NOTES regarding this presentation:

1. The art and photographs in the presentation may be copyrighted and should not be distributed.2. This presentation serves as the summary of a four part panel.3. The presenter is an associate professor at a non-research 1, regional university.

Penny Swenson

“I’ve got a large class load, multiple online preps, and I’m supposed to do research on teaching and learning??”

“I even teach about reflective practice and using research, but I am not doing it myself.”

“I really don’tlike to ponder how I can change, but I worry about how much students are learning. I need the connections between theory and practice.”

“. . . One cannot expect reform efforts in education to have significant effects without research-based knowledge to guide them.”

NRC 2002

Connecting practice and research is powerful.

Education research problems and methodologies span many disciplines, whose goals and methods need co-adaptationto effectively address

the complex components

of educational practice. Sabelli & Dede 2001

“This adaptation calls for the nurturingof communities of researchers thatshare language, methodologies, and goals across disciplinary boundaries—the only way to avoid ‘a bridge too far.’”

Sabelli & Dede 2001

LON-CAPA research example:

“Our objective is to predict the students’ final gradesBased on their web-use features, which are extractedFrom the homework data.”

Minaei-Bidgoli & Punch 2003

• focus on learning theory • provide templates • use case examples

•Develop effective learner-centered practices

•Designing learning environments and developing learning theories connected.•Cycle—design, enactment, analysis, redesign•Research leads to sharing theories•Research looks at design and learning•Document and connect processes to outcomes.

"Our goal in making the KEEP Toolkit available is to help educators and students effectively share their experience and ideas so that they can build collective knowledge to advance their teaching and learning."

Toru Iiyoshi, Carnegie Senior Scholar

•Reach of technology outpacing the reach of pedagogy.

•Static web-based “syllabus, lecture, and quiz” course designs vs. learning-centered course designs.

•Insufficient resources to provide instructional design and development experts in most circumstances.

•Need for new knowledge about e-learningForger, Franklin, & Perez 2003

Slide from a recent presentation:

Research limited-and often discouragedbecause of large loads, few resources.

Stops at innovation level

Sense of “in this alone”

We NEED these bridges!

If our goal is to help students learnmore, better, then. . .

We must understand what our objectives are and find ways to assess

outcomes and methods.

Different Styles of Classroom Research on Innovation and

PracticeTerm Definition Characteristi

csQuestion

Innovation New curric., technology, etc. plus pedagogy

Possibly isolated studies

Useful pedagogy?

Intervention Use of the innovation in one or more classrooms

May include outside evaluation

Pedagogy being disseminated?

For full table see Sabelli & Dede, July 2001

Different Styles of Classroom Research on Innovation and

PracticeIntervention Experiments,

not always done that way

Includes evaluations

Work in new environs?

Implemen-tation

Impacts of innov. & intervention

Ongoing site and team work

Learn nature of pedagogy from study?

Field tests Aggregation of outcomes from multiple intervention

Requires common framework

Range of applicability of pedagogy

Brief quotes--For full table see Sabelli & Dede, July 2001

Standards for Assessing Standards for Assessing ScholarshipScholarship

4. Significant results 5. Effective presentation 6. Reflective critique

Carol Dean 2002

1.Clear goals2.Adequate

preparation3.Appropriate

methods

Results inform practice, so we better get connected.

Building bridges is necessary.

Our success depends on it.

Pics from http://www.inetours.com/Prints/SFprints/GGBnB/GGBnBeaches_Gal9.htmlhttp://www.goldengatebridge.org/photos/current.html

Connecting practice and research is powerful.