Final Dissertation Defense: Summary Lecture Phonecasting

by Wesley Fryerwww.speedofcreativity.org

playingwithmedia.com

18 November 2011College of EducationTexas Tech University

Impact Analysis Of Phonecasted Lecture

Summariesa dissertation defense in curriculum & instruction

Friday, November 18, 11

http://tinyurl.com/ttu18nov

download this dissertation:




www.flickr.com/photos/chrismar/3175643042

a proposed study to address 2 issues


http://www.flickr.com/photos/chrismar/3175643042












mobile computing revolutionwww.flickr.com/photos/airgap/1896663780/

widely distr

ibuted grades:

UCM Health101

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<1>Mobile Computing


mobile computing revolution

www.pewinternet.org/Reports/2009/14--Teens-and-Mobile-Phones-Data-Memo.aspx




by Quang Minh (YILKA)Friday, November 18, 11

effective uses of mobile digital devices for learning?

by kfisto


http://www.youtube.com/watch?v=7JAH_V3gb5c




Phonecasting

ipadio.comFriday, November 18, 11

<2>bad grades

(Health 101 @ UCM)


widely distributed grades: UCM Health101

www.flickr.com/photos/jeffozvold/2253126009Friday, November 18, 11

http://www.flickr.com/photos/jeffozvold/2253126009

http://www.flickr.com/photos/jeffozvold/2253126009

This study is an attempt to elaborate on and clarify the link between an instructor’s use of summary lecture phonecasting as a required course assignment and students’ academic achievement in the course. Specifically, this study seeks to use the theory of constructivism as a rationale for a hypothesis which relates the use summary lecture phonecasting to student achievement, controlling for pre-existing academic differences for students enrolled in HEALTH101 taught by the same instructor at USM in spring 2008, fall 2008, and spring 2009.

Purpose of the Study


Variables

IV = summary phonecasting (the nominal variable of summary lecture phonecasting, utilized in course sections of HEALTH101 in spring 2009, but not in fall 2008 or spring 2008)

DV = student achievement (final grades earned by students in HEALTH101)

Intervening Variable = students’ pre-existing academic differences (students’ entering ACT scores & ACT math scores)


Design

This ex post facto quantitative study will utilize a quasi-experimental, posttest-only with nonequivalent groups research design (Cook & Campell, 1979).


Also Utilized:

Instructorend-of-course

survey

InstructorInterview


Importance of the Study

UCM faculty and students (Health 101)

educators everywhere


Research QuestionDoes the use of student summary lecture phonecasting relate to student academic achievement, controlling for the effects of prior academic differences?

There is no significant difference in final grade, as a numeric score, between students taught in a classroom utilizing student summary lecture phonecasting and students taught in a traditional classroom setting.

Research Hypothesis


ANCOVA

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Terms


Literature Review Elements

Bloom’s Taxonomy

Dewey /Friere

previous studies of podcasting, phonecasting,

& lecturecasting

technologyaccess &student

achievement

freshmandropouts


en.wikipedia.org/wiki/File:Blooms_rose.svg

! !

old new


http://en.wikipedia.org/wiki/File:Blooms_rose.svg






“active creation of knowledge products by students facilitates

retention and transfer of information...”

Mayer and Wittrock (1996) & Airasian et al. (2000)


brianakira.wordpress.com

/2010/06/30/black-slavery/




technology access does not change learning outcomesFriday, November 18, 11

Cann (2007)&

Deal (2007)

previous studies...

lecturecasting

no sig. impacton

student achivement

podcasting

Schettini et al. (2010)

&Wood (2010)

phonecasting

didn’t studystudent

achievementLazzari (2008)

no sig. impacton

student achivement

Lee and Chan (2007)&

Frydenberg (2008)

didn’t studystudent

achievement


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freshman dropouts / attritionFriday, November 18, 11

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Results


While the statistical analyses conducted in this study failed to reject the null hypothesis (there are no differences in student grades among studied groups) with a finding of statistical significance less than 0.1 or 0.05, results using student ACT math scores as a covariate were very close to statistical significance. When combined with an analysis of the small effect size of the study’s groups, discussed in more detail in Chapter 5, the researcher finds a noteworthy relationship between summary lecture phonecasting and student achievement. From the perspective of significance testing and quantitative analysis, this relationship cannot be formally defined as “significant.” As subsequent analysis details, however, a relationship between these variables is evident.


The independent variable is defined as the course section. This variable has two categories, those receiving the special instruction and those not.

The dependent variable is defined as final grades earned by students in HEALTH101. This ordinal variable has a range five values: A, B, C, D, and F. These grades will be converted to grade points of 4, 3, 2, 1, and 0, respectively.

The covariate is students’ entering ACT scores. This variable will be used to statistically control preexisting academic differences. (ACT math scores also used)


Effect Size: Cohen’s d of 0.167Friday, November 18, 11

2001 revision of Bloom's TaxonomyFriday, November 18, 11

Alan Kay: “The predominant technology in theclassroom determines the predominant

learning task”

by jasoneppink


http://www.flickr.com/photos/jasoneppink/386302224






by One Laptop per Child transformative digital learningFriday, November 18, 11

http://www.flickr.com/photos/olpc/4882646127/in/set-72157624579785799/

http://www.flickr.com/photos/olpc/4882646127/in/set-72157624579785799/

1. Few Students Regularly Used Peer Created Phonecasts

2. Students Were Neutral About Benefits of Phonecasting

3. Phonecasts Were Challenging to Access4. Instructor Feedback and Oversight of

Phonecasts Needed5. Outside Assistance Critical for Phonecast

Configuration6. Suggestions for Project Improvement

Survey & Interview Results


9 recommendationsto improve future projects

1. provide headphones in labs

2. phonecast in 1:1 settings

3. use smartphones / iTunes

4. integrate in LMS

5. elective choice


9 recommendationsto improve future projects

6. technical support

7. vodcast option

8. instructor modeling

9. regular instructor oversight


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http://www.flickr.com/photos/skyloader/5032016079/

Next steps:Repeated study with larger sample size,

equivalent groups in control & treatment, implementation of recommended best practices,

random assignment to treatmentFriday, November 18, 11

questions? comments?

www.flickr.com/photos/frerieke/4022630591

www.flickr.com/photos/topgold/157218062Friday, November 18, 11

http://www.flickr.com/photos/frerieke/4022630591

http://www.flickr.com/photos/frerieke/4022630591

http://www.flickr.com/photos/topgold/157218062

http://www.flickr.com/photos/topgold/157218062

by Wesley Fryerwww.speedofcreativity.org

playingwithmedia.com

18 November 2011College of EducationTexas Tech University

Impact Analysis Of Phonecasted Lecture

Summariesa dissertation defense in curriculum & instruction


Final Dissertation Defense: Summary Lecture Phonecasting

Education

Transcript of Final Dissertation Defense: Summary Lecture Phonecasting