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Formative Assignment For Supervisor - 11 Nov 2014
Formative Assignment For Supervisor - 11 Nov 2014
and reduce cognitive load (Dalgarno et al., 2008). The literature search found that
disciplines researching the use of screencasts in education tend to be science, technology,
engineering and instructional design focussed. There was also a prevalence of the use of
quantitative, rather than qualitative methods, which may correlate with the disciplines. In
my discipline, Hardaker and Rushin (2012) have written on the use of screencasts as a
supplement to CAD teaching in fashion and textiles. However, there are shortcomings to
this paper, (acknowledged by the authors) in that it focusses too much on the software
creation.
My research can add new knowledge and/or solve a problem, in relation to screencast use
because there is not a lot of research on their use with arts based disciplines, especially
interior design. It will examine whether screencasts help to reduce anxiety in interior design
students around the learning of CAD by aligning it with cognitive load theory (Sweller, 1998;
Paas et al. 2003) and Mayers cognitive theory of multimedia learning (Mayer, 2009) and
whether the screencasts can encourage both convergent and divergent thinking (Lawson,
2005) in first years. I have reviewed previous student papers on the topic of cognitive load
theory and blended learning i.e. Stuart(2013) and Seery et al.(2011) and recognized the
predominantly cited authors such as Mayer(2001), Sweller (1988), Littlejohn(2007) among
others. I have delved more into Mayer, Sweller and Paas to gain more insight into CLT
looking at intrinsic, extraneous and germane load (Paas & Sweller, 2003) and how the
evaluation of the screencasts measures up to Mayers CLT of multimedia learning. This will
be an ongoing process of discovery in the course of the project.
3. Document Purpose and Scope for Project
This documents purpose is to show how I have progressed in my research since my
research methods module paper. The project takes place from April 2014 until July 2015.
The research, literature review, resource development, and data collection will take place
before and until December 2014. The collection, dissemination and analysis of results and
the subsequent write up of the paper will take place between January and June 2015.
4. Summary of Research Design
Research Question:
Since my research methods proposal assignment, the paper title has changed to Can a
blended learning approach help to overcome new learning challenges in first year?. This
emerged as the key question because it speaks specifically about whether the screencasts
can help students with new learning on the design course.
Objectives:
Can the screencasts enable the students to become both convergent and divergent
thinkers, helping them to master skills that involve more convergent thinking, which
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Methodology & Methods: I will use what Stake (as cited in Cousin, 2005, p.422) refers to as
an intrinsic case study, which will focus on the use of the screencasts for education over
one academic year. It will be a retrospective study with the current second years.
The research will take a mainly qualitative approach, incorporating the pilot study in
April/May 2014 (two surveys one mixed methods, one qualitative only (see my ePortfolio
project page) - for reference. It will focus on learning challenges in first year, the learners
user experience of the resource, and whether it helps overcome new challenges in first year.
The methods will be as follows:
7. Ethics
There are not any major ethical issues in my project, but I have liaised with the DIT ethics
board over the last five months, taking on their recommendations. These include:
Obtaining consent from my head of school to carry out the survey and focus group.
Adding a note to the survey to inform students that it will be anonymous.
An impartial party will distribute the surveys in class and will also conduct the audio
recorded focus group.
A consent form will be issued to students who volunteer to participate in the focus
group.
The focus group will be randomly chosen to avoid bias in terms of collecting the
right answers for the study.
8. Project Plan
9. Target Journal
Presently, I am contemplating the Irish Journal of Academic Practice, the British Journal of
Educational Technology, the Journal of Educational Technology & Society and the Journal of
Educational Multimedia and Hypermedia as I think my research is not specific to my
discipline, but for all educators using multimedia. However, I am not ruling out anything.
However, this something that I will put a lot more thought and research into, to find the
most appropriate journal for me. When other goals in the project have been completed I
will put more time into this aspect of it.
References
Cousin, G., (2005), Case Study Research, Journal of Geography in Higher Education, 29:3,
pp.421-427
Dalgarno, B., Pradhan, S. & Lee, M.J.W., (2008), The Effectiveness of Screencasts and
Cognitive Tools as Scaffolding for Novice Object-Oriented Programmers Journal of
Information Technology Education, Vol 7, pp.61-80.
Farkas, M. (2013), Just-for-me Training Screencasting for personalized longterm learning.
Retrieved May 06, 2014 for www.americanlibrariesmagazine.org, In Practice, p.21
Green, K., Pinder-Grover, T. & Millunchick, J., (2011), The efficacy of screencasts to address
the diverse academic needs of students in a large lecture course. Advances in Engineering
Education, Winter 2011, Vol 2 Issue 3, pp.1-28.
Green, K., Pinder-Grover, T. & Millunchick, J., (2012), Impact of Screencast Technology:
Connecting the Perception of Usefulness and the Reality of Performance. Journal of
Engineering Education, October 2012, Vol 101, No. 4, pp. 717-737
Grabe, M. and Christopherson, K., (2008): Optional student use of online lecture resources:
resource preferences, performance and lecture attendance. Journal of Computer Assisted
Learning 24:110.
Hardaker,C. & Rushin, G., (2012), Development and Evaluation of the use of Screencasts as a
Supplement to Computer Aided Design Teaching in Fashion and Textiles. Retrieved June 08,
2014 from www.brighton.ac.uk - BrightONLINE student literary journal.
Lawson, B. (1997). How designers think: The design process demystified (3rd ed.). Oxford:
Architectural Press.
Lee, M. & Thompson, R. (2012) Talking with Students through Screen casting:
Experimentations with Video Feedback to Improve Student Learning. Retrieved June 08,
2014 from www.commons.gc.cuny.edu
Littlejohn,A. & Pegler,C. (2007). Preparing for blended e-learning. Oxon: Routledge Falmer.
Mayer, Richard E. (2009) Multimedia learning. Cambridge; New York : Cambridge University
Press.
Paas, F., Tuovinen, J.E., Tabbers, H. & Van Gerven, P.W.M., (2003), Cognitive Load
Measurement as a Means to Advance Cognitive Load Theory. Retrieved October 5, 2014
from: www.tandfonline.com - Educational Psychologist, 38(1), 6371
Rose, K. (2009). Student perceptions of the use of instructor-made videos in online and face
-to-face classes. Retrieved June 07, 2014 from www.jolt.merlot.org Journal of Online
Learning and Teaching, Vol 5, No.3.
Seery, M. and Donnelly, R. (2011), The implementation of pre-lecture resources to reduce inclass cognitive load: A case study for higher education chemistry. Retrieved May 16, 2014
from www.arrow.dit.ie
Stuart, A. (2013) Engaging Students Learning Through a Blended Learning Environment.
Retrieved April 21, 2014 from www.arrow.dit.ie
Sugar, W. , Brown, A. & Luterbach, K., (2010), Examining the Anatomy of a Screencast:
Uncovering Common Elements and Instructional Strategies. International Review of
Research in Open and Distance Learning. Vol 11, No.3.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning.
CognitiveScience, 12(2), 257-285.
Udell, J. (2004), Name that genre: Screencast. Retrieved on May 06 from jonudell.net
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