MEET: Session 1

What is ET Research?
IDP in Educational Technology
Indian Institute of Technology Bombay

23rd October 2015

What is Educational Technology?

Tech Of Education

Tech For Education

Creation
and
use
of
technologies for teachinglearning.
Creation
and
use
of
technology tools to facilitate
teaching-learning.
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MEET-Oct2015

Creation and use of

strategies for teachinglearning.
Focus on what to do with
the technology, rather
than the technology itself.

What is Research in ET?

We are ET Practitioners when we:
teach students; facilitate their learning.
think about improving students' learning, interest in
the subject, engagement in class, ...
come up with ideas for doing the above.

We become ET Researchers when we:

scientifically investigate the worth of our ideas.
conduct systematic studies to get data about
whether our ideas are working.
provide evidence to support our conclusions.

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This Workshop is about

Going from
being an ET Practitioner
to
becoming an ET Researcher

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How will we get there?

from ET Practitioner to ET Researcher

There are no fast-lanes, no short-cuts.

We have to *DO* activities

We cannot simply *listen* to 'lectures' and expect

to absorb the required knowledge.

o The pre-workshop assignment that you submitted is

the first step in this direction.
o You will do many more assignments on this route!
o Enthusiastic and committed participation is essential.

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Why bother?
Going from ET Practitioner to ET Researcher
Reasons for NOT doing so:
1. I get no time off or incentive from my institution to do ET research.
2. There is very less acknowledgement by peers, heads, administration.
3. It is not easy to find resources, mentors while planning and execution.
4. It takes a lot of time; I already have heavy course loads.
Reasons for persevering:
5. By doing action research I am trying to solve my own teaching-learning
problem, which is needed to perform well in my role as teacher.
6. My students will start appreciating the effort, which is most important;
When I get papers published (in conferences like T4E), peers will start
acknowledging my work.
7. Initial mentoring and scaffolds are provided by IITB, through workshops.
8.IIT Bombay
Action research can be done
in a small aspect (may be 1-3 lectures/6
MEET-Oct2015
tutorials) of the course.

Why should you write an ET research paper?

You are anyway working on the "problems" arising in your

class; You are coming up with solutions
o Why not go the extra steps required for closure!
o You get a publication to your name - may be useful for
promotion; Conferences like T4E are IEEE conferences
and papers appear in IEEE Xplore.

Some more benefits of closure - doing a systematic study

using ET research methods, and writing a paper - are:
o Others could adopt your solutions.
o Your skill in applying the scientific method in other areas of
research will also improve.

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What is an ET research paper?

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Is this an acceptable research paper?

Read the next few examples and answer if the idea
in each example is acceptable as an Educational
Technology research paper.

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1. Is this a research paper?

I have used coloured chalk pieces or coloured markers for black
board and white board respectively, for better teaching,
especially for waveforms and curves. PPT presentation and
black board or white board should be equally utilized for an
effective lecture delivery. Usage of such methods will make the
lecture clear to students.

1.Yes
2.No
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Compilation of obvious or known solutions is NOT

a research paper
even though the idea may have value as an
effective teaching strategy.
You may have tried effective solutions to improve
teaching, but not all can be converted to a research
study, especially if the solution is not novel.

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2. Is this a research paper?

In my course I explain the importance of the topic prior to
teaching. I also explain its practical applications and its
usefulness and linkage to the industry. I discuss recent
advancements in that topic and current scenario locally and
globally. My idea is working because I can read the happiness
on students faces.

1.Yes
2.No
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A report of the strategy you implemented

is NOT a research paper
even though it may contain a good idea.
To be considered as an acceptable research paper:
you need details that show why your strategy is unique
you need to establish evidence that the idea works
beyond saying that My students are happy / learning

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3. Is this a research paper?

The purpose of this study is to use Moodle, an LMS, in an
engineering course and study the motivation behind its use by
participants. Traditional instructional activities such as presenting
information, managing course material, and evaluating student
work through Moodle quizzes, all were done using Moodle.
Instructors were asked the benefits and barriers to using Moodle.

1.Yes
2.No
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Use of an ET tool in a routine manner is NOT a

research paper.
To be considered as an acceptable research paper,
you need to implement an innovative method of
using the tool to achieve a teaching-learning goal.

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4. Is this a research paper?

I will prepare interactive multimedia content and animated
videos. Using Moodle LMS, the student can access the content
in order to make interactive session. The student will be more
interested and interactive. Animated videos will be persisted in
their mind. The concept will be easily understandable.

1.Yes
2.Not yet
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Mere development of instructional material is NOT a

research paper
even if the material is based on an innovative idea.
To be considered as an acceptable research paper,
you need to show that the material has resulted in
improvement in student learning or engagement.

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What is not a research paper?

This is so important that it is worth repeating the following:
Compilation of obvious solutions is NOT a research paper.
A report of the strategy you implemented is NOT a research paper.
Use of an ET tool in a routine manner is NOT a research paper.
Mere development of instructional material is NOT a research paper.

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So what is a research paper?

Referees look
for

Your paper must have

Novelty

Analysis of prior work to show that your

idea is unique

Positioning

Analysis to show that your work is

required, how your work advances the
state of the art

Soundness of
procedure

Steps to show that you have implemented

solution carefully

Evidence to
support claim

Data to show that your solution works as

claimed

Overall coherence

Consistency between parts of your paper

treatment should address problem, results
should give
answer to problem
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IIT Bombay

Activity: Think-Pair-Share using Padlets

Think: Write down one teaching-learning problem in your

current course and how you will solve it. (~2 Minutes)

Pair: Do a pros-cons analysis of your neighbors solution and

help to refine it.
(~6 Minutes)

Problem may be due to nature of content, classroom or students.

Is the solution likely to solve the stated problem? What evidence

can be gathered to show its effectiveness?
Is the solution likely to be novel? Make a guess, for now.

Share: Instructor discusses some solutions from a referee

perspective.
(~12 Minutes)

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What exactly is meant by Novelty?

Dictionary: The quality of being new, unique, original,

innovative, or unusual.

What has to be novel? At least one of the below:

Your Problem Research Question(s).
Your Solution Strategy to solve a known problem.
Your Domain Adapt a known solution to your context

Strong to Weak
Can a non-innovative strategy be developed into a
strong research paper?
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Yes, provided it is positioned
well (See next slide).
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What exactly is meant by Positioning?

Dictionary: situation/relation with respect to others.
How to do positioning? Do both of the below:
1) Have you shown analysis of related prior work to
bring out the gaps?
papers that have addressed a problem similar to yours
papers that have a solution approach similar to yours

2) Does your solution address any of the gaps above?

As the novelty of your problem or solution decreases,
the accuracy of your positioning must increase!
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Explain the relation to other work clearly

Awful The galumphing problem has attracted much
attention [3,8,10,18,26,32,37]
Bad

Smith [36] and Jones [27] worked on galumphing.

Poor

Smith [36] addressed galumphing by blitzing,

whereas Jones [27] took a flitzing approach

Good Smith's blitzing approach to galumphing[36] achieved

60% coverage [39]. Jones [27] achieved 80% by
flitzing, but only for pointer-free cases [16].
Better (Good Above) + We modified the blitzing approach to
use the kernel representation of flitzing and achieved
90% coverage while relaxing the restriction so that
only cyclic data structures are prohibited.
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Source:
Mary Shaw, Writing good Software
Engineering Research Papers, ICSE 2003
23

What is Soundness of procedure?

Method:
Step 1 Implement strategy in class
Step 2 Conduct a test to check how well students
have done after learning with my strategy
Step 3 If students do well on test, claim that
my strategy works

Will this method establish that my

strategy works?
1. Yes
Referee decision
Paper Rejected.
2. No
IIT Bombay

Method not sound enough to

MEET-Oct2015
establish claim.

24

Why is single-group post-test only

research design not sound?
The outcome could have occurred due to a reason
other than the treatment
There is no comparison to a group that did not
receive the treatment
The outcome could have existed even before the
treatment occurred
There is no control of other possible influences on
the outcome
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Problems with single group post only

research design, and potential solutions
Problem

Potential solution

There is no comparison Compare a group that got my

to a group that did not strategy with a group that did
receive the treatment.
not
(Two group post test design)

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Problems with single group post only

research design, and potential solutions
Problem

Potential solution

There is no comparison Compare a group that got my

to a group that did not strategy with a group that did
receive the treatment.
not
(Two group post test design)
The outcome could
have existed even
before the treatment
occurred.
IIT Bombay

Compare performance of
group before and after the
treatment: check how much
result changed after the
treatment
(Single group pre-post design)
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What is Evidence to support claim?

The data that you gather should be in sync with the
goal of your study.
Learning Effectiveness student performance
Engagement student interest, satisfaction

The analysis that you perform on the data should be

the evidence that forms the basis of your claims.
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How to measure learning effectiveness?

What to measure?
performance on test related to concept in study

How to measure? Need instrument / tool.

Use standardized test:
concept-inventory, test for specific ability, rubrics

Create instrument:
conceptual questions, problems specific to research
objective (for ex., write a program)

Measure what is relevant:

For ex., analyze number of errors in the program

marks in regular quiz or final exam (weak)

MEET-Oct2015

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How to measure student engagement?

What to measure?
student perception of their own learning
satisfaction
interest in course topics / course format
attendance

How to measure ?
Questionnaire to measure perception of learning /
satisfaction / interest
Carefully structured interviews (not simply a
conversation)
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Examples of Educational
Technology research papers

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Research studies on innovative classroom /

lab strategies to improve student learning

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Example 1. How we teach impacts student

learning: Peer Instruction vs. Lecture in CS0
(programming course), SIGCSE 2012
Read the following abstract of the paper:
We look at the impact on student learning of the pedagogical approach in
which a class is taught. We compare two sections of a non-majors
programming course offered in the same term, by the same instructor,
covering the same content and utilizing the same book, labs and exams. One
section was taught using standard lecture practices including lecture from
slides, live coding and weekly quizzes. The other section was taught using
the Peer Instruction (PI) method that actively engages students in
constructing their own learning, instead of absorbing understanding from the
instructors explanations. Using a factorial analysis of variance, we find that
students in the Peer Instruction section score an average 5.7% higher than in
the standard lecture practices section.
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Example 1. How we teach impacts student

learning: Peer Instruction vs. Lecture in CS0
(programming course), SIGCSE 2012
Precise problem
description

We look at the impact on student learning of the pedagogical approach in

which a class is taught. We compare two sections of a non-majors
programming course offered in the same term, by the same instructor,
covering the same content and utilizing the same book, labs and exams. One
section was taught using standard lecture practices including lecture from
slides, live coding and weekly quizzes. The other section was taught using
the Peer Instruction (PI) method that actively engages students in
constructing their own learning, instead of absorbing understanding from the
instructors explanations. Using a factorial analysis of variance, we find that
students in the Peer Instruction section score an average 5.7% higher than in
the standard lecture practices section in the final exam.
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Example 1. How we teach impacts student

learning: Peer Instruction vs. Lecture in CS0
(programming course), SIGCSE 2012
Novel solution
approach

We look at the impact on student learning of the pedagogical approach in

which a class is taught. We compare two sections of a non-majors
programming course offered in the same term, by the same instructor,
covering the same content and utilizing the same book, labs and exams. One
section was taught using standard lecture practices including lecture from
slides, live coding and weekly quizzes. The other section was taught using
the Peer Instruction (PI) method that actively engages students in
constructing their own learning, instead of absorbing understanding from the
instructors explanations. Using a factorial analysis of variance, we find that
students in the Peer Instruction section score an average 5.7% higher than in
the standard lecture practices section in the final exam.
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35

Example 1. How we teach impacts student

learning: Peer Instruction vs. Lecture in CS0
(programming course), SIGCSE 2012
Sound
procedure

We look at the impact on student learning of the pedagogical approach in

which a class is taught. We compare two sections of a non-majors
programming course offered in the same term, by the same instructor,
covering the same content and utilizing the same book, labs and exams. One
section was taught using standard lecture practices including lecture from
slides, live coding and weekly quizzes. The other section was taught using
the Peer Instruction (PI) method that actively engages students in
constructing their own learning, instead of absorbing understanding from the
instructors explanations. Using a factorial analysis of variance, we find that
students in the Peer Instruction section score an average 5.7% higher than in
the standard lecture practices section in the final exam.
IIT Bombay

MEET-Oct2015

36

Example 1. How we teach impacts student

learning: Peer Instruction vs. Lecture in CS0
(programming course), SIGCSE 2012
Novel solution
approach

Precise problem
description

Sound
procedure

We look at the impact on student learning of the pedagogical approach in

which a class is taught. We compare two sections of a non-majors
programming course offered in the same term, by the same instructor,
covering the same content and utilizing the same book, labs and exams. One
section was taught using standard lecture practices including lecture from
slides, live coding and weekly quizzes. The other section was taught using
the Peer Instruction (PI) method that actively engages students in
constructing their own learning, instead of absorbing understanding from the
instructors explanations. Using a factorial analysis of variance, we find that
students in the Peer Instruction section score an average 5.7% higher than in
the standard lecture practices section in the final exam.
Evaluation of
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solution37

Example 2. Computerized Molecular

Modeling: Enhancing Meaningful Chemistry
Learning, ICLS 2000
Read the following summary of the paper:
Understanding the spatial structure of organic molecules has been a source
of difficulty for many chemistry students. To address this problem, the authors
introduced a teaching/learning approach that employs a combination of virtual
and physical models in an organic chemistry curriculum. The teaching
method for the experimental group combined physical (plastic) and virtual
(computerized) 3D molecular models. The control group studied using a
traditional method. Students were evaluated on the basis of an Organic
Compound Questionnaire. The paper reports that the experimental group
students were more capable of defining and implementing new concepts in
organic chemistry than their control group counterparts.
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Example 2. Computerized Molecular

Modeling: Enhancing Meaningful Chemistry
Learning, ICLS 2000
Importance of
problem

Understanding the spatial structure of organic molecules has been a source

of difficulty for many chemistry students. To address this problem, the authors
introduced a teaching/learning approach that employed a combination of
physical plastic 3D molecular models and computerized 3D models in an
organic chemistry curriculum. The experimental group learnt using the
models while the control group studied using a traditional method. Students
were evaluated on the basis of an Organic Compound Questionnaire. The
paper reports that the experimental group students were more capable of
defining and implementing new concepts in organic chemistry than their
control
group counterparts.
IIT Bombay
MEET-Oct2015
39

Example 2. Computerized Molecular

Modeling: Enhancing Meaningful Chemistry
Learning, ICLS 2000
Novel solution
approach

Understanding the spatial structure of organic molecules has been a source

of difficulty for many chemistry students. To address this problem, the authors
introduced a teaching/learning approach that employed a combination of
physical plastic 3D molecular models and computerized 3D models in an
organic chemistry curriculum. The experimental group learnt using the
models while the control group studied using a traditional method. Students
were evaluated on the basis of an Organic Compound Questionnaire. The
paper reports that the experimental group students were more capable of
defining and implementing new concepts in organic chemistry than their
control
group counterparts.
IIT Bombay
MEET-Oct2015
40

Example 2. Computerized Molecular

Modeling: Enhancing Meaningful Chemistry
Learning, ICLS 2000
Evaluation of
solution

Understanding the spatial structure of organic molecules has been a source

of difficulty for many chemistry students. To address this problem, the authors
introduced a teaching/learning approach that employed a combination of
physical plastic 3D molecular models and computerized 3D models in an
organic chemistry curriculum. The experimental group learnt using the
models while the control group studied using a traditional method. Students
were evaluated on the basis of an Organic Compound Questionnaire. The
paper reports that the experimental group students were more capable of
defining and implementing new concepts in organic chemistry than their
control
group counterparts.
IIT Bombay
MEET-Oct2015
41

Example 2. Computerized Molecular

Modeling: Enhancing Meaningful Chemistry
Learning, ICLS 2000

Understanding the spatial structure of organic molecules has been a source

of difficulty for many chemistry students. To address this problem, the authors
introduced a teaching/learning approach that employed a combination of
physical plastic 3D molecular models and computerized 3D models in an
organic chemistry curriculum. The experimental group learnt using the
models while the control group studied using a traditional method. Students
were evaluated on the basis of an Organic Compound Questionnaire. The
paper reports that the experimental group students were more capable of
defining and implementing new concepts in organic chemistry than their
control
group counterparts.
Evidence in support
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of solution

42

Example 2. Computerized Molecular

Modeling: Enhancing Meaningful Chemistry
Learning, ICLS 2000
Importance of
problem

Novel solution
approach
Evaluation of
solution

Understanding the spatial structure of organic molecules has been a source

of difficulty for many chemistry students. To address this problem, the authors
introduced a teaching/learning approach that employed a combination of
physical plastic 3D molecular models and computerized 3D models in an
organic chemistry curriculum. The experimental group learnt using the
models while the control group studied using a traditional method. Students
were evaluated on the basis of an Organic Compound Questionnaire. The
paper reports that the experimental group students were more capable of
defining and implementing new concepts in organic chemistry than their
control
group counterparts.
Evidence in support
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of solution

43

Development and evaluation of innovative

instructional materials

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Example. Improvement of Mental Rotation

Ability using Blender 3-D, T4E 2012
Read the following abstract of the paper:
Mental Rotation (MR) ability is important in various fields ranging from art and
education to engineering and technology. MR ability can be improved by
computer based training. Most existing techniques require weeks of training
and are based on proprietary software. We developed a three-hour training
module using Blender, a 3D open source software. In this paper, we present
experimental details of the effect of our training on the improvement of MR
ability. Our sample was 42 first year engineering undergraduate students and
we used Vandenberg's Mental Rotation Test for pretest and post-test. We
found the results to be significant, leading to a large effect size for the entire
sample. We also found that females and low achievers are more likely to
benefit by such training.
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45

Example. Improvement of Mental Rotation

Ability using Blender 3-D, T4E 2012
Importance of
problem

Mental Rotation (MR) ability is important in various fields ranging from art and
education to engineering and technology. MR ability can be improved by
computer based training. Most existing techniques require weeks of training
and are based on proprietary software. We developed a three-hour training
module using Blender, a 3D open source software. In this paper, we present
experimental details of the effect of our training on the improvement of MR
ability. Our sample was 42 first year engineering undergraduate students and
we used Vandenberg's Mental Rotation Test for pretest and post-test. We
found the results to be significant, leading to a large effect size for the entire
sample. We also found that females and low achievers are more likely to
benefit by such training.
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46

Example. Improvement of Mental Rotation

Ability using Blender 3-D, T4E 2012
Analyzing gaps in
related work

Mental Rotation (MR) ability is important in various fields ranging from art and
education to engineering and technology. MR ability can be improved by
computer based training. Most existing techniques require weeks of training
and are based on proprietary software. We developed a three-hour training
module using Blender, a 3D open source software. In this paper, we present
experimental details of the effect of our training on the improvement of MR
ability. Our sample was 42 first year engineering undergraduate students and
we used Vandenberg's Mental Rotation Test for pretest and post-test. We
found the results to be significant, leading to a large effect size for the entire
sample. We also found that females and low achievers are more likely to
benefit by such training.
IIT Bombay

MEET-Oct2015

47

Example. Improvement of Mental Rotation

Ability using Blender 3-D, T4E 2012
Novel solution
approach

Mental Rotation (MR) ability is important in various fields ranging from art and
education to engineering and technology. MR ability can be improved by
computer based training. Most existing techniques require weeks of training
and are based on proprietary software. We developed a three-hour training
module using Blender, a 3D open source software. In this paper, we present
experimental details of the effect of our training on the improvement of MR
ability. Our sample was 42 first year engineering undergraduate students and
we used Vandenberg's Mental Rotation Test for pretest and post-test. We
found the results to be significant, leading to a large effect size for the entire
sample. We also found that females and low achievers are more likely to
benefit by such training.
IIT Bombay

MEET-Oct2015

48

Example. Improvement of Mental Rotation

Ability using Blender 3-D, T4E 2012

Mental Rotation (MR) ability is important in various fields ranging from art and
education to engineering and technology. MR ability can be improved by
computer based training. Most existing techniques require weeks of training
and are based on proprietary software. We developed a three-hour training
module using Blender, an open source software. In this paper, we present
experimental details of the effect of our training on the improvement of MR
ability. Our sample was 42 first year engineering undergraduate students and
we used Vandenberg's Mental Rotation Test for pretest and post-test. We
found the results to be significant, leading to a large effect size for the entire
sample. We also found that females and low achievers are more likely to
benefit by such training.
IIT Bombay

Sound evaluation
MEET-Oct2015

Evidence in support
of solution 49

Example. Improvement of Mental Rotation

Ability using Blender 3-D, T4E 2012
Analyzing gaps in
related work

Importance of
problem

Novel solution
approach

Mental Rotation (MR) ability is important in various fields ranging from art and
education to engineering and technology. MR ability can be improved by
computer based training. Most existing techniques require weeks of training
and are based on proprietary software. We developed a three-hour training
module using Blender, an open source software. In this paper, we present
experimental details of the effect of our training on the improvement of MR
ability. Our sample was 42 first year engineering undergraduate students and
we used Vandenberg's Mental Rotation Test for pretest and post-test. We
found the results to be significant, leading to a large effect size for the entire
sample. We also found that females and low achievers are more likely to
benefit by such training.
IIT Bombay

Sound evaluation
MEET-Oct2015

Evidence in support
of solution 50

Activity Move from idea to ET

research study
We agreed that this was not yet a research paper:
I will prepare interactive multimedia content and animated
videos. Using Moodle LMS, the student can access the content
in order to make interactive session. The student will be more
interested and interactive. Animated videos will persist in their
mind. The concept will be easily understandable.

ACTIVITY: What is required for the above to be

considered as an acceptable research paper?
Do as Think-Pair-Share activity.
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How to progress this idea into a

research study?

I will prepare interactive multimedia content and animated

videos. Using Moodle LMS, the student can access the content
in order to make interactive session. The student will be more
interested and interactive. Animated videos will be persisted in
their mind. The concept will be easily understandable.
Need to show evidence that the material has resulted in
improvement in student learning or engagement. For example I will give a quiz to test students understanding on a concept learnt using
multimedia, and compare it with their understanding on a similar concept
learnt using traditional material such as a textbook.
I will prepare a questionnaire that asks students their preference of using
multimedia vs. traditional (print) material, and their reasons of doing so.
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How do I ensure that my ET

research meets the criteria?

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Templates
1. Idea Proposal Template (IPT) - helps you explore if
your idea is suitable for a research study.
2.Study Planning Template (SPT) - helps you plan the
research study around your idea.
3.Paper Planning Template (PPT) helps you plan the
flow and ideas that will go into your paper.
4.Paper Writing Template (PWT) helps you plan the
paragraphs
that
will
go
into
your
paper.
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Where can I get these templates?

During MEET 2015 itself:
Copy them onto your pen-drive or laptop

Download from www.et.iitb.ac.in/resources

Two other companion documents:
4-page Tutorial included in T4E 2013 proceedings
More detailed document - TR-ET-2013-01.pdf
Undergoing revision and expansion.
Will be available at above site, in a couple of weeks.
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