Fall 2008

Sept. 4

Note: Many readings that are linked to below require your IU network ID and password for access.

Preparation for class:

• Read: Epistemology of Educology: A Framework for Knowledge Claims about Education

In class:

• Course overview.
• Introduce yourselves and learning goals for this class.
• 45-minute research project (in class, illustrates different kinds of knowledge created by research)
• Debrief on educology

After class:

• Take the online quiz, Understanding Plagiarism at Indiana University (takes about 10 minutes). If needed, do the online tutorial and take the test.
• Do the Protection of Human Subjects in Non-Biomedical Research tutorial
• Take the Protection of Human Subjects in Research certification test (send results to instructor).

Preparation for class:

• Read Interviews.
• Read Observation and Interviewing.
• Read Practical Web Development, Chapter 1, The Big Picture.
• Read Practical Web Development, Chapter 3, Analyze Your Needs and Those of Your Users.

In class:

• Plan interview questions for target audiences
• Plan interview questions for getting FAQs
• Interview teams assigned
• Interviewees assigned to teams
• Schedule interviews to be completed before next class and written up
• Practice interview skills: simulation

After class:

• Create interview forms in Word and post to Oncourse (will be assigned to someone in class)

3

and

4

Sept. 18

Sept. 25

Preparation for class:

• Each team of two conducts THREE interviews (at least once as the interviewer, and at least once as the observer). You will inteview members of the target audience.
• Each team member takes notes during the interview, using a form we develop in class in Word.
• Combine notes and write up the responses that the interviewees make to each question in separate Word documents (use the forms we have created, and fill them in after each question).
• You must post your interview documents by Wed. Sept. 17 at midnight, so everyone can read everybody else's interview results before class on Wed.
• Print interview results for your own interviews and bring to class.
• Read Content Analysis.
• Read Uncovering Usability Needs Before You Design.

In class:

• Bring scissors and scotch tape. Instructor will provide 3x5 cards.
• Bring hardcopy of your interview. Set the margins in Word to 4 inches apart before you print it, so that you can cut out each user response and tape it to a 3x5 card as needed during class.
• Conduct content analysis of interview results, using the documents posted in Oncourse.
• Determine which needs appear to be greater than others.
• Prepare a summary document that outlines findings.

Preparation for class:

• Read The Problem of Unusable Products and Systems.
• Read Usability testing on 10 cents a day.
• Read Practical Web Development, Chapter 5, Test the Paper Prototype, pp. 1-15 .
• Read Practical Web Development, Chapter 7, Test the Computer Prototype, pp. 1-10 .

In class:

• Watch video of usability test.
• Plan authentic tasks for usability test based on needs assessment and content analysis done previously.
• Plan for selecting authentic subjects and conditions for usability testing.
• Plan the usability tests.
• Create usability testing teams.
• Practice doing a usability test on a computer with the tasks.

After class:

• Create usability test observation form for everyone to use
• Create usability test script for everyone to use
• Create 6 sets of task cards for everyone to use

Preparation for class:

• Select your subjects and conduct your usability tests, recording on the observation form.
• Write up usability results and post in Oncourse (in other words, type your hand-written observations into the Word form so they are legible).
• You must post your usability results documents by Wed. Oct. 1, at midnight, so everyone can read everybody else's interview results before class on Wed.
• Read Building a Large, Successful Website Efficiently through Inquiry-based Design and Content Management Tools, pp. 20-26.
• Read Practical Web Development, Chapter 5, Analyze the Results (pp. 15-21).
• Read User-Centered Design and Usability Testing of a Website: An Illustratative Case Study.

In class:

• Bring hardcopy of your usability results document.
• Do content analysis of tasks, observations, and problems users had with the design of the SoE Website.
• Create list of problems with the design.
• Prioritze problems in terms of severity.
• Create table of results for the client.
• Debrief on the usability testing process and its role in design and development.

Preparation for class:

• Read Statistical Techniques for Analyzing Quantitative Data.
• Read Fraenkel & Wallen (2006): Chapter 17, Survey Research, pp. 396-425.
• Read the Study Information Sheet for the TALQ study
• Take the Survey (complete all items to familiarize yourself with the questionnaire -- evaluate a course you took recently)
• Read the report: Improving Course Evaluations to Improve Instruction and Complex Learning in Higher Education

In class:

• Presentation by Rajat Chadha
• Introduction to SPSS
• Conduct descriptive statistical analyses with SPSS and TALQ data

Preparation for class:

• Get your data set from your Oncourse dropbox (from TALQ study)
• Read Fraenkel & Wallen (2006): Chapter 10, Descriptive Statistics, pp. 187-218.
• Practice descriptive analyses as we did in last class.
• If you want a student license for SPSS 14 on your own PC or Mac, you can purchase it at the Stat/Math Center. Otherwise, you can use SPSS in the Student Technology Clusters (e.g., Wright Education 2011, 2015, 2025).
• In SPSS 14, you can learn about basic statistics and how to use SPSS. In the menu bar at the top, click on 'Help > Tutorial'.

In class:

• Continue descriptive analysis, including measures of association with SPSS.
• Create scales from sets of items.
• Demonstrate reliability of scales.
• Get Mentor accounts from Oncourse dropbox
• Work on Project 3 assignment

Preparation for class

• Watch and listen to: Predicting Patterns in Education (50 min. movie of presentation)
• Read: New Ways to Measure Systemic Change: Map & Analyze Patterns & Structures Across Time
• Read: Analysis of Patterns in Time

In class:

• Do MAPSAT APT with temporal data
• Do MAPSAT APC with structural data

After class: Choose a published empirical research study in an area of interest to you, scan it and convert to .pdf. Send this to Prof. Frick for review and approval for class critique.

No class. AECT Conference in Orlando, FL.

Choose a published empirical research study in an area of interest to you, scan it and convert to .pdf. Send this to Prof. Frick for review and approval for class critique.

Preparation for class:

• Read: The Fixation of Belief.
• Read: Epistemology of Educology: A Framework for Knowledge Claims about Education.
• Read: article for research critique from fellow classmate

In class:

• Research critiques overview.
• Present individual research critique (in class, schedule to be announced)

Preparation for class:

• Read Creswell: A Framework for Design (of research) (2003)
• Read Creswell: The Use of Theory (in research) (2003)
• Read examples of critiques from past R690 students:
  • Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds?
  • Instructional Technology and School Reform Models
• Read Fraenkel & Wallen: Part 1, Chapter 1; Part 2, Chapters 2, 6, 8, 9 and Part 5 Chapter 18 (start reading now and as needed for in-class critiques).
• Read: article for research critique from fellow classmate

In class:

• Present individual research critiques (in class, schedule to be announced)

No class -- Thanksgiving break

Preparation for class:

• Read examples of critiques from past R690 students:
  • Human Performance Technology and Knowledge Management: A Case Study
  • A Look at M-CDPS Systemic Reform
• Read Fraenkel & Wallen: Part 2, Chapters 2, 6, 8, 9 and Part 5 Chapter 18 (continue).
• Read: article for research critique from fellow classmate

In class:

• Present individual research critiques (in class, schedule to be announced)

Dec. 11

Preparation for class:

• Read: article for research critique from fellow classmate

In class:

• Present individual research critiques (in class, schedule to be announced)

Assignment due:

• Written critique due Friday, Dec. 12. Post in Oncourse