Transcript PowerPoint Presentation - CTER OnLine

TEP 233A: Topics in Education
Research & Design
• Welcome!
• Four presentations over the Winter Quarter:
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Jim Levin (today)
Ross Frank, Ethnic Studies (Monday, Jan 24)
Amanda Datnow, USC (Wednesday, Feb 9)
Brian Goldfarb, Communication (Monday, Feb 28)
Proseminar web page
• http://tepserver.ucsd.edu/courses/tep233a/wi05/
Coordinators for next 3
presentations
• Ross Frank, Ethnic Studies (Monday, Jan 24)
Jo & Daniel
• Amanda Datnow, USC (Wednesday, Feb 9)
Ruth & Carrie
• Brian Goldfarb, Communication (Monday,
Feb 28)
Krysti & Suzanne
Educational Research Expertise as
Multiple Coordinated Research
Methods
Jim Levin
Teacher Education Program
University of California, San Diego
http://tepserver.ucsd.edu/courses/tep233a/wi05/levin/
Plan for this session
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Short presentation by Jim Levin
Survey of research methods you use and why
Small group discussion of methods
Report to whole from each group
General discussion and summary
Debate about research methods
• NCLB: "scientifically based research"
• Random-assignment
• Qualitative vs. quantitative
What is the nature of educational
research expertise?
What is the nature of expertise?
• Studies of expertise
• What's the difference between an expert and
a novice?
Mental models of the Web
• Survey study: "What is your mental model of
the Web?"
• Novices with the web: 18 unique responses
(from 44 subjects)
• Experts with the web: 27 unique responses
(from 38 of the same subjects)
(Levin, Stuve, & Jacobson, 1999)
Mental models of the Web
• Case studies of 10 people (2 novices, 4
intermediate, 4 experts)
• A novice had a single model of the Web
• An expert had several models and chose
which model to use depending on the task
An expert is:
a person
• with multiple coordinated representations of
a subject area
and
• with the meta-knowledge of when to use
which representation and when to switch.
Representational Toolkit
Framework for Expertise
• An expert has a set of representational tools,
and knows which tool to use for which task
and when to switch from one tool to another.
Methodological debate among
carpenters?
• Which is the best tool?
the hammer
or
the saw?
What's your goal?
• Do you have two pieces of wood and a nail
and want to fasten them together?
or
• Do you have one piece of wood and a line
along which you’d like them separated?
An expert carpenter:
• Has expertise with a wide range of tools
• Has the knowledge of which tool to use for
which purpose
Educational research methods
debates
• Which is the best research method?
What are your research goals?
Which research method best
accomplishes your research goals?
Mixed Methods Research
• Johnson & Onwuegbuzie "Mixed Methods
Research: A Research Paradigm Whose Time
Has Come"
Educational research expertise
• Research methods toolkit framework
• The power of multiplicity - bringing multiple
coordinated research approaches to bear on
educational problems
• Multiple coordinated methods
Distributed educational research
expertise
• A distributed network of coordinated
educational researchers with expertise in a
diverse set of research methods - a
community of educational research
practitioners
How to achieve educational
research expertise?
• One step is to make explicit the range of
educational research methods and the
strengths and weaknesses of each method
Interactive portion of presentation
• Survey activity: take a few minutes to fill
out the questionnaire being handed out
• Small group discussion activity: count off by
twos and form three groups to discuss
research methods identified by each member
• Whole group discussion: reports from each
group and general discussion
Mental models of educational research
(generated during the presentation)
Dinner party
Big blob
Luxor - pyramid with floors
Telescope - stars as students; observer as researcher ;
stars as other researchers
Gardening - planting, watering, weeding, noting
changes, changing
Debate forum - between practitioners and researchers
More mental models of
educational research
Strengths and weaknesses (generated
during the presentation)
More strengths and weaknesses
Yet more strengths & weaknesses
Summary
• An expert has multiple coordinated
representations.
– An expert educational researcher
– An expert educator
– A learner moving to expertise
• A community of educational research
practitioners is a distributed network of
coordinated educational researchers with
expertise in a diverse set of research methods
Contact information:
Jim Levin
[email protected]
http://tepserver.ucsd.edu/~jlevin/
p.s. on Educational expertise
• Multiplicity of educational approaches to
support to acquisition of multiple
coordinated representations
How to support educational
research expertise?
• New interactional frameworks
• Collaborative work across disciplines
• Integration of research and teaching;
research and learning