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Syllabus
it.coe.uga.edu/~mfitzger/6900/syllabus.html
EDIT 6900: Research in Instructional Technology
Fall Semester, 2009
UGA at Gwinnett

updated: 10-27-09


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Schedule
Saturdays, 9a-1p (a more precise schedule will be established on 8/29, although no dates will be added):

We will use online instruction and collaboration to fill out the balance of our required time.

Instructor

Dr. Mary Ann Fitzgerald
Associate Professor
604C Aderhold Hall
(706) 542-4110
mfitzger at uga.edu
http://it.coe.uga.edu/~mfitzger
For more contact details, check the ELC homepage for this course.

Office hours: Call for an appointment during weekday hours.  I will usually be available before class and briefly afterwards. Please feel free to talk with me privately and at your convenience—this is part of my job. Phone conversations, emails, and face-to-face visits are all welcome. Scheduled phone appointments and online conferences work well, too.   I strive to answer email within 48 hours with the exception of weekends, holidays, and when out of town.  If you need me urgently, a phone call or phone message is the best way.  I invite you to call me at home when the situation warrants; you can find my personal phone number on the eLC homepage for this course.

Course Overview
This course introduces you to key concepts and practices in the research process. To provide an anchor for the research concepts and practices studied, you will acquire hands-on experience in several ways, including critiquing research, and analyzing, applying, and reporting on the application of research.

The concepts, practices, and hands-on experience related to research are discussed within a context of applied research.  This context is broken down into two major areas: (1) learning the basics: establishing a framework, exploring the literature, and learning about methods, and (2) exploring and applying the research: collecting and analyzing the literature, interpreting and applying the results.  We will explore different aspects of the research experience during the term as we focus on the overall research process.  Our primary goal is to explore how to do and apply research in a variety of contexts to meet multiple purposes.

The philosophical foundation of the course is not that there is one method for research, but rather techniques that work better for a particular situation.  As such, we will discuss the research process in the larger context of problem-solving.  The overall goal is not to become an expert researcher, but to become more of an expert in the research process.  We feel that knowledge of the research process, working in concert with tools and skills determined necessary for a given framework in a particular context, will enable you to accomplish this goal.

Texts and Supplies 2009

Required:
Farmer, L.S.J. (2003). How to conduct action research: A guide for library media specialists. Chicago: American Association of School Librarians/American Library Association. ISBN 0-8389-8260-3.

If your field is not school library media, we will discuss a more appropriate text for you and design a reading plan. An excellent choice is:
Leedy, P. D., & Ormrod, J. E. (2005). Practical research: Planning and design (8th ed.). Upper Saddle River, NJ: Pearson Education.  (Any recent edition is acceptable. This is my favorite overall research text.)  Click here to view course topics aligned with this alternative text.


We depend heavily upon the Internet in this class for communication, resources, and information inquiry.  It is essential that you have access to a reliable computer and Internet connection.  I prefer that you use Microsoft Word 2003 or Google Documents for word processed assignments to prevent file format problems (avoid the .docx format if possible).  In addition to a word processor, you may find the  Microsoft Office programs useful, or open source equivalents. It's a good idea to carry a thumb drive to class. Laptops are welcome in class but not required (wireless access is usually available).

Supplemental:

Laptops are welcome in class but not required (wireless access is usually available). For home use, a microphone headset is highly desirable.

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Topical Outline
The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.  Topics are presented in a general sequence, but adjustments will be made to allow for natural unfolding of discussion.


Topic/Skill
Tag/Readings
  • Tags lead to collected resources.
  • Items specifically named are assigned readings (see the Planner).
  • I reserve the right to add or subtract readings - but any new items will be free online, and announced well in advance.
  • Using Delicious, I will link relevant online resources found during the semester to the tags below, and bundle them under 6900.
  • Alternative reading list based on Leedy & Ormrod
AASL Standard
What is research? (and why bother?)

Candidates identify relationships among facilities, programs, and environment that impact student learning.
Types of research research-types (Gordon)
Candidates identify relationships among facilities, programs, and environment that impact student learning.
Exploring literature
  • search
  • Leedy & Ormrod Ch4 (ELC/Readings)
  • Journal listing (ELC/Readings)
  • APA Guide (ELC/Readings)
  • Farmer 6-8
  • Farmer 37-38
Candidates model strategies to locate, evaluate and use information for specific purposes.
Establishing a theoretical frame around a problem and drafting a researchable question
Candidates model strategies to locate, evaluate and use information for specific purposes.
Synthesizing literature lit-review
Candidates model strategies to locate, evaluate and use information for specific purposes.
Critiquing research
C7 Crits
Candidates model strategies to locate, evaluate and use information for specific purposes.
Research methods and design
  • Interviews (Jones) (in ELC/Readings)

Candidates are able to articulate the relationship of the library media program with current educational trends and important issues.
Ethics of research Explore one of these three problematical examples:

Candidates are able to articulate the relationship of the library media program with current educational trends and important issues.
Analyzing data (quantitative, qualitative, mixed, SLM)
  • Farmer 9-14
  • Farmer 16-17
  • Farmer 28-36

Candidates use data for decision-making
Applying what is known to problems
  • Prove It (ELC/Readings)
  • Farmer 37-41
Candidates interact with the learning community to access, communicate and interpret intellectual content.
SLM classic research and research stars Candidates are able to articulate the relationship of the library media program with current educational trends and important issues.
Hot trends: current research from the SLM world and other influential areas
  • Constructivistically explored through Star Exhibition (Exhibits 09)
  • Identify an SLM blogger who watches and applies new ideas and research; follow for the semester; incorporate ideas as appropriate
Candidates are able to articulate the relationship of the library media program with current educational trends and important issues.
Answering the question:
How will I know if I am making a difference? (and back to the beginning: Why Bother?)
and
Sharing what you know locally and beyond
  • research-why
  • Prove-It (ELC/Readings)
  • EL: Planning & Evaluating the SLMP (p. 30-31; MAF's audio in ELC Readings).
Candidates identify relationships among facilities, programs, and environment that impact student learning.
*For any students who are not SLM program majors, substitute here your own professional context.  For example, Instructional Design and Development students should discuss context-specific data analysis, IDD classic research and research stars, and IDD trends. 

Instructional Strategies

Research
Case studies and scenarios
Assignments (see below)
Class discussions and small group discussions
Readings in texts and of current scholarly and practical articles
Individual presentations
Idea sharing
Reflection
Workshops
Mock professional conference
Podcasts
Conferencing with instructor

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Assignments

This  set of assignments may look like a collection of many small pieces.  However, if you look carefully, it's really one big assignment (highlighted) with two side pieces.  I will provide detailed instructions for completing each of these, which will be available near the first day of class.

Due dates, typically Sunday nights just before midnight, are negotiable for the first two weeks of the semester. After that, individuals or groups may request deadline adjustments in advance to accommodate specific circumstances.  Early submissions are fine, although early evaluations not necessarily guaranteed!

 
Assignment
Highlighted assignments are related to each other.
Points 
(of 100 total)
Mode
(preferred)
Due

SLMS Interview (in 3 pieces - see assignment for details)
10
Individual
9/13
Researchable Question

10
Ind/Group
9/27
Draft of Problem Project

An opportunity for you to draft critical pieces of your big project for formative feedback.
10
Ind/Group
10/11
SLM Research Star

All 6900 and 7340 students will meet together. Each person will be responsible to research one SLM Star to present to classmates.

FAQ

10
Individual 10/25
Critique of Current Research Study

All 6900 and 7340 students will select different current, relevant research studies (one each) for an in-depth critique. These will be shared in some way in order to help both classes build a view of the current research scene.  C7 Crits
10
Individual
11/15
Research Design Idea

Using your same research problem, develop a brief sketch of how you might design a research project based on that question.
10
Ind/Group
12/6
Problem Project: Literature Synthesis and Presentation
Rubric | FAQ | Top Ten Powerpoint Boo-Boos

In teams or as individuals, select a problem for in-depth study. The MS Interview is designed to provide a large menu of ideas. Formulate a research question, and review the literature, creating a concise synthesis of what is known about this problem. Formulate recommendations based on this synthesis. Present your findings to the group (Dec 5), and turn in complete synthesis by Dec. 6.
20 Ind/Group 11/14-
12/6
Researcher's Notebook or Journal

Although you will submit this electronic notebook or journal at the end of the term, you should consider it a semi-private document, written and kept for yourself and/or your team. Keep track of your materials here, and log your work. Jot your questions and concerns. It will provide material for your submitted Reflection, and also a type of evidence of your growth in this class.  It does not need to be cleaned up for submission.  There is no separate description or rubric for this assignment.  Suggested tools: Google Documents or Notebook, shared with team member(s) and me.  Submit the URL (only) to the Dropbox.
10
Ind/Group
12/6
Reflection

An overall individual reflection on your growth in this class with an emphasis on relevance between research and SLM practice. Question prompts:
  • How will you apply the research skills you've acquired in this class?
  • What did you learn about group process this semester? (This is an opportunity to address group process for good or ill.)
Please consider this a very open-ended assignment, but your remarks need not be lengthy. There is no rubric for this assignment. Please submit via the Dropbox.
10
Individual
12/6

Due Dates were confirmed in class on 8/29.

Grading Policy

  1. Projects are constructed to be as authentic as possible.  They are often large and challenging, but they are also realistic.  Detailed rubrics are provided to guide students to a high standard of performance.
  2. A lot of thought goes into pacing assignments and arranging deadlines to be reasonable both for you to complete the assignments and for me to properly evaluate them.  As professionals, we mutually expect deadlines to be met. Please contact me if you have a problem with meeting a particular deadline. If an assignment is late, its score may be reduced. Also, please check with me if you feel that a deadline needs to be rescheduled, either for you personally or for the class as a whole.
  3. Communication and writing skills are essential for media specialists, Master’s candidates, and Specialist candidates. Therefore, all writing must comply with grammatical and spelling rules and should look professional in a visual sense. Please use a word processor and avail yourself of the spelling and grammar-checking tools provided by your software. Web sites and projected materials should receive the same level of proofreading and care that printed papers do.  If errors or appearance detract from the quality of an assignment, the score will reflect this problem. I reserve the right to return severely flawed assignments to you without a grade so that you may repair them prior to my reading.  Most assignments have a "mechanics" criterion. Items that are written for public consumption in real life -- such as web pages -- should be as close to perfect as possible, in keeping with the professionalism expected of you in the field.  Items that are more reflective or just for me to evaluate will not be held to such a high standard. 
  4. Format.  Most assignment descriptions specify the form in which each assignment should be turned in. Please pay careful attention to this detail. Most are submitted via eLC. You should also post your assignment on your assignment page - unless privacy will be compromised (as in the case of Field Experiences).  This provides a sharing opportunity for all class members and provides backup. 
  5. As scholars, it is essential for you to give credit to any other sources consulted in the course of completing any assignment. Use in-line citations as appropriate.  List these in a reference list near the end of the project, and please follow APA style (5th or 6th edition).
  6. Resubmit option. I believe in mastery learning, a learning model in which students have the opportunity to keep working at a skill until they have accomplished it. If you receive less than a 90% score on any assignment, you may correct the problem(s) and resubmit up until the final due date.  If you choose to use this option, you must resubmit the original assignment and scoring sheet/rubric along with your revised assignment, along with a summary of feedback.  It is my philosophy that every student can achieve an A with sufficient effort; this class is not a competitive event, nor are student performances rated in relation to others.
  7. I follow the Graduate School's policy of using the Incomplete grade only in the case of documented illness or other unavoidable emergency.  If you feel you have the need and justification for an Incomplete, you must communicate with me as soon as possible and document your difficulty.
  8. Plus/minus grading: the Graduate School strongly encourages faculty to use plus-minus grading.  However, note that the A+ grade is not possible.  The plain "A" is the highest possible grade. A-, B+, B, B-, etc., are all possible. Scale: 94 and up = A. 90-93 = A-. 88-89 = B+. 83-87 = B. 80-82 = B-. 78-79 = C+. 73-77=C. 70-72=C-. Below that: retake class.
  9. Academic honesty. All academic work must meet the standards contained in "A Culture of Honesty." Students are responsible for informing themselves about those standards before performing any academic work. More information about academic honesty can be found at http://www.uga.edu/honesty/.
  10. Collaborative option.  I have specified the preferred mode for each assignment - individual or group. Collaboration has many benefits and is a professional competency SLMSs must have. However, it is possible to use another mode, especially for individuals to complete group assignments.  Please let me know if you want to exercise this option for any assignment.  All members of a group receive the same grade for their group's product.  If you have a problem in finding a group, please let me know; I will help match-make. Groups should be no larger than three people.
Attendance
In this class, participation is of the utmost importance. As in many graduate classes, a major benefit is interacting with your peers. To miss any class seriously compromises your learning, because it's the equivalent of two full weeks or more of meetings. I expect you to have a professional attitude of wanting to participate and to contribute fully in this class, and to give it a high priority in your plans. Over the years, the high level of professionalism among our Cohorts has lead to excellent attendance.
However, family and job responsibilities at times interfere, and I understand this fact of life. Please let me know ahead of time if you need to be absent, to help my planning process.  If an emergency arises, please let me know by calling or emailing as soon as you can.  I do not wish to be in the position of judging whether an absence should be excused or not - I will simply take attendance.

Here are the real consequences of excessive absence:

One of my pet peeves is to be asked: "Sorry I was absent - what did I miss?" You are responsible for material missed, and it's up to you to ask your teammates and classmates about what happened.  The agenda will usually help you to figure out what happened. 

Finally, in contrast, there have been remarkable instances in the past in which absences were overcome.  For example, I have had students who faced chemotherapy, critically ill family members, and total bedrest during pregnancy. While not ideal, these drastic sorts of circumstances can be worked around given lots of planning, independent work, and support from teammates. Let's discuss if such unusual circumstances arise.

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Management

Special Needs
If you need special assistance due to a physical or learning disability, please let me know. I will be happy to accommodate you in any way that I can.
 

Assignments and Homework

I carefully set due dates for assignments that I predict will be reasonable in terms of pacing and the preparation time required.  Through negotiation and ensuing discussion, we may adjust these deadlines as we go along. Please let me know if you see that major work logjams are ahead. Course content is grouped around assignments, so advance planning is best. 

The goal of readings and "homework" assignments is to prepare all of us for class interaction.  Secondarily, these readings and activities help fill in the gaps of your knowledge that we can't cover in class.  Expect to study topics on your own until you understand them, using the many resources listed.  I often priorize readings to help you manage your tasks. The assignments call upon you to apply everything you've learned.

Unlike some professors, I find it impossible to construct a reading schedule at the beginning of the semester because I tend to adjust the agenda as we progress.  The Planner will list all expectations, and will evolve along with the course. I will update it by Wednesday following each Saturday class.

Ground Rules

Organization
I strive to be organized. The following procedures will help us all manage our resources and time.

Communication:

Course Materials


Research

As a college professor interested in the scholarship of teaching and learning, I may collect, analyze, interpret, and report data as it concerns my courses, the cohort model, and the SLM Program. This allows continual improvement over time, and the opportunity to add to the body of knowledge regarding library education. My teaching journal, any electronic exchanges or online sessions, and especially samples of student work and reflections are all of interest for research purposes.  No extra work whatsoever is assigned for research purposes. No videotaping or audiotaping will be used for this purpose. Analysis will occur after semester grading is complete. If you prefer that your work in this class not be considered for purposes of research, please email your preference to me; I will cheerfully remove your material from analysis.  You may opt out at any point now or in the future.  We plan for this research to be an ongoing examination of teaching and learning within the SLM Program.  If we learn anything of value, we will publish our findings as time permits.  However, your name will never appear in any publication or presentation.   You will be asked to formally provide consent (or deny it) via a dropbox form.

Permissions

Two release forms are associated with this class: the E-Permission form and the aforementioned Research Permission form. The E-Permission forms allows us to post your creative coursework-related projects online and share them with other students (as long as no other privacy or ethical concerns are violated). Of course, your authorship is clearly indicated on any such projects and normal copyright laws apply. The Research Permission form applies to the ongoing research projects described above. Both are simple Word documents that you may download from the eLC dropbox, type directly into, and upload back to the dropbox. For both of these, you are free to grant full permission, partial (selective) permission, or decline permission.  To avoid grading bias, I will not inspect your answers to these forms during the semester, but simply collect them electronically.



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Fitzgerald home
SLM Program Resources

Update Log: moved Design Idea deadline to 12/6.
10/21: star links. 10/14: updated PPP rubric. 9/5: updated ethics readings. 8/12: preliminary version work. 8/7: switched WebCT for eLC:
7-4-09: updated text portion only; a few edits, ending w/ ==.
2008: 10/6: added C7 Crit link;
9/10: added Star FAQ. 8/30: finalized due dates (there were no complaints); 8/11/08: Day 1 version (there should be few, if any changes, after this for fall 08).
7/22/08: preliminary version for f08. Older versions: 2008 | 2007
Expires 12-31-09i.

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