This chapter explores the complex nexus between learning design and practice, simply. Much as architects today reconsider ways to conceptualize airports for the information age traveler, educators must reconsider how we create learning architectures that support the personalization of learning in the same information age. Modern, happy travelers today depend on a [personalized] mix of hotel, flight, weather, traffic, rental, food and entertainment data and tools, and learners in school systems are similarly wrapped up in a complex set of information and tools. How do we design meaningful learning in such a setting? We’ve done a spotty job of it so far, some say – trying to play catch-up with the technologies or tools for learning [Heinich, Molenda & Russell, 1999] or by using industrial age thinking focusing on autocratic decision making and centralized control of both design for learning and for instruction itself [Reigeluth, 2002]. With this background and literature collected for the Alberta School Improvement Initiative [Kowch, 2005c], the author puts technology tools in the background here so as to allow a higher order classification of learning “instructional” design and teaching methods – to outline trends in both teaching and learning design that are directly suited to a more personalized learning environment. To teach in a continuously improving school, we must know and use existing and new teaching strategies that make a difference. This chapter offers such a guide and some content for such praxis. It is said that the primary role of education is to “increase student capacity for personal growth, social growth and academic learning” and that this is accomplished primarily by good teaching practices [sometimes called “methods” or “instructional methodologies”] that form the core of a part of today’s professionally created, successful learning environments in schools [Joyce, Weil & Calhoun, 2004, p. v].
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Descriptive Research– aimsat defining or giving a verbalportrayal or picture of a person,thing, event, group, situation, etc.Correlational Research–shows relationships orconnectedness of two factors,circumstances, or agents calledvariables
Explanatory Research– elaboratesor explains not just the reasons behindthe relationship of two factors, but alsothe ways by which such relationshipexistsExploratory Research– its purposeis to find out how reasonable orpossible it is to conduct a researchstudy ona certain topic.
Action Research– studiesan ongoing practice of a school,organization, community, orinstitution for the purpose ofobtaining results that will bringimprovements in the system
types of research3. Based on Types ofData NeededQualitativeResearchQuantitative
Qualitative Research– requiresnon-numerical data, uses words toexpress the results, the inquiry, orthe investigationQuantitative Research–involves measurement of data, usesnumber or frequency of somethingin numerical forms
Primary Data– are obtainedthrough direct observation orcontact with people, objects,etc.- are new and originalinformation resulting from yoursensory experience
Secondary Data– data whichhave already been writtenabout or reported on and areavailable for reading purposes
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