Reframing Togetherness: �Shifting our focus �from technology to problems
Professor Emeritus Tom Reeves
The University of Georgia, USA
The Spires at Berry College
Educational
Research
Papers
Socially Responsible Educational Technology Research
Too Much Research on Things
Too Little Research on Problems
Science is under attack like never before.
Randomized Controlled Trials
Remote learning during the pandemic?�
First, conduct research that influences practice.
Robert E. Slavin
“The status of research deemed educational would have to be judged, first in terms of its disciplined quality and secondly in terms of its impact. Poor discipline is no discipline. And excellent research without impact is not educational.”
Charles Desforges
In 2002, David Berliner explained in the pages of AERA’s Educational Researcher journal that Educational Research: [is] The Hardest Science of All.
We do our science under conditions that physical scientists find intolerable.
Random Assignment
pre-tests: computational thinking, computer-programming efficiency, motivation
Experimental Group: programming training plus ChatGPT
Control Group: programming training only
post-tests: improved computational thinking, better computer-programming efficiency, enhanced motivation
ChatGPT Experimental Study
1 week
1 week
5 weeks
From Chalkboards to Chatbots : Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria – The World Bank
Educational design research is not defined by its methods, but by its twofold goals.
Educational Design Research:
Dr. Christiane Reilly
Second, our research should account for differences in time-on-task, not just differences in media delivery systems.
7 major reasons for learning loss during Pandemic
Academic Learning Time (ALT)
Academic Learning Time (SLT)
School Year = 180 Days
Attendance
School Day Length
Instructional Time
ALT�59 minutes
Engaged Time
…unless ALT is affected in some way, there will be no changes in student achievement at all.
NSSE
Active,
collaborative
learning
Student�faculty�Interaction
High�Academic �Challenge
Continuous�Timely
Feedback
Time �On
Task
Model of Classroom Learning�Carroll, 1963, 1989
Academic Achievement
Aptitude
Opportunity
To Learn
Motivation
Ability to Understand
Instruction
Quality of
Instruction
Model of Classroom Learning�Carroll, 1963, 1989
Academic Achievement
Aptitude
Opportunity
To Learn
Motivation
Ability to Understand
Instruction
Quality of
Instruction
Model of Online Learning Inspired by Carroll
Individual Differences
Origin of
Motivation
Aptitude
Mental
Models
Higher Order
Outcomes
Knowledge &
Skills
Input Factors
Outcome Factors
Encourage student
ownership of� learning tasks.
Engage students in
reflection and
sharing of knowledge.
Provide opportunities �to construct knowledge �through authentic activity.
Design Factors
Provide support
for collaboration
Provide support
for metacognition
Provide support �for teaching.
Support Factors
Third, whenever we conduct research, we must clarify the nature of innovative and control treatments using a common set of critical learning design factors.
Augmented Reality in Education
Media Comparison Studies
learning objectives
content
learner tasks
assessment
technology roles
teacher roles
instructional design
Low order, discrete
Higher order, robust
One right answer
Multiple perspectives
Lecture
Experiential
Academic
Authentic
Instructor
Mentor/facilitator
Tutorials/videos
Simulation/Communication
Discrete knowledge
Mental models
Critical Design Factors
Undergraduate Engineering Education
Engineering �Introductory �Courses
Mars Mission
Low order, discrete knowledge
High order, robust mental models
Learning objectives
Intro to Engineering
Knowledge dimensis
Knowl dimenss
Knodge diions
Kledge dimens
Knowledge dimensions
Knowle dimens
Low order, discrete knowledge
High order, robust mental models
Cognitive process dimensions
Knowledge dimensions
Factual knowledge
Conceptual knowledge
Procedural knowledge
Metacognitive knowledge
Knowledge dimension
Knowledge dimensis
Knowl dimenss
Knodge diions
Kledge dimens
Knowledge dimensio
Knowledge dimensis
Knowl dimenss
Knodge diions
Kledge dimens
Knowle dins
Knowledge dimensio
Knowledge dimensis
Knowl dimenss
Knodge diions
Kledge dimens
Knowle dens
Knowledge dimensio
Knowledge dimensis
Knowl dimenss
Knodge diions
Kledge dimens
Knowle dim
Knowle dins
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
1
2
2
1
1
2
2
2
2
3
4
1
2
3
learning objectives
Intro to Engineering
One correct answer
Multiple perspectives
Nature of content
Intro to Engineering
Lecture method
Experiential learning
Instructional design
Intro to Engineering
Academic
Authentic
Learner tasks
Intro to Engineering
Instructor
Mentor/ facilitator
Teacher roles
Intro to Engineering
Tutorials/video
Simulation & Communication
Technology roles
Intro to Engineering
Discrete knowledge
Mental models, creative products
Assessment
Intro to Engineering
learning objectives
content
learner tasks
assessment
technology roles
teacher roles
instructional design
Low order, discrete
High order, robust
One right answer
Multiple perspectives
Lecture
Experiential
Academic
Authentic
Instructor
Mentor/facilitator
Tutorials/videos
Simulation & Communication
Discrete knowledge
Mental models
Traditional Course Alignment
learning objectives
content
learner tasks
assessment
technology roles
teacher roles
instructional design
Low order, discrete
High order, robust
One right answer
Multiple perspectives
Lecture
Experiential
Academic
Authentic
Instructor
Mentor/facilitator
Tutorials/videos
Simulation & Communication
Discrete knowledge
Mental models
Innovative Course Alignment
Mars Mission Outcomes
1. Conduct EDR
2. Account for time-on-task and other variables
3. Clarify treatments with a common set of critical design factors
Thank you!