Précis of Feedback
Dossier Review #1 | Dossier Review #2
Feedback from Dossier Review #1
My first dossier was submitted in print format on October 6, 2008. I received written feedback from Dr. Frick in late November of 2008, and I received oral feedback from Prof. Boling on December 10, 2008. Both reviewers expressed overall satisfaction with the content and organization of my dossier, and both recommended that I limit my service commitments after organizing the annual IST Conference. Four top priorities were identified:
- Complete an empirical research study.
I completed a study of the design and development of SimTIE-Math in which I employed research methods described by Richey and Klein in Design and Development Research. That paper, “SimTIE-Math: A Simulation-Game on Technology Integration for Mathematics Learning,” was presented at AECT in October, 2009 and was published in the proceedings of that conference. A different version of that paper is being submitted to the new Journal of Applied Instructional Design. - Complete a second literature review.
I wrote a second literature review on “Data Collection and Analysis of Interaction Trails.” This literature review is intended for use in papers related to the use of MAPSAT for analyzing data collected during interactions with digital games and simulations. - Include a Curriculum Vita.
I have updated and included my CV. - Create introductory pages for each piece of evidence.
I have written a brief introduction for each specimen to provide a context for understanding its relevance as well as my role and contributions when other people were involved.
Several books were recommended, and I have read all of them except for Estep’s (which costs $139.00).
Estep, M. (2006). Self-organizing natural intelligence: Issues of knowing, meaning and complexity. Dordrecht, The Netherlands: Springer.
Greenspan, S. I. & Benderly, B. L. (1997). The growth of the mind: And the endangered origins of intelligence. Cambridge, MA: Da Capo Press.
The idea that emotions are the foundation of intellectual development should not seem as radical as it does, but the ancient Greek dichotomy of reason and emotion still greatly influences epistemology. It was enlightening to read this book while also learning about Dewey’s thoughts on experience and education. Together they have elevated in my mind the importance of the learner’s “felt experience” and the aesthetics of instructional design.
Christensen, C. M., Horn, M. B., & Johnson, C. W. (2008). Disrupting class: How disruptive innovation will change the way the world learns. New York: McGraw-Hill.
The application of Christensen’s theories of innovation to the education system highlight the significance of online learning as a disruptive technology that may allow us to customize instructional experiences for individual learners.
Richey, R. C., & Klein, J. D. (2007). Design and development research. Mahwah, New Jersey: Lawrence Erlbaum Associates.
As a researcher interested in understanding and improving the ways in which we design learning experiences, this book has given me valuable insight into viable research designs and methodologies. I only wish they had also provided outlines for reporting research. But perhaps I should view that as a gap that needs to be filled….
Feedback from Dossier Review #2
My second dossier review, which is the equivalent of the written qualifying exam, took place on September 18, 2009. The external reviewers were Dr. Charles Reigeluth and Dr. Anne Leftwich. I passed with no conditions. The top priorities identified in their feedback were:
- Improve the Candidate's Statement.
I have rewritten my plans for documenting my competencies and have rewritten the description of my research agenda to include specific research questions I intend to pursue. - Identify relevant theories.
I have rewritten sections of my dossier to identify more explicitly the learning and design theories that inform my approach to research and teaching. - Clearly identify the relationship between my evidence and my research competencies.
I have rewritten my Research Competencies section so that the introduction to each piece of evidence makes clear what competency is demonstrated. - Clearly identify the relationship between my evidence and my teaching competencies.
I have rewritten my Teaching Competencies section so that the introduction to each piece of evidence makes clear what competency is demonstrated. - Clearly identify the relationship between my evidence and my service competencies.
I have rewritten my Service Competencies section so that the introduction to each piece of evidence makes clear what competency is demonstrated. I have also indicated the steps I have taken and plan to take to reach my long-term goals.