby clone was based only on company's statement -
• greater signfcance of the finding the more important it is to ensure that the finding is valid.

Is peer review an insurance policy? NOPE!, just a check.

• not exactly - some fraudulent (or incorrect) claims may still make it through publication - Korean scientist who fabricated data supporting the landmark claim in 2004 that he created the world's first stem cells from a cloned human embryo
• peer review is another source of information for: funding allocation - quality of research/publication in scientific journals - quality of research institutions (both on departmental and university levels) - policy decisions

http://web.ebscohost.com/ehost/search?vid=1&hid=16&sid=11ec807d-8aef-4abd-b66d-5e0075f5f56c%40sessionmgr9

always choose "Journal Articles" and "Researchers" and check "Full Text"

• 2 weeks to find article
• have it approved by me by 1/30
• Initial analysis due 2/6

Hansen et al (2004a)

• More Experimental Design
• 2/20
• we are leading the discussion

01/04/08

Technology
Course
.Grade
..Standard
...Objective
....Intended Learning Outcome - to be paraphrased when citing what your outcome is for any given project in this class.

First national core standards - A Nation at Risk, 1983 under Ronald Reagan. NCTM, National Council of Teachers of Mathematics was the first national core standards.

software.utah.edu

penultimate - next to last.

wikipedia - Martin Luther King Day, Utah trivia

American Rhetoric

01/07/08

First day of Educational Technology.

1. Name
2. Contact Info
3. 3 most important things to learn in this class
4. 3 most important things to be teaching our students
5. Favorite ice cream flavor.

How to integrate technology into classroom.

U.E.N. - internet service provider for education in the state of Utah

Went over syllabus - look at hard copy for notes.

The Net Generation - the Milennials - the kids that are currently in our classrooms.

Election websites
NPR & CBS are a couple of good ones.

Grades are in.

Instructional Design : A-
Learning Theory : B

Yeah, I'm happy with that. Even though Gibb one upped me on both classes......