Educational technology research and development - journal follow up

As blogged and summarised in 2020,  the journal Educational Technology Research and Development is a good 'go to' with regards to learning design, instructional design scholarship.

The latest issue  (Volume 70, Issue 1) has a number of relevant articles, some of which are open access. The articles cover the following:

1)      Analysis of patterns in time for evaluatingeffectiveness of first principles of instruction

2)      Instructional design learners make sense oftheory: a collaborative autoethnography (open access)

3)      A new application of the temporal contiguityeffect in designing narrated slideshows (open access)

4)      A meta-analysis of the impact of virtualtechnologies on students’ spatial ability

5)      How the design and complexity of concept maps influence cognitive learning processes (open access)

6)      Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses

7)      Learner-centric MOOC model: a pedagogical designmodel towards active learner participation and higher completion rates

8)      Cultivating an online teacher community ofpractice around the instructional conversation pedagogy: a social network analysis

As always, important to evaluate the robustness of the studies reported. Some have small samples and carried in specialised contexts. Generalisation needs to be considered given the parameters bounding the individual studies.

The foundation for critical thinking

 Preparing resources for research writing workshops and one topic we will be sharing is on the concepts underpinning critical thinking and how to apply this to academic writing.

This site on 'Critical thinking, where to begin'  is provided by the Foundation for Critical Thinking. It is a non-profit US of A organisation which provides resources, workshops/webinars, conferences, online courses etc. to promote the practice of critical thinking. Membership provides access to the entire range of resources but the site itself, provides good overviews and some guides.

The model provided is traditional and 'tried and tested'. The 'elements or reasoning' are defined along with the 'elements of thought'. These provide the 'process' for thinking through challenges and perspectives. 

Using inaturalist

 

As blogged previously, I have found inaturalist to be a good way to learning about the flora and fauna of Aotearoa. It has been five years of support from many others as I bumble my way through trying to identify the many plants found on various walks and tramps.

I currently have just over 2000 observations across 800 plus species uploaded. A long way off the person with the highest number of observations (over 28,000!) That is a lot of data! 170 identifiers have helped confirm various plants, birds, insects, lichen, fungi that have been posted.

Last year, I took part in the City Nature challenge in May and then the Great Southern bioblitz which was held in October. As I was in Cromwell at that time, my observations were recorded for the Otago chapter of the bioblitz. Due to the diverse landscapes across Aotearoa, it is possible to find plants which are 'naturally uncommon' either due to their small regional coverage, or specialised growing conditions.

Inaturalist works because many people, with a passion for nature, convene to upload their observations, identify / confirm each other’s observations, and contribute to a better understanding of the earth’s diverse ecosystems.

In a way, the site epitomises what can be achieved through social media when there is a shared objective. 

As I look through and compare my postings from 2017 to the ones made recently, I can say that I have learnt much. Having a better phone camera has helped with the quality of close-up shots of small plants and insects. Through last year, I have started to record a wider range of flora and fauna. My ability to identify most native plants common in the Te Wai Pounamu (South Island) has meant I have started to diversify my observations to include grasses and lichens. It is still very much learning in progress. Even with ‘familiar’ areas, I am finding new plants. Sometimes because they grow primarily in one region but other times because their cryptic nature (small and ‘ordinary’) means they have been overlooked. However, as I become more conversant with the ‘common’, plants which are unfamiliar start to stick out. Hence, the inklings of the specific expertise required to be a proficient amateur botanist, are emerging :) Again, expertise takes time to develop but also strong motivation. Something we always need to remember when we introduce novices to a subject/discipline area or topic which requires hard work to attain.