Learning Log 3 - Online Tutorial Review

9/16/2010

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For the past couple of days, I have spent time searching the internet for online research methods tutorials.  I wanted to learn what resources were already out there for people who want to brush up on their research methods knowledge.  I did this by doing Google searches for "research methods online tutorials."  I was surprised to see several different options out there.  In particular, there are several tutorials run by colleges/universities all over the country.  I have started posting links to some of them on the Research Methods Review website.

Looking back, I could have done this differently by consulting faculty and student colleagues at the W&M School of Education. Faculty who teach research methods classes would be particularly useful resources in this area.   Also, they would likely know the best/most effective online resources for such areas.  As such, one of my next steps in this project is to contact faculty such as Dr. Kim to investigate other options for web-based research methods tutorials. 

What I have seen thus far has strengthened my resolve that there needs to be a one-stop resource online (i.e. the Research Methods Review website) that offers a wide range of resources in one single location.  One problem I have already encountered is that while there are already resources out there, they are scattered all over the internet and are difficult to find.  When thinking about how I could help others in this area, I believe that offering several resource options for research methods review in one single website would be a significant first step.  Based on my experience, I could help others learn by consolidating all of those tutorials and other resources in one place.  
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Learning Log 2 - Syllabus Review

9/14/2010

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Today, I spent time reviewing current course syllabi from EDUC F65 (the entry level research methods course on the master's level) and EDUC 663 (the entry level research methods course on the doctoral level).  I learned this material by studying the requirements for each class.  My goal was to get reoriented as to how these classes are currently organized and taught. I also wanted to get a sense of what concepts were most important for inclusion on my online study guide.

The course syllabi were provided to me by classmates in my EPPL 714 class who have recently completed the courses or are currently enrolled. Both classes are currently taught by Dr. Kyung-Hee Kim.  One thing that surprised me about each syllabus was how much they are focused on application of material, as opposed to just memorizing terminology and formulas.  However, it makes sense since we will need to use these resources as we pursue dissertation research and other forms of research in the future.  It also reinforced my belief that students would be benefited immensely if they had access to study guide materials and resources prior to taking the course. 

In terms of how I could have learned this course requirements differently, it would have been useful to also consult Dr. Kim directly to discuss assignment requirements and preparation techniques for each course.  I plan on doing this shortly and feel that it will better inform my planning for the website.  For others, I think it would also be of greatest benefit to speak directly to research methods faculty members to get a sense of what is expected for each course.
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Learning Log 1 - First Post!

9/12/2010

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My project this semester for EPPL 714 will involve designing an online study/reference guide for W&M doctoral students who are preparing to take the entry-level research methods course, EDUC 663.  The recent use of mandatory pretests as a means of screening students for preparation level has made it more important that ever that students have access to the information they will need to prepare for the class. Therefore, my first task in this process was to create a website to contain all of the necessary information and resources for students.  It will hopefully serve as a "one-stop shopping" experience for doctoral students who would like to brush up on thier research methods skills before enrolling in EDUC 663.

Today, I learned how to build a website - www.researchmethodsreview.weebly.com to host this project.  Over the course of the semester, I will add more content to it as I read textbooks, research websites, and interact with W&M School of Education faculty who teach research methods courses.  I learned how to build this website by studying the instructions on www.weebly.com, a free web-site provider.  I have had some experience with weebly (building a website about  a year ago), so it was definitely an informative experience reintrocing myself to various elements of webdesign.  

I could have learned how to build a website differently by pursuing other educational strategies, such as reading an instruction manual or getting verbal instructions from a friend or colleague.  However, the experience of building the website via trial-and-error was most effective for me, as it enabled me to learn as I went.  I don't think I would have been able to comprehend a long set of instructions nor would I have had the time to read them.  Instead, it was more feasible to just jump in and build it myself.  The process was made easier by weebly's user-friendly design, where you can simply "click and drag" icons, instead of doing manual HTML coding.  

 In helping someone else learn to build a website, I would advise them to pursue the same strategy as me. Find a free website provider online and play around with it until you have learned how to build a site.  I think the advantage of first-hand application is what would make that a most desirable approach.  However, depending on learning style, I could see where other techniques (i.e. instruction books) could also be useful to adults.

Next, I plan on studying the course syllabi for EDUC F65 and EDUC 663 to get a better perspective on what content should be included on my website. 
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