EVALUATION MATRIX OF STUDIES INCLUDED IN THE LITERATURE REVIEW

Study
Author/Year/Title

Focus

Methodology & Methods

Results

Conclusion/limitations

Introduction/Impact

Jonassen argued that the people who learn the most from designing instructional materials are the designers and placed design tools in the hands of
learners. He repurposed computer software applications as Mindtools, placing them in the hands of the learners to assist them in learning with
technology through problem-solving and design. This student design project considers digital video to be such a Mindtool, and explores its potential for
capturing meaningful learning and reflection in the context of active learning and design. Hertzums model for student design projects will be consulted for
treatment of design elements in an abbreviated context, as a full scale design research project is highly complex and spans years of research.

Jonassen, D.H., Carr, C.,

& Yueh, H. (1998).
Computers as Mindtools
for Engaging Learners in
Critical Thinking

Speielmann, Y. (2008)
Video: The Reflexive
Medium.

Repurposing
computer
applications as
Mindtools for
learning with
technology
The simultaneity of
recording and
reproduction
differentiates video
from the
photochemical
recording of
previous media.

Hertzum, M. Project
Designs for Student
Design projects
Projects. Situated Design are central to
Methods.
learning about
design.
Literature Review Matrix

Presents a Mindtools
Taxonomy:
Semantic Organization
Dynamic Modeling
Systems Modeling Tools
Information Interpretation
Knowledge Construction

Established video as a
reflexive medium based
on simultaneous
construction and
reconstruction in media
pictorality.

Four models are

presented which focus on
primarily on one element
of design.

Page 1 of 5

EDLT Graduate Co-op

Discussion and
examples of specific
tools in each
category are
presented.
Video as a reflexive
process becomes
central to media
theory.
The contribution of
computers affords
unrestricted
flexibility in digitally
constructed space.

Argues that the people who learn the most from designing
instructional materials are the designers, not the learners
for whom the materials are intended.
The process of articulating what we know in order to
construct a knowledge base forces learners to reflect
on what they are studying in new and meaningful ways.

Hybridization of video with the computer as digital media

forms a new paradigmatic level of connections, relations,
and interrelations of elements that do not have to belong to
the same reality.

Projects will be
An alternative is a project that incorporates all four
flawed by the single elements, but places focus on one element more than the
focus. However, a others.
project focusing

equally on all four

elements is likely to
be substandard in
all four elements.
Historical Studies

Numerous early studies in educational technology focused on knowledge construction in situated activity, with the learners playing the role of designer
and technology in the role of tool. The technologies that will be explored in this project are recent (Camtasia screen capture/editing) and emergent
(cloud-based video tagging software). In considering the possibilities for designing interactive video sequencing through clickable tagging, a parallel can
be drawn to the use of hypertext for structuring interactive text in a digital document or web-based environment. These studies were chosen for their
constructivist context in which learning is constructed through the structuring of knowledge in the design process.

Extracting
conceptual
Brown, J. S., Collins, A., knowledge from
& Duguid, P. (1989).
the situation in
Situated Cognition and
which it is known
the Culture of Learning and used limits the
effectiveness of
learning.
Comparison of
Jonassen, D.H. (1991)
hypertext with
Hypertext as Instructional instructional
Design.
design principles
and processes.
Nicaise, M. & Crane, M.
(1999) Knowledge
construction through
hypermedia authoring.

Examination of two
An argument is proposed examples of
that learning is part a
mathematics
product of the activity,
instruction that
context, and culture
exhibit certain key
features of cognitive
apprenticeship.

Literature Review

Qualitative study of
student and
Students developed
teacher
technology skills in the
perspectives
context of web design.
regarding strength
and limitations of a

Literature Review Matrix

Page 2 of 5

EDLT Graduate Co-op

Both are rooted in

cognitive and
systems theory and
practical elements
of learning
environment design

Knowledge is situated, as a product of the activity, context

and culture in which it is developed and used. Cognitive
apprenticeship is recommended as an instructional method
that honors the situated nature of knowledge.

Hypertext can be considered to be theoretically and

operationally consistent with instructional design.
Hypertext systems can combine the roles of designer and
learner by creating a collaborative environment in which
the learner can annotate, amend, or author content and
structural elements.

Most students were

highly satisfied with Participants reported that using the Web as a tool for
the course, some
knowledge construction was effective. Future research
transferred learning. needs to continue the examination of technology as a
knowledge-constructing tool as opposed to a tool for
knowledge dissemination.

student-asmultimedia
designer
approach.
Current Studies

The current studies included here, address the complexity the design project in terms of the facets that could be explored. Duncan approaches
technology as a Mindtool with a focus on triggers for reflective writing. These can be repurposed in a video context. Hew and Cheung provide a metaanalysis of uses of virtual worlds in higher education, post-hype. Their work reinforces my interest in a need to make learning in these spaces visible for
reflection and reflective analysis. Zold provides an interesting study with a framework for active learning in these highly experiential spaces.
Emergent technologies, such as the Occulus Rift and redesign of Virtual Worlds into user friendly HD spaces with facial expression recognition, have the
potential to refocus attention back into these spaces as learning environments. Frameworks and strategies are needed to design active learning projects,
make learning visible for reflection, and provide students with the tools to create artifacts in the process of knowledge construction.
Duncon, M.
(2013) Going Native:
Autoethnography as a
Design Tool. Handbook
of design in educational
technology

How to better
understand
ourselves as
learners and as
designers.

Autoethnography and
grounded theory.
Rationale and
recommendations for
implementing these
methodologies.

She offers potential

Our primary tool in educational technology is the use of our
triggers for
own mind. Research is needed for ways of looking into our
Reflective writing by
minds while using technology
category

Virtual worlds are

utilized primarily in
high education as
Used keyword search
and snowball method to communication
spaces, simulation,
compile 470 papers for
and experiential
analysis and coding.
spaces.

Hew, K. F., & Cheung, W.

S. (2010). Use of threedimensional (3-D)
immersive virtual worlds
in K-12 and higher
education settings: A
review of the research

Review of previous
research on the
use of 3-D
immersive virtual
worlds in
educational
settings

Zold, E. (2014). Virtual

Travel in Second Life:
Understanding
Eighteenth Century
Travelogues through
Experiential Learning.

In conjunction with
a study of earlyDesigning an
The author draws a
Active Learning
comparison between the modern womens
Project in Second opportunities18th century travelogues,
students visited
Life
female travelers and
avatars in second live to Second Life and
wrote their own
be removed from their

Literature Review Matrix

Page 3 of 5

EDLT Graduate Co-op

Previous research focused primarily on participants

affective domain, learning outcomes and social interaction.
Studies suggest that the use of avatars fosters social
interaction among participants.

Students were provided with a literary framework for

reflecting on their experiences in a 3-D virtual environment.
Student wrote a reflective essay after composing their
travelogues in which they analyzed how they had portrayed
themselves and Second Life and its users.

short travelogue
about their own
virtual travel
own culture and
experience new customs experiences.
and societies.
Theoretical Framework
This project adopts Coombs Knowledge Elicitation Systems (KES) as a pedagogy for design because of an interest in laying conversational reflection over video of
situated learning experiences. I may be stretching conversational learning theory, but I think that the combination of a virtual world with the affordances of audio/visual
screen captures and cloud-tagging software provide several layers of conversation between the learner, the tools and the artifacts.

Extracting
conceptual
Brown, J. S.,
knowledge
Collins, A., &
from the
Duguid, P. (1989). situation in
Situated Cognition which it is
and the Culture of known and
Learning
used limits the
effectiveness
of learning.
Schn, D. A.
(1995). Knowingin-Action: The New
Scholarship
Requires a New
Epistemology

An argument is proposed
that learning is part a
product of the activity,
context, and culture

Argues for new

Reflection-in-action as
categories of
framework of
action in action
methodology
research

Coombs (2005)
Engaging Learners The
through Critical
pedagogical
Thinking Scaffolds foundation of
critical thinking
scaffolds in
terms of
Literature Review Matrix

A critical thinking scaffold

(Coombs, 2000) is a tool,
device or procedure that
enables a learner to be
able to focus and relate
meaningful experiences
Page 4 of 5

Examination of two examples of

mathematics instruction that exhibit
certain key features of cognitive
apprenticeship.

Knowledge is situated, as a product of the activity,

context and culture in which it is developed and used.
Cognitive apprenticeship is recommended as an
instructional method that honors the situated nature of
knowledge.

Higher education institutions need to

learn organizationally.

New epistemology calls for a practitioner's reflection in

and on action.

Knowledge Elicitation Systems provide Explains the pedagogical foundation of critical thinking
the theoretical framework and
scaffolds in terms of conversational learning theory.
pedagogical procedures for designing
conversational critical thinking tools to
enable self-organised learning.
Hence, critical thinking scaffolds are

EDLT Graduate Co-op

and ideas to a specific

learning objective goal
and happens through the
conversational reflective Learning
learning theory Conversation As such,
a critical thinking scaffold
operates as a knowledge
elicitation system

Literature Review Matrix

Page 5 of 5

the actual tools and templates that

help stimulate the learner toward
eliciting, managing and recording a
critical learning event and provide a
pedagogical strategy and pathway for
achieving higher-order thinking tasks.

EDLT Graduate Co-op