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Another quick reminder from my Inbox, this one is a call for manuscripts for the spring issue of the Journal of the Research Center for Educational Technology. Here’s the info:

Manuscripts are being requested for the Spring 2012 issue of RCETJ. Check http://www.rcetj.org/index.php/rcetj/information/authors for journal policies, submission guidelines, and manuscript formatting.

Important deadlines for the Spring 2012 issue of RCETJ are:

  • Manuscripts due: December 2, 2011.
  • Reviews due back to RCETJ editor: January 27, 2012.
  • Manuscript revisions due: February 24, 2012.
  • Second reviews due to RCETJ: March 16, 2012.
  • Final manuscripts due: April 6, 2012.
  • Tentative publication date: April 24, 2012.

View the Call for Manuscripts: RCETJ Spring 2012 Issue.

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Here is a quick reminder about the upcoming AERA proposal deadline.

The deadline for the 2012 Annual Meeting submissions is only 7 days away. The Call for Submissions is open with an absolute deadline of July 22, 2011 at 11:59 PM Pacific Time.

The success of each Annual Meeting builds upon high quality submissions advanced by AERA members and education researchers. Please review the Call for Submissions (http://www.aera.net/uploadedFiles/Publications/Journals/Educational_Researcher/4004/198-220_05EDR11.pdf) and submit to divisions, SIGs, or committees which best fit your research.

Students from Rhodes Park Secondary School, Za...

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I’m excited to announce that I have new research being published in the the September issue of the Interdisciplinary Journal of Problem-based Learning. This article presents the findings of students’ perspectives with project-based learning, conducted with 8th graders studying geography.  This is a follow-up to some of my previous writing and research on project-based learning.  (See for example, “Getting a grip…” , “Project-based learning in a middle school” , and a brief at the Buck Institute for Education.)

Below is a brief abstract of the findings, and I will give you an update when it comes out.

Project-based learning offers promise as an instructional method that affords authentic learning tasks grounded in the personal interests of learners.  While previous research has presented results of learning gains, motivations, and teacher experiences, limited empirical research has presented student perspectives in project-based learning.  This research sought to explore how learners created projects. A qualitative case study design was employed with five purposively selected participants from eighth grade geography at a private day school. From interviews, observations, and document collection, five themes emerged from what influenced participants’ projects and what the participants learned:  (1) internal influences, (2) external influences, (3) beliefs about projects, (4) tools for technology-rich environments, and (5) learning outcomes and products.  The first four themes describe influences to shape the fifth theme, learning products.  The term learning products was used to describe both the learning acquired by the participants and the learning artifacts the participants produced as part of the instructional unit.

If you have any questions, let me know in the comments below, or if you’d like to have a preprint version of the paper, I can probably swing that, too. 😉

In the past week, I’ve had two really nice (and fun) things happen to me professionally, and I wanted to share them with you guys, too.

MOBL21 Interview

First, the super-engaging folks at MOBL21 conducted an interview with me on how I’ve been doing mobile learning and mobile learning research over the past year or so.  It was a fun interview, and it was a fun opportunity to reflect on the work we’ve been doing here in Memphis on mobile learning. In particular, it was nice to consider the different presentations, research, and blog posts we’ve been working on, as well as all the great people I’ve had the change to talk to about mobile teaching and learning.

You can find the interview on MOBL21’s site at http://www.mobl21.com/blog/17/mobl21-interviews-mobile-learning%E2%80%93university-perspective/

Buck Institute for Education Highlight

Also, a good colleage/friend of mine at the Buck Institute for Education (BIE), Jason Ravitz, ask me about highlighting some research I conducted on project-based learning on their site.  This research represents a students perspective for project-based learning, which is often not reported on. You can find full research article and citation on their site at http://www.bie.org/research/study/students_perspective

A quick summary of the article says:

This article shares the perspective of five students who completed an 8th grade geography project that focused on investigating civil rights issues around the world. Based on what students said about their experiences, engagement in projects is shaped by a combination of

  • internal influences that motivate students,
  • external influences they perceive,
  • prior experiences and beliefs about projects, and
  • reliance on technologies.

These are my Jumptags for April 20th through May 17th:

If the fun from yesterday with the graphic communications majors at Clemson University wasn’t enough, today, I get to discuss cognitive load theory and web based instruction with graduate students and faculty in the Psychology department here at the university. I’m a little nervous about this talk, because I haven’t presented this before. This is a line of significant research for my colleague and friend Dr. Jongpil Cheon at Texas Tech University. So, I am piggy-backing on his great work.

If any of the students and faculty drop by to take a look or download the slides, feel free to leave a comment below.  I’d love to have your feedback on our research.

Below is an abstract of the presentation and the slides for Slideshare.net to go with the talk.

Abstract
This study proposes a new instrument to measure cognitive load types related to user interface and demonstrates theoretical assumptions about different load types. In reconsidering established cognitive load theory, the inadequacies of the theory are criticized in terms of the adaption of learning efficiency score and distinction of cognitive load types. Since measurement of mental effort does not cover all types of cognitive load, a new way of isolating different loads is required. Previous studies have focused on designing interface to reduce extraneous cognitive load. However, interface may have the potential to enhance germane cognitive load because learners may construct their knowledge schemata with interface layouts.

Slideshare iconSince I’ve been uploading quite a few presentations this semester from my Developing Interactive Learning Environments and project management course, I’ve also decided to upload a few others to Slideshare.net that I’ve given and created recently.  This is a little slow going, because I am attempting to be critical and meticulous to copyrights, as well as respectful of ideas and images, giving credit where appropriate.  I’m also systematically adding my Creative Commons licensing to each of the slide decks.

Last fall, I was invited to present to Dr. Sally Blake’s graduate student seminar about using technology to support your research.  So, I’m including those slides below.  These slides are organized into the phases of research:

  1. awareness of a field of endeavor
  2. literature searches and reviews
  3. citation management
  4. data collection
  5. data analysis
  6. dissemination

Just a sample of the technologies that are mentioned include journal table of contents updates, Delicious, diigo, LinkedIn, Mendeley, EndNote, RefWorks, SPSS, Google Docs Forms, SurveyMonkey, Nvivo, and Atlas.ti.  Here are the slides:

[slideshare id=3456284&doc=research-with-tech-100317094659-phpapp02]

Let me know if you have questions or suggestions for other technologies that I can include in the future, particularly ones that you use.

These are my Jumptags for November 19th through November 20th:

pen and docBrandi Leonard, a doctoral student of mine and Assistant Professor at Dyersburg State Community College,  just finished up her research project about student perceptions of traditional and electronic journaling. It’s a qualitative study that used interviews and artifact analysis to consider how students value each time of journaling. What we didn’t try to do was make one better than the other. The abstract is below and you can download the report of research, too, if you like.

Abstract

This study examined student perceptions of two different journaling formats: electronic journaling and traditional journaling. The study, which took place at one of two satellite locations affiliated with a main campus community college, included a series of qualitative interviews spanning five weeks with six participants. In addition, this study used a general qualitative analysis process by conducting two rounds of open coding. Likewise, journal excerpts were collected and analyzed to establish further connection between the participants’ responses and the journaling the participants completed for both types of journaling. As a result of this qualitative study, four themes emerge as relative to the review literature: (1) understanding and knowing; (2) confidence; (3) convenience; (4) recollection. Finally, two areas of discussion emerged regarding the results, which were the results as relevant to the literature and the results as relevant to the retention of adult learners in the community college classroom.

Download report of research by Brandi Leonard.

These are my Jumptags for October 13th through October 15th: