scholarly presentation

Critical Reading & Writing Through Instructional Technology

Alan J. Reid, Ph.D. areid@coastal.edu

BYOD

Follow along with the presentation. Participate on the backchannel. A backchannel is an online space where discussion occurs “alongside an activity or event” (Clark, 2014).

Presentation Outline I.  Background II.  Research

i.  Social Media in Higher Ed ii.  Social Annotation iii.  Digital Text & Perceptual Span iv.  (Meta)Cognitive Strategies

III.  Future Research i.  Digital Badging and Motivation ii.  An eReader design

IV.   Conclusion

Background

Background •  Ph.D. in Instructional Design & Technology •  English faculty at Coastal Carolina University,

Ashford University, & Brunswick Community College

•  Instructional Design faculty at Old Dominion University

•  Research consultant for Johns Hopkins University

Research: Social Media

Research: Social Media

Published Studies – Online Behavior of the Social Media Student – Twitter: Integration into developmental English

and technology. Conference Presentations – Twitter in the Classroom: Engaging the Social

Media Student – Twitter and the Social Media Student

Research: Social Media (cont.)

Electronic Source – “Twitter as a Metacognitive Support Device”

Synthesis of Findings

•  Students prefer texting as their primary form of communication.

•  Faculty and students: – view social media as a viable means of

communication – both wish to keep academic and personal lives

separate

Synthesis of Findings

Twitter as a Metacognitive Support Device: an interactive tool, under learner support, that directs student attention to their own thoughts and focuses on understanding course activities

(Bannert, Hildebrand, & Mengelkamp, 2009).

Synthesis of Findings

Pintrich’s (2000) framework for the foci of self-regulation 38% Behavioral: “Don’t forget to turn in the paper.” 17% Motivation: “The quiz isn’t too bad. Took 20 mins.” 17% Context: “Google Docs annoys me.” 10% Cognition: “I’m skeptical about my research

question ... hard to find info on it.”

*Based on 547 tweets from SP12 semester. 18% of tweets were irrelevant

Synthesis of Findings

Best Practices for Integrating Social Media – Notify administration before use – Establish clear policies & consequences – Define ethical boundaries – Privacy settings should be set high – Avoid overuse of applications – Do not require social media use. Encourage. – Keep social and academic profiles separate

Figure 1. ENGL211 Moodle site

Application

Figure 2. A typical day in the ENGL211 Google+ Community

Research: Social Annotation

Research: Social Annotation (SA)

•  SA tools are prevalent in eReading devices. •  Reading is becoming a social activity.

Figure 3. Screenshots of the eReading application, Kobo

Research: Social Annotation (SA)

A Case Study Participants (N = 32)

Group 1: Read and annotated synchronously Group 2: Read text with existing annotations Group 3: Read text only

Figure 4. Group 1 read and annotated the text synchronously

Findings

•  Group 1 reported significantly higher levels of motivation while reading, compared to control.

•  Group 1 scored significantly higher on comprehension posttest, compared to control.

•  Group 1 reported significantly lower levels of

exerted mental efforts, compared to control.

Application

•  Co-authored papers via Google Drive •  Shared readings & annotations

Research: Perceptual Span

Research: Perceptual Span The “region around a fixation point from which useful information can be obtained”    (Cauchard, Eyrolle, Cellier, & Hyona, 2010, p.41)    

Greater visual span increases recall, but increases working memory capacity.

(Bauhoff, Huff, & Schwan, 2012; Cauchard et al., 2010; Sanchez & Goolsbee, 2010).

Research: Perceptual Span

A Case Study Participants (N = 24)

Group 1: Book view Group 2: Tablet view Group 3: Smartphone view

Research: Perceptual Span

Figure 5. Materials from left to right; book, tablet, and smartphone views.

Findings

Figure 6. No statistical significance, but trending.

Application •  BYOD initiatives •  Provide an array of device options

Figure 7. Pocket Reader simplifies the text area.

Research: (Meta)Cognitive Strategies

Research: (Meta)Cognitive Strategies eBooks and eReading

•  There are 4x more people reading eBooks on a typical day now than two years ago 1 •  College undergraduates (18-24) are the largest sector of book readers (88%) 2

•  18-24 year olds prefer print (89%) over eBooks (24%) 2

•  College students do not transfer reading strategies to digital text 3

•  Readers in digital environments have a less accurate POP on screen 4

•  Most students are ineffective at gauging their comprehension levels 5

1 The Rise of e-Reading, 2012 2 Younger Americans’ Reading and Library Habits, 2012 3 Schugar, Schugar, & Penny, 2011 4 Ackerman & Goldsmith, 2011 5 Bol, Hacker, O’Shea, & Allen, 2005; Glenberg & Epstein, 1985; Lin & Zabrucky, 1998  

Research: (Meta)Cognitive Strategies

Cognitive Strategies

Metacognitive Strategies M

IXED

Figure 8. Visual description of the three types of embedded strategies.

Research: (Meta)Cognitive Strategies

Metacomprehension Relationship b/t ratings of comprehension and performance. Calibration Accuracy at which a person’s discernment of performance aligns with actual performance.

Research: (Meta)Cognitive Strategies

Metacognitive Prompt No Metacognitive Prompt

Cognitive Prompt

Mixed (n = 20)

Cognitive (n = 20)

No Cognitive Prompt

Metacognitive

(n = 20)

Control (n = 20)

Figure 9. 2x2 factorial between-subjects research design.

Research: (Meta)Cognitive Strategies

Figure 10. Treatment materials.

Findings

Achievement •  Mixed strategy: –  outperformed all groups. –  Significance for application-level questions.

Metacomprehension •  Mixed strategy: –  Sig. positive relationship b/t ratings and posttest score. –  Strong positive correlation b/t ratings and posttest score.

Findings Calibration

•  Mixed strategy: – ANCOVA using the Pretest score as a covariate

•  Significantly more accurate calibration when compared to metacognitive and control.

– ANCOVA using the MARSI score as a covariate

•  Significantly more accurate calibration when compared to metacognitive and control.

Findings Cognitive Efficiency •  Mixed strategy: –  Significantly higher CL than metacognitive and

control groups.

•  Cognitive strategy: –  Significantly higher CL when compared to the

control group.

Findings Repeated Measures ANOVA

Mixed Metacognitive Cognitive Control

Figure 11. Increased processing during text raised CL, except for the Metacognitive condition.

Application

Figure 12. Generative Learning Conceptual Framework (Lee, Lim, & Grabowski, 2010).

Current Research Projects Coastal Composition Commons •  A First-Year Writing Digital Badge Initiative •  Adds a 4th credit hour to ENGL 101/102 •  Recognizes learning and skill competency •  Provides a unified experience across sections

Figure 13. Example badges from the CCC

Figure 14. “Readey,” an eReading application design

Current Research Projects

Future Research

Future Research

Upcoming Studies – Ethnography and experimental study on the CCC

Research Interests – Multi-tasking on cognitive efficiency – Digital badges and motivation – BYOD initiatives, situated learning/cognition

Conclusion

Critical Reading & Writing Through Instructional

Technology

Coastal Composition

Commons

Perceptual Span

Social Annotation

Multi-tasking on Cognitive Efficiency

Social Media

Embedded (Meta)Cognitive

Strategies

Figure 15. A visualization of my research agenda.

References Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17(1), 18–32. doi:10.1037/a0022086 Bannert, M., Hildebrand, M., & Mengelkamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behavior, 25(4), 829-835. doi: 10.1016/j.chb.f2008.07.002 Bauhoff, V., Huff, M., & Schwan, S. (2012). Distance matters: Spatial contiguity effects as trade-off between gaze switches and memory load. Applied Cognitive Psychology, 26, 863-871. doi: 10.1002/acp.2887   Bol, L., Hacker, D.J., O’Shea, P., & Allen, D. (2005). The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance. The Journal of Experimental Education, 73(4), 269-290. doi: 10.3200/JEXE.73.4.269-290 Cauchard, F., Eyrolle, H., Cellier, J., & Hyona, J. (2010). Vertical perceptual span and the processing of visual signals in reading. International Journal of Psychology, 45(1), 40-47. doi: 10.1080/00207590903085513   Clark, H. (2014, April 15). Why (and how) teachers and students should backchannel. Retrieved from http://www.edudemic.com/teachers-and-students-should-backchannel/ Glenberg, A. M., Sanocki, T., Epstein, W., & Morris, C. (1987). Enhancing calibration of comprehension. Journal of Experimental Psychology, 116(2), 119-136. doi:10.1037/0096-3445.116.2.119 Lee, H. W., Lim, K. Y., & Grabowski, B. L. (2010). Improving self-regulation, learning strategy use, and achievement with metacognitive feedback. Educational Technology Research and Development, 58(6), 629-648. doi:10.1007/s11423-010-9153-6

References Kruger, J. & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134. doi: 10.1037//0022-3514.82.2.189-192 Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekarts, P., R. Pintrich, and M. Zeidner (Eds.), Handbook of self-regulation (pp.451-502). San Diego, CA: Academic Press. Sanchez, C., & Goolsbee, J. (2010). Character size and reading to remember from small displays. Computers & Education, 55, 1056-1062. doi: 10.1016/j.compedu.2010.05.001      Schugar, J. T., Schugar, H., & Penny, C. (2011). A nook or a book: Comparing college students’ reading comprehension level, critical reading, and study skills. International Journal of Technology in Teaching and Learning, 7(2), 174-192. Zickuhr, K., Rainie, L., Purcell, K., Madden, M., & Brenner, J. Younger Americans’ Reading and Library Habits, Pew Internet and American Life Project. October 23, 2012 http://libraries.pewinternet.org/2012/10/23/younger-americans-reading-and-library-habits/, accessed on October 27, 2012. Zickuhr, K., Rainie, L., Purcell, K., Madden, M., & Brenner, J. The Rise of e-Reading, Pew Internet and American Life Project. April 4, 2012 http://libraries.pewinternet.org/2012/04/04/the-rise-of-e-reading/ accessed on October 29, 2012.

Contact Information

Alan J. Reid areid@coastal.edu alanreidphd.wordpress.com