A workshop associated with ICCE 2008.
This workshop is intended for researchers who would like to design research studies that will more effectively achieve study objectives and be better positioned for publication. Presently, the primary means of receiving feedback on research design is through peer reviews of conference papers, journal articles and proposals. Unfortunately, feedback at that time is often too late, as the research has already been conducted. This workshop will provide the opportunity to refine research designs earlier in the process of conducting research. Workshop participants will also share diverse methodological approaches, enriching the research culture of the ICCE community.
The workshop is intended both for young researchers (Ph.D. students and new faculty); and for experienced researchers who are venturing into new areas of study or interested in learning new research methods. We also welcome experienced researchers who may wish to offer their experience to others.
This full-day workshop will begin with an overview, presented by workshop organizers, of the major methodological schools of thought and how they match to different types of research objectives. Then most of the day will be focused on research case studies, ideally contributed by participants. Case studies can be based on complete plans for a research study, or may be based on less-elaborated starting points such as a technology innovation that one wishes to evaluate or a hypothesis to be tested. The workshop organizers will strive to select a set of case studies that represent the diversity of ICCE research across all conference themes.
Two forms of participation are solicited:
Case studies may be presented anonymously. If you prefer this option, indicate it clearly in your proposal, and we will arrange to present the case on your behalf without disclosing your identity.
Dan Suthers is Professor in the Department of Information and Computer Sciences at the University of Hawai`i at Manoa, where he directs the Laboratory for Interactive Learning Technologies (http://lilt.ics.hawaii.edu/), and is Chair of the interdisciplinary Communication and Information Sciences Ph.D. program (http://www.hawaii.edu/cis/). Dr. Suthers obtained his Bachelor of Fine Arts (1979) from Kansas City Art Institute, studied Psychology at the graduate level at Northern Arizona University, 1982-1985, and then earned M.S. (1988) and Ph.D. (1993) degrees in Computer Science from the University of Massachusetts. Subsequently he worked at the Learning Research and Development Center of the University of Pittsburgh before coming to the University of Hawai`i. Dr. Suthers' research is generally concerned with cognitive, social and computational perspectives on designing and evaluating software for learning, collaboration, and community. His current focus is on social affordances--how software interfaces influence collaborative learning and problem solving processes in small groups and the formation of relationships and social capital in online communities. In addition to selected laboratory studies, he has worked with diverse applications including middle to high school geosciences, post-secondary computer science distance education (via asynchronous learning networks), collaborative professional development of adult educators engaged in systemic reform, and informal science education.
Peter Reimann is Professor in the Faculty of Education and Social Work at the University of Sydney, where he co-directs the Centre for Research on Computer-supported Learning and Cognition - CoCo (http://coco.edfac.usyd.edu.au). Peter received his Masters and PhD from the University of Freiburg, in Psychology. He has worked at the University of Freiburg's Psychology department, in the Learning Research and Development Centre in Pittsburgh, and at the University of Heidelberg, where he was Professor for Educational Psychology before he moved to Sydney. His primary research areas has been cognitive learning research with a focus on educational computing, multimedia-based and knowledge-based learning environments, e-learning, and the development of evaluation and assessment methods for the effectiveness of computer-based technologies. Current research activities comprise among other issues the analysis of individual and group problem solving/learning processes and possible support by means of ICT, and analysis of the use of mobile IT in informal learning settings (outdoors, in museums, etc.). Concerning methods and methodology, he has a special interest in cognitive modelling, computational analysis of process data, and application of e-research methods to learning research.
Carol K.K. Chan is an Associate Professor at the Faculty of Education, The University of Hong Kong. She obtained her M.A. and Ph.D. from The Applied Cognitive Science Centre at The Ontario Institute for Studies in Education (OISE), University of Toronto. She has formerly worked as a cognitive researcher at OISE/University of Toronto and she was a visiting scholar at The Centre for Reading, University of Illinois. She is now a co-director of the Strategic Research Theme (SRT) in the Sciences of Learning at The University of Hong Kong. Her key research is in cognition and instruction with a focus on socio-cognitive processes for knowledge construction. She has conducted various research on expertise in learning, peer collaboration and conceptual change. Her current research is in computer-supported knowledge building focusing on designing and assessing collaborative knowledge building. Her other research interests include epistemological beliefs and conceptual change, assessment in online learning, and teacher learning in knowledge building communities. She is currently director of a large knowledge-building teacher network examining cognitive models of teacher learning for innovations in classroom.