Competency 2: Create Knowledge

Demonstrates the ability to describe common research methods in Educational Technology

This competency is demonstrated in this literature review, where I researched scaffolding's effectiveness to facilitate digital game-based learning in educational video games. This topic was interesting to me because it combined aspects of my bachelor's degree (game design) with aspects of instructional design from the LDT program. In this paper, I highlighted four studies that investigated the effectiveness of various scaffolding approaches in educational video games. These studies utilized a variety of qualitative and quantitative research methods, including performance tests, analyses of game data, surveys, and open-ended questionnaires. 

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The research I reviewed for this paper demonstrated some of the numerous approaches researchers employ regarding experimental design and the collection/analysis of data. Identifying these research methodologies enabled me to assess each study's strengths and limitations. This helped me recognize gaps in existing literature and indicated areas where future research in this area could be directed. 

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Demonstrates the ability to read and evaluate Educational Technology research

I developed this competency as I created my constructivism family tree, which examines several constructivist approaches that have been developed over time. It contains an overview of the theorists behind each approach, including their major contributions to constructivism and their connections/relationships to other constructivist theorists. Theorists highlighted in this paper include Piaget, Vygotsky, Bruner, Dewey, and von Glasersfeld. 

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Writing this paper involved analyzing research conducted by each theorist as well reviewing constructivist research as a whole to assess how the theory evolved over time. Identifying connections and relationships between each theorist required a thorough evaluation of perspectives on learning, methodological approaches, and intellectual influence. 

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​Completing this assignment allowed me to hone my ability to read and evaluate research by examining how several constructivist approaches were developed and connected across different perspectives. I evaluated similarities and differences among each theorist's assumptions about learning and assessed how their contributions shaped constructivism. ​

Applies research findings to solve common problems in Educational Technology

This competency is demonstrated in this document where I investigated how CGT 345, a face-to-face synchronous class, could be transitioned to an asynchronous online format. Creating this document involved developing framework criteria checklists, reviewing the course with the OSCQR rubric, developing a change matrix, and outlining facilitation strategies informed by research.

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To develop effective facilitation strategies for both specific course activities and overall course delivery, I reviewed and applied online learning research. For example, when designing asynchronous online discussion activities, I applied research findings related to effective discussion question prompt to design facilitate critical thinking and meaningful interaction. Research findings also informed decisions related to promoting diverse ways of learning, integrating instructor presence, and building community. 

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Applying research in this assignment allowed me to make informed design decisions that addressed common challenges associated with transitioning courses to an asynchronous online environment. Ultimately, I developed critical skills regarding applying research findings to solve problems and designing learning experiences supported by research.