1. What are your areas of educational research interest? 2. What are educational research questions of interest to you? 3. What are some of your go-to educational research methods? Why? What types of questions do these help you answer? 4. What are some of your educational research methods that you might want to learn and apply? Why? How did you learn about these new educational research methods?

1. Educational Research SIG
(Special Interest Group)
Virtual SIDLIT 2020
Aug. 5 – 7, 2020

2. Hello!
1. What are your areas of educational research interest?
2. What are educational research questions of interest to
you?
3. What are some of your go-to educational research
methods? Why? What types of questions do these
help you answer?
4. What are some of your educational research methods
that you might want to learn and apply? Why? How
did you learn about these new educational research
methods?
2

3. 3

4. Generaled
researchtopics
 What are biological-based capabilities for human
learning
 In perception
 In brain development
 In physiology
 In nutrition
 In psychology
 …at various developmental phases
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5. Generaled
researchtopics
(cont.)
 How do people learn
 In various developmental phases
 In various (learning) contexts
 In technology enhanced ways
 In various cultural contexts
 In varied experiences
 In particular domains, cross-domains
 On various topics
5

6. Generaled
researchtopics
(cont.)
 What motivates human learners
 At various ages
 In various contexts
 In the short, medium, and long terms
 What are game-based motivations? Motivating
gamifications?
 What are socio-cultural motivations?
 What are internal motivations? External ones?
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7. Generaled
researchtopics
(cont.)
 How can human capabilities be enhanced
 In judgment
 In decision making
 In self control and discipline
 In predictivity
 In protecting learning from decay
 How can human capabilities be extended
 By methods
 By contexts
 By technologies, by games
 By customization of learning paths
 By sociality
 By various applied combinations of the above
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8. Generaled
researchtopics
(cont.)
 How can mistaken ideas be corrected?
 If unlearning cannot be done, how can “learning over”
be effectively done? (How can people be rewired?)
 How can human behaviors be changed through
teaching and learning, through trainings?
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9. Generaled
researchtopics
(cont.)
 How can trainings be enhanced
 In workplaces
 For regulatory adherence
 For safety
 For technological adherence
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10. Threegeneral
typesoflearning
contexts
 Formal accredited learning from pre-K (including
toddlers)…K12…higher education
 Nonformal for non-credit learning from various types of
courses
 Informal for learning as a byproduct of other activities
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11. Learnertypesby
intentionin
communitiesof
learning
PROFESSIONAL TRACK
 Experts, professionals, neophyte, non-experts (where
they are in the professional track)
 Undecideds
NON-PROFESSIONAL TRACK
 High-skilled non-expert, amateurs, dabblers (where
they are in the non-professional track)
 Undecideds
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12. Someclassic
edresearch
methods
 Experiments, interventions, pre- and post-tests
 Surveys
 Focus groups
 Interviews
 Case-based analytics (micro-scale)
 Applied research in classrooms and workplaces
 Metaanalyses (to summarize extant research)
 Various combinations
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13. Some
contemporaneous
edresearch
methods
 LMS, MOOC, CMS, serious game technologies data
captures
 Big data analysis (macro-scale)
 Machine learning
 Social network analysis
 Bayesian analysis
 Time to event analysis
 Various combinations
13

14. Returntothe
earlyprompts
1. What are your areas of educational research interest?
2. What are educational research questions of interest to
you?
3. What are some of your go-to educational research
methods? Why? What types of questions do these
help you answer?
4. What are some of your educational research methods
that you might want to learn and apply? Why? How
did you learn about these new educational research
methods?
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15. Someopen
questionsinthe
field
 Ibid.
 All prior research is tentative and provisional and
subject to change.
 New insights are always possible.
 How can practitioners in the classroom bridge between
the extant research and practice? (This is a continuing
challenge.)
 How can teaching and learning meet the challenges of
the present moment?
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16. Conclusion
 Dr. Shalin Hai-Jew
 ITS, Kansas State University
 shalin@ksu.edu
 785-532-5262
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