Title: Chapter 3 Research Methodology

Kathryn Donahue
Drexel University
EDAM 528

Chapter 3 Research Methodology

Introduction
The internet and digital media provide new kinds of interactions for digital
communication and collaboration (Kereluk, Mishra, Fahnoe, & Terry, 2013) with media
contexts in which meaning and knowledge are built up through various modalities such
as images, texts, symbols, interactions, abstract design and sound (Gee, 2004, p. 210).
Leveraging these multimodal approaches in process-focused learning activities holds
promise for successfully engaging a broader continuum of learners than has been
demonstrated in traditional approaches to instruction.
Description of the Research Problem

Current educational research views cognition as a process that is distributed

across the knower, the environment in which knowing occurs, and within the learning
activity (Barab & Squire, 2004). Therefore situating learning in new media contexts
provides learning opportunities through modalities other than traditional text. However,
traditional mindsets of teachers, administrators and policy-makers are not easily shifted by
the introduction of new theories and technologies. A recent review of 21st Century skills
frameworks reveals that English and Mathematics maintain traditional prominence as the
foundation on which all other 21st Century skills are to be developed (Kereluk, Mishra,
Fahnoe, & Terry, 2013).
Purpose of the Research
Through the lens of Universal Design for Learning (UDL) Theory, the best approach
to achieving variability in education methodologies is to rethink educational contexts and
practices for all learners (Meyer & Rose, 2014). This study, situated in an online graduate

level course in New Media Literacies, invites educators to experience learning strategies
designed to address and leverage learner variability, pairing two approaches: learnercentered design and scaffolding for self-organization.
Key Research Questions
How can new media be leveraged to improve educational practice?
How can learning be scaffolded to address and leverage learner variability?
How can these strategies migrate to other educational contexts and environments?
Anticipated Benefits
Benefit to participants is the opportunity to experience an activity designed for
learner variability and to reflect on the activity as learners and as educators. Benefit to the
researcher is an opportunity to explore current research in the design-based educational
research paradigm, and apply these new understandings to the design of an activity that
serves a pilot study of learning strategies for further research in the context of a doctoral
program. The researchers long-term goal is to engage in research that addresses learner
variability, along the novice to expert continuum, across higher education, K-12
classrooms and professional learning environments. Situating adult learning in
representations of practice (Fishman & Davis, 2006) provides opportunity for development
of intuitive understandings and beliefs about knowledge, learning and intelligence (Greeno,
1989).
Methods
Participants
Participants in the study are graduate level education students in a course that
investigates 21st century literacies and explores how new media are changing the

dimension of school literacies, challenging traditional ways of learning and communicating.

Leveraging multimodal contexts and tools, in this context, provides opportunity to study
participants responses as learners and as practitioners.
Rationale
It is anticipated that there will be continuums of expertise from novice to expert
connected to various aspects of the activity, for example: interacting through a virtual
persona, customizing a virtual persona, researching 3D virtual spaces, exploring 3D virtual
spaces, using technologies for screen capture such as Jing; Snagit; Camtasia, posting and
sharing media in interactive cloud technologies. The potential of a steep learning curve that
is scaffolded for learner success, adds an additional layer to the study in which participants
are provided with an opportunity to identify with struggling learners. At the same time, the
learners are afforded additional opportunities to learn with new media.
Materials and Procedures
The researcher will apply a field-based approach to mixed methods analysis
(outlined in Appendix A) of learner analytics (Appendix B), artifacts, discussion board
reflections and post-activity interviews. The focus will be on discovery of themes and
linking them to theoretical models for future research.
Online scaffolding tool. An online chart (appendix C) will be provided online for
collaborative access, to support learners in self-organizing their collaborative participation
based on their unique skills, interests, motivation and the amount of time they are able to
invest in the activity. The researcher is interested in learning about participants
perceptions, experiences and reflections through observation of activity in the scaffolding
tool and related discussions and artifacts.

Learner analytics from instructional video. Prior to the entering the, immersive 3D
environment, learners will be provided with an interactive video created in the WireWax
Studio (wirewax.com). Appendix B provides a screenshot of anonymous learner analytics,
generated through viewing the video and clicking the interactive tags for selection of
additional viewing content. The researcher will apply a mixed methods approach to
analysis, quantifying learner activity within the videos based on metrics in addition to
qualitative analysis of specific content choice (an overview is provided in Appendix B).
Learner created artifacts. Learners will produce screen capture artifacts of activity
within the 3D immersive environment.
Course Discussion Boards. Discussion boards before, during and after the activity of
are of interest to the researcher to determine when themes emerge and whether the
themes that emerge that emerge in the context of the study and applied to later course
activity. Discussion board prompts will be provided during the activity period.
Participant Interviews. Participant interviews will be developed during qualitative
analysis of the materials above, to assist the researcher in clarification of learner
perceptions and attitudes related to the research.
Validity and Reliability
Although the researcher will draw on a variety of studies that employ design-basedresearch for coding and evaluation methods, Techniques to Identify Themes (Ryan and
Russell, 2003) will serve as a guideline for selection of specific field methods and
subsequent attention to practices related to validity and reliability. The researcher has
applied grounded theory to the coding of text in documents in previous action research;
however, as the coding in this study will be much more complex, the researcher will look to

the guidance in this article in matching techniques to texts and types of artifacts.
In their discussion of techniques for the identification of themes in qualitative
research, Ryan and Russell (2003) suggest that qualitative researchers can support validity
by bringing transparency to their process of theme identification. Reliability is addressed
by employing more than one evaluation technique addressing agreement across
techniques.
Potential Limitations
The steep learning curve for some or all of the participants in addressing the
embedded tasks and skills in the project presents the possibility that the particular group
of students may lack the expertise to complete the project independently. As is customary
in the design-based research paradigm, the researcher will take an active role with
participants. The researcher is available to bridge learners skill gaps enable a level of
participation that is commensurate with learners interests and skills. This level of
intervention by the researcher would not compromise the study, as the goal is the iterative
design of an activity framework that supports agency for novice learners, and the
researcher will not assessing skill development outcomes. High levels of need for support
could enhance rather than compromise the study, as learners would have opportunity for
authentic experiences as novices in a group learning activity and to reflect on the
legitimacy of learning in that context.
Ethical Considerations

The researcher is a temporary employee at the university and assigned to the

course as a teaching assistant. The researchers role and in the course and exactly what
is being reviewed will be made completely transparent to learners as they will become

co-participants in the design research. No learning outcomes will be assessed and no

identifying information will be collected. The researcher is not interested in learner
grades or other learning outcomes. Rather the researcher is interested in identifying
themes in the choices, perceptions, insights and attitudes of participants and in
identifying information that could improve the activity design. As legitimate peripheral
participation is the stance for this activity, the choice for minimal or non-participation
is embedded into the activity itself.
Timeline
September
Completion of Instructional
Content
Begin implementation of
Activity
Review of Discussion boards
Collection, review and
analysis of data
Mixed Methods Review

October

November

Implementation
Review of Discussion boards Review of Discussion boards
Collection, review and
analysis of data
Mixed Methods Review
Mixed Methods Review
Written Submission of
Results

References
Barab, S. & Squire, K. (2004) Design-Based Research: Putting a Stake in the Ground, Journal
of the Learning Sciences, 13:1, 1-14, DOI: 10.1207/s15327809jls1301_1
Gee, J. P. (2003). What Video Games Have To Teaching Us about Literacy and Learning. New
York: Palgrave Macmillan.
Greeno, J. G. (1989). A Perspective on Thinking. American Psychologist, 44(2), 134-141.
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth:
teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher
Education, 29(4), 127+.
Meyer, A., & Rose, D. H. (2014). Changes in Theory and Practice of UDL. Universal design for
learning: theory and practice. Wakefield, MA: CAST Professional Publishing.
Ryan, G. W., & Bernard, H. R. (2003). Techniques to Identify Themes. Field Methods, 15(1),
85-109. doi: 10.1177/1525822x02239569

Appendix A

Research Matrix for Mixed Methods Data Analysis

Technology
Video
scenarios
With
embedded

Theory/Framework Methods/Strategies Effects with

Technology
Activity Theory/
User-centered
Design

WireWax/

Activity Theory/

Interactive
links

Learner-centered

Quantitative

Qualitative

User analytics

User feedback
via discussion
board and
surveys

Anchored
Instruction

Quantitative

Qualitative

User analytics

User feedback
via discussion
board and
surveys

Collaborative
Knowledge
Construction

Quantitative

Qualitative

User analytics

User analytics

Scaffolding for Selforganization and

Self-identified
learning goals

Qualitative

Discussion
board
reflection and
surveys

Reflection-inAction
Reflection-onAction

Design
ThingLink

Second Life

Activity Theory

Legitimate
Peripheral
Participation

Effects of
Technology

Analysis of
ethnographic
artifacts

Appendix B
WireWax Interactive Video Tagging and Learner Analytics

Instructional videos screen captured in the

activity environment, reflection in action
narration and interactive tagging for links to
learner-centered instruction.

Figure 1. Screen capture of researchers interactive video, https://studio.wirewax.com/#8008780

Learner analytics provide metrics on total views, total viewers, interactions (clicks and
mouse rollovers), interaction rates, average interactions per viewer, and engagement time
(see below).

Figure 2. Screen capture of interactive video analytics, https://studio.wirewax.com/#8008780

Appendix C

Online Sign-up Board for Second Life Field Trips to General Regions
Tasks
(Suggest
additional
locations)

Field Trip Sites - General Regions Only

Genome
Project on
Eduisland

International
Space Museum
at Spaceport
Alpha Island

Research in
advance to
identify areas of
interest
Visit location in
advance to
support
navigation to
areas of interest
Video screen
capture during
trip
Edit and post
screen capture
Narrate and
post screen
capture
Other

Note: General regions are areas where you should feel free to say and do things that you
would be comfortable saying and doing in front of your grandmother or a grade school
class. Institutions such as universities, conference organizers, and real world businesses
may wish to designate their regions as General. Likewise their users (and others) may wish
to employ Second Life's General search setting to focus and filter search results
appropriately.
http://community.secondlife.com/t5/English-Knowledge-Base/Maturity-ratings/tap/700119#Section_.1.1