What did I reflect on today? the phrase “intended and unintended consquences” Donnelly & Seery (2011) resonated with me.
How was it useful? While reviewing my notes I identified a number of results which were not in my mind at the start of the project. Such as helping students find reliable sources of information, improving their research skills. Also my notes and tutorial structures have changed as a result of the screencasts and in my mind have improved lab instructions.
What thoughts came up ? That the unintended have equal if not greater importance than the intended.
What did I learn? I referred to my project recently as an Onion, with many layers, this is another illustration of that analogy.
What will I do with the information i.e. what next? Review my observation journal again to see if I have missed anything else in my results.
Seery, M. K., & Donnelly, R. (2012). The implementation of pre-lecture resources to reduce in-class cognitive load: A case study for higher education chemistry. British Journal Of Educational Technology, 43(4), 667-677.
What did I think about today? That my project has a particular relationship to cognitive load theory.
How was it useful? I knew from the start that Cognitive Load was one of the aspects of the project, but this was a minor revelation or clarification for me.
What came up ? I was reading about program design for Cognitive Load (Kirschner 2002), which is important but I had the realisation that the program design was not done by me – I need to take a step back and analyse the program (packet tracer) design and see does it meet with good design practice? Or is that why I feel the need to produce screencasts about using it.
What did I learn? Research projects are like onions, just as you peel away one layer, another is revealed beneath (and it can make you want to cry ; ))
What will I do with the information i.e. what next? I’m going to do a quick analysis of the packet tracer interface to see does it meet with good design practice and if not, why not? Is this why it needs screencasting?
Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and instruction, 12(1), 1-10.
What did I learn today? That asking novice learners to analyse their cognitive load may be over ambitious.
How was it useful? I am trying to measure how much mental effort students have to put into my screencasts.
What thoughts came up ? When they are looking at my screencasts, how much thought will they put into cognitive load? or mental effort? This is not normally reflected on by novice learners (Martin 2014) , why should I expect them to remember?
What did I learn? That every aspect of research has two views – The view of the Researcher, and the view of the subject, those two are not (or are usually not) the same. Why should we expect the subjects to analyse themselves??
What will I do with the information i.e. what next? Measure in a different way? Is that possible? Or highlight the issue to research subjects? Will that create an “observer effect?” – This needs more research….
Martin, S. (2014). Measuring cognitive load and cognition: metrics for technology-enhanced learning. Educational Research and Evaluation,20, 592-621.
What did I learn today? That students use youtube to help them with study & extra material
How was it useful? Because they have a hard time sorting the good information from the bad.
Why is it useful? Because they like to get videos prepared by their own lecturers, that way they feel they can trust the information
What did I learn? Despite the wide range of resources availiable students prefer to stay local instead of “global”, that research skills and sorting good information from bad is a new skill for modern learners.
What will I do with the information i.e. what next? Make more screencasts – students definitely like them, and consider how we can help students find the good stuff. Maybe create some areas in the LMS for sharing good sources (or make it an assignment??)