Action Research Proposal from my Education Media Design and Technology Masters Program

Action Research Proposal

Analyze

Instructional Problems & Proposed Solutions

The instructional problem that will be focused on is the target audience has limited experience with social networking sites to communicate with family and friends who live far away.  The target audience will be instructed how to effectively use Facebook, YouTube, and WordPress to communicate with each other.  The proper online learning environment and instructional videos will be created for the target audience to learn the importance of blogging.  

Target Audiences

The target audience will be primarily 16-55 year olds.  The target audience will be male and female.  The target audience will contain a minimum of 15 people.

Literature Review Summaries

The literature review changed the action research to a constructivist learning approach.  The learners will be watching instructional videos on a blog and are able to learn at the learner’s time, pace, and choose topics.  The usage of computers changed the educational vantage point from a predominantly Instructivist learning environment to a constructivist learning environment where the student selected lessons from a number of alternatives which was a new and more efficient outlook in the educational setting (Drexler, 2010).  The target audience will need to use computers to learn and will need access to the Internet in order to view the instructional blog that will be created.  The learners will also be able to pick topics.  When the students were given control to design lessons and were held responsible for studies, Drexler (2010) found that the students were more interested in learning.  The instructional videos to be made for the learners will include screen captures and screen recordings with voice over.  Sadoski (2005) found that dual coding learning theory was a theory that suggested that verbal and visual cues used in the creation of instructional materials in order to better ingrain information into the learner’s mentality. Videos will be used to teach the students because many researchers have proved success in the use of videos for training.  Trahan & Wordsell (2011) found that the use of video as a training tool was successful in teaching therapist college students because the use of video made sure that the students were able to receive the same information which was unlike lectures where the delivery of materials varied each time a professor gave a lecture.  Trahan and Wordsell (2011) indicated that students showed higher mastery of the concepts learned when video materials were used for training because it showed the students real world applications of the lessons.

Design

Instructional Goal

The goal for the target audience will be to help the target audience learn how to communicate with family and friends with the use of the social networking tools, Facebook, YouTube, and WordPress.

Instructional Objectives

The objective for the target audience of the Capstone project is to create a Facebook account, YouTube account, WordPress account, customize the WordPress account, post a photo, and embed a video.  The target audience will be displaying the knowledge of understanding the power of social networking tools by communicating with each other with the use of Facebook, YouTube, and WordPress.  The target audience’s ability to use Facebook, YouTube, and WordPress to keep in contact with family and friends will determine the success of the action research.  The target audience’s blog’s views number and followers will determine the success of the content.  The target audience will also demonstrate understanding of the instructional videos by completing a mind map.

Instructional Design Constraints

Content, subject, and topics.  Each team member below discusses his or her own instructional design constraints.

The subject matter of the instructional content is learning how to use the social networking tools, Facebook, YouTube, and WordPress.  The target audience will be learning how to use Facebook to keep in contact with family and friends.  The target audience will be learning how to use YouTube to post videos with current updates.   The target audience will be learning how to use WordPress to reach and keep family and friends updated on current events. The topic for the blog will be the current updates of the lives of the action research target audience.  The target audience can choose to write about any topic.

Content types. Each team member below discusses his or her plans for both generative and supplantive content.

The action research project is going to be generative.  The students will be learning how to create a Facebook account, YouTube account, and WordPress blog by watching videos.  The students will also be researching content to post onto the blog.

Time.  Each team member below discusses his or her implementation or time constraints below. The amount of time it will take to implement and collect data is about sixty days. Approximately, thirty days will be needed to analyze the data that will be collected.

Instructional theory or outcome.  Each team member below discusses his or her instructional theory that frames his or her Action Research project.

The theory that will be used is the dual coding theory.  Sadoski (2005) indicated that dual coding learning theory suggested that verbal and visual cues used in the creation of instructional materials in order to better ingrain information into the learner’s mentality. The instructional videos to be created will contain visual cues and audio so the students can better ingrain the information using the visual and audio channel.

Develop & Implement

Instructional Resources for the Learners

The learners will need to have access to a computer with Internet.  Learners must be able to get onto Facebook, YouTube, and WordPress sites to create accounts and post content.  The learners can also access Facebook, YouTube, and WordPress with the use of an iPad.

Read, Do, Display, and Reflect Activities

The students will be learning how to use Facebook, YouTube, and WordPress on from the instructional blog that will be created.  The target audience will be watching videos on YouTube that demonstrate how to create a Facebook account, YouTube account, and WordPress blog. The learners will be encouraged to reflect by having discussions on instructional blog and journal entries regarding the lessons will be analyzed.  Discussion topics will be posted and will reply and learn from one another. The learners will display knowledge by creating a concept map of the information acquired so the quantity and quality of information learned in the instructional blog and instructional videos can be measured and analyzed. The learners will be creating a customized blogs with a photo uploaded and an embedded video, a Facebook account, and YouTube account.

Permissions

A general release form to participate in the Action Research plan will be necessary for all minors.  As most of the target audience is adults, no general releases will be required.

Other Constraints

The constraint that may prevent implementation is lack of target audience personal time.

Evaluate

Authentic Assessment

The learners will need to create a WordPress account and choose a theme.  The learners must also customize the blog.  The learners will need to add certain widgets so viewers can easily navigate through the blog.  The learners will also need to create one blog post.  It is recommended that the learners blog about the hometown as a travel destination.  The learners will need to write at least once on the blog.  The learners must post at least one image and embed one video link.  The learners must also create a Facebook account and YouTube account.

Formative Feedback

A rich formative feedback communication can be achieved by phone calls and video conferencing with the target audience.  Communication with the learners must happen at least once a week.  If the target audience cannot be reached with phone calls and video chats, the target audience will then be emailed a series of questions to answer.

Summative Feedback 

The target audience will be keeping a journal and the content of the journal will be analyzed.  The target audience will also need to send screenshots of the project so it can be assessed.

Evaluation Measures

Quantitative.  Each team member below discusses his or her quantitative measures in his or her Action Research project.

Certain criteria will need to be met that will be detailed in a listed guideline.  The target audience will take a survey before implementation so the target audience can understand what level to create a WordPress account.  A survey will be given regarding the lessons in each implementation cycle.  The surveys will be yes or no and also a scale from 1 to 10.

Qualitative.  Each team member below discusses his or her qualitative measures in his or her Action Research project.

The target audience will need to have a journal and write about the experience.  The target audience will need to state whether keeping in touch with family in friends with the use of Facebook, YouTube, and WordPress was accomplished.  The target audience will also be interviewed via phone calls, voice recorded interviews, video chat, or on camera interviews.

References

Akbiyik, C., & Akbiyik, G. (2010). Different multimedia presentation types and students’ interpretation achievement. World Academy of Science, Engineering & Technology, 66332-335.  Retrieved from Academic Search Complete Database.

Chih-Hsiung, T., Blocher, M., & Roberts, G. (2008). Constructs for web 2.0 learning environments: A theatrical metaphor. Educational Media International, 45 (4), 253-269.  doi: 10.1080/09523980802588576

Drexler, W. (2010).  The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy. Australasian Journal of Educational Technology, 26(3), 369-385. Retrieved from Academic Search Complete database.

Haines, S. L., & Van Amburgh, J. A. (2010). A vidcasting project to promote the pharmacist’s role in public health. American Journal of Pharmaceutical Education, 74(6), 1-9. Retrieved from Academic Search Complete database.

Hamdani, M., Gharbaghi, A., & Sharifuddin, R. T. (2011). Instructional design approaches, types and trends: A foundation for postmodernism instructional design. Australian Journal of Basic & Applied Sciences, 5(8), 1-7.  Retrieved from Academic Search Complete database.

Hartland, W., Biddle, C., & Fallacaro, M. (2008). Audiovisual facilitation of clinical knowledge: A paradigm for dispersed student education based on Paivio’s dual coding theory. AANA Journal, 76(3), 194-198.  Retrieved from Academic Search Complete Database.

Hawryszkiewycz, I. T.  (2007).  An engagement model for learning: Providing a framework to identify technology services.  Interdisciplinary Journal of Knowledge & Learning Objects, 3220-228.  Retrieved from Academic Search Complete database.

Hayati, A., & Mohmedi, F. (2011). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1), 181-192. doi:10.1111/j.1467-8535.2009.01004.x

Hui-Ya, C., & Heng-Yu, K. (2011). The effect of computer-based multimedia instruction with Chinese character recognition. Educational Media International, 48(1), 27-41. doi:10.1080/09523987.2011.549676

Khadjooi, K., Rostami, K., & Ishaq, S. (2011). How to use Gagne’s model of instructional design in teaching psychomotor skills. Gastroenterology & Hepatology from Bed to Bench, 4(3), 116-119.  Retrieved from Academic Search Complete database.

Maas, J., & Burgess-Wilkerson, B. (2011). The development of a student concept mapping guide for business communications. International Journal of Interdisciplinary Social Sciences, 6(5), 215-226.  Retrieved from Academic Search Complete database.

Petersen, S., Markiewicz, J., & Bjornebekk, S. (2009). Personalized and contextualized language learning: Choose when, where and what. Research & Practice in Technology Enhanced Learning, 4(1), 33-60.  Retrieved from Academic Search Complete database.

Powell, S., Tindall, I., & Millwood, R.  (2008).  Personalized learning and the ultraversity     experience.  Interactive Learning Environments, 16(1), 63-81.  Retrieved from Academic Search Complete database.

Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221-238. doi:10.1080/10573560590949359

Trahan, M. A., & Worsdell, A. S. (2011). Effectiveness of an instructional DVD in training college students to implement functional analyses. Behavioral Interventions, 26(2), 85-102. doi:10.1002/bin.324

 

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