about scholarly identity (ies)…

I am a learning technologist. My interests are in technology integration in the spaces where adults learn. I think that learning technology can be transformative. It can transform how you think. It can transform what you do. It can transform how you think about what you do. I believe technologies have affordances which can impact how information is communicated. The communication of information by technology can influence learning by using the variety of media to convey information in different ways making it accessible to the spectrum of learners. My research centers at the intersection of technology integration and adult learning. … Continue reading about scholarly identity (ies)…

about research writing

I’m reading Wolcott’s Writing Up Qualitative Research and he makes many points which resonate with me and are helping me find footing as a writer, researcher, and writer about research. First point: write often, write lots, write everything! I’ve been someone who like to externalize as part of my thinking processes and this has typically taken the form of me talking either to myself or with colleagues. Wolcott believes there is value in doing that, but in this profession where we are only as valuable as our publications, which requires writing, we need to work and work hard at making writing easier on … Continue reading about research writing

about discovering passions

I was thinking about some questions that my committee asked me about how I came into LT, what developed my interests in LT, and then also what I would like to do when I’m finished with my PhD. I came into LT came in by way of organizational development, organizational studies, and a background in management studies. I initially came to the University of Minnesota with intentions on perusing a PhD so I could get into the work of organizational development. Spending over a decade in corporate I came to learn certain things about myself and the kind of work … Continue reading about discovering passions

about professional development (1)

professional development includes activities one engages in to acquire new or progress existing skills and talents professional development includes structures programming offered by and institution or institutional units for the purpose of developing the human resources of the organization professional development include the progression through stages of one’s career Continue reading about professional development (1)

about theory

Grand theory can include key theoretical underpinnings that help shape a researchers thinking about the world and influence the way they approach research and investigating the world. These can sometime be implicit, not explicit, to the researchers immediate study. For example, socio-cultural theory as an underpinning theoretical perspective of how one views and understands relationships within a system  can serve as a guiding perspective of one’s study into the intersections and transactions between various elements of a system and the impact of those interactions on learning. A substantive theory, then, would be a theory which a researcher would use as … Continue reading about theory

about Reiser 2

Key points from Reiser’s (2001) “A History of Instructional Design and Technology: Part 2: A History of Instructional Design” 1934- “Each objective must be defined in  terms which clarify the kind of behavior which the course should help to develop” Tyler, the “father” of the behavioral objective movement 1940’s- origins and development of systems of analysis, design, and evaluation procedures of how people learned from a psychological perspective 1950’s through 1960’s- programmed instruction movement; Bloom’s taxonomy and educational objectives 1960’s- criterion-referenced testing, before this most tests were norm-referenced tests; criterion -referenced “measure how well an individual can perform a particular behavior … Continue reading about Reiser 2