Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance (AECT,2012)
Performance Indicator: Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.
Description: This conference paper was presented at the American Association of Computing in Technology's (AACE) E-Learn conference in Vancouver, British Columbia. It it a research proposal that highlights the need to bridge the gap in English as a Second Language (ESL) perceived versus actual competency in facilitating communicative online language learning spaces.
Reflection: This paper explores the state of language teaching, facilitated by technology, and the self-efficacy of teachers to do that in a student-centered, communicative way. To argue my need for the study, I conduct a literature review which highlights gaps in instructor competencies related to the management and design of online learning environments. I argue that a quasi-experimental study, in which some participants receive training in online teaching and learning, is necessary.
Performance Indicator: Method - Candidates apply research methodologies to solve problems and enhance practice.
Artifact: S-STEP Paper with DILE faculty
Description: This paper was a collaborative research effort among several members of the Department of Leadership and Instruction's faculty in the School of Education at Duquesne University. 'Self Study" was applied as a methodology to evaluate faculty reflections on applying inquiry based learning methods.
Reflection: This research was conducted using a qualitative method that I was unknown to me prior to getting involved. As a Graduate Assistant for Dr. Ritter, at Duquesne Unviersity, an expert in Self Study for Teacher Education Practices (S-STEP), I was given the opportunity to work on this project as a co-author. Following a 'call for research' prompt from a journal known to Dr. Ritter, we created interview questions, conducted interviews of eight faculty members in the Self-Study group, and then analyzed the data for instances of a 'culture of inquiry' among them in their own teaching with teacher candidates. The goal was to determine how much, if any, inquiry was was explicitly or implicitly fostered in the school of education (among these faculty) and use these findings to inform our future practice as teacher educators.
Performance Indicator: Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
Description:This conference paper was a collaborative Self-Study research effort by myself and six other members of my cohort. It was presented at the AACE E-Learn Conference in Las Vegas, Nevada. The presentation and paper highlights our preliminary findings of if and how a 'community of practice' may have been facilitated, unintentionally, through our use of an online communication tool during our Doctoral Coursework.
Reflection: This paper demonstrates the ability to apply formal inquiry strategies in assessing and evaluating the use of a technology tool for an online learning community. As the literature review demonstrates, many learners who participate in fully online or blended degree programs experience feelings of isolation and may lack the support of a community of practice. Technology tools for communication may able to provide a space where knowledge sharing and exchange of information may be facilitated, creating a sense of community and interaction otherwise missing in online degree programs. By applying a self-study methodology to analyze our written communication within the tool , preliminary findings showed that not only was a community of practice created, unintentionally, but that it was essential to the academic success of many members of the online cohort.
Performance Indicator: Ethics - Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.
Artifact: Citi Training Certificate
Description: This CITI Training Certificate serves to qualify me to conduct research on human subjects with the approval of the International Review Board (IRB).
Reflection: This certificate is required to be completed by Duquesne University before any graduate student may be permitted to conduct research on human subjects. It was completed during my second semester as a Doctoral Student.