Kimberly McWilliams

Research Paper and Sources

12 April 2015
1) BYOD
2) MakerMovement
3) ProblemBasedLearning/InquiryLearning

BYOD
1.RidingthewaveofBYOD:developingaframeworkforcreativepedagogies
Cochrane,Thomas

;Antonczak,Laurent

;Keegan,Helen;Narayan,Vickel

Movinginnovationinteachingandlearningbeyondisolatedshorttermprojectsisoneoftheholygrailsof
educationaltechnologyresearch,whichislitteredwiththedebrisofaconstantstreamofcomparativestudies
demonstratingnosignificantdifferencebetweeninnovativetechnologiesandtraditionalpedagogical
approaches.Meanwhile,theapproachinggiantwaveofthebringyourowndevice(BYOD)movementthreatens
tooverwhelmeducationpractitionersandresearcherspreoccupiedwithreplicatingcurrentpracticeonmobile
devices.Areviewoftheliteratureindicatesthatthereareyetfewwelldevelopedtheoreticalframeworksfor
supportingcreativepedagogiesviaBYOD.Inthispaper,weoverviewthedevelopmentofaframeworkfor
creativepedagogiesthatharnesstheuniqueaffordancesofBYOD.Thisframeworkhasbeenusedacross
multipleeducationalcontextsandscalefromshortworkshopsthroughtofullcoursesandinternational
collaborativeprojects.OurkeydesignprinciplesforsupportingcreativepedagogiesviaBYODinclude
modellingcollaborativepracticeviaestablishingteachercommunitiesofpracticetolearnabouttheaffordances
ofmobiledevicesinrelationtonewmodesofstudentlearning,collaborativecurriculumredesigninresponseto
shiftsinconceptionsofteachingandlearning,andcollaboratingwithICTServicesforinfrastructure
developmentacrossthecampus.

Cochrane,T.,Antonczak,L.,Keegan,H.,&Narayan,V.(2014).RidingthewaveofBYOD:
Developingaframeworkforcreativepedagogies.ResearchinLearningTechnology,22
doi:http://dx.doi.org/10.3402/rlt.v22.24637

2.MobileDigitalDevices:DippingYourToesinTechnologicalWaters
Hill,RebeccaA.
Sincecomputershittheeducationscene,educatorshavetestedeveryconceivabletechnologicaladvancewithin
theircurriculums.Accordingtoa2009studyconductedbyCommonSenseMedia,69%ofallschoolsban
studenteelphoneuseduringtheschoolday(CommonSenseMedia).[...]accordingtoaPewInternetresearch
study,65%ofcellphoneowningkidsatschoolsthatbanthosesamephonesstillbringthemeverydaytoclass
and58%ofthosestudentsstillusethem(Lenhart).

R.A.(2011).Mobiledigitaldevices:Dippingyourtoesintechnologicalwaters.TeacherLibrarian,
39(1),2226.Retrievedfromhttp://search.proquest.com.er.lib.kstate.edu/docview/902627624?
accountid=11789

Kimberly McWilliams
Research Paper and Sources
12 April 2015

3.ITWORLD:FromCOWstoBYOD
Kabachinski,Jeff
Workinginhealthcareinformationtechnology(IT)canbeachallengewhendealingwithmultiplatform,
multivendormedicaldevices.Joiningforceswiththefolksfrombiomedicalorclinicalengineeringtogetthe
medicaldevicestotalktotheelectronichealthsystemisjustonepartofgettingallthedevicestofunction
onlinesmoothly.Justwhenyouthoughtthingswerecalmingdowntoadullroar,herecomesanothertrendthat
youmighthavetodealwithsoonifyouaren'talready:bringyourowndevice(BYOD).BYODisagoodidea
inthatitcanincreaseproductivityandpotentiallyprovidemoretimelypatientinterventions.Doctorshavesaid
thattheycantakeadvantageofwaittimes,suchasstandinginline,tocatchuponsomework.Forexample,
theycanusethosespareminutestoreviewnurses'notes,labresults,orpatienthistories.Therearehealthcare
relatedappstodoallmanneroftasksandcalculations.

Kabachinski,J.(2013).ITWORLD:FromCOWstoBYOD.BiomedicalInstrumentation&
Technology,47(3),254258.Retrievedfromhttp://search.proquest.com.er.lib.k
state.edu/docview/1366370615?accountid=11789

MakerMovement

1.TheMakerMovementinEducation
Halverson,EricaRosenfeld ;Sheridan,KimberlyM

Inthisessay,EricaHalversonandKimberlySheridanprovidethecontextforresearchonthemakermovement
astheyconsidertheemergingroleofmakingineducation.Theauthorsdescribethetheoreticalrootsofthe
movementanddrawconnectionstorelatedresearchonformalandinformaleducation.Theypresentpointsof
tensionbetweenmakingandformaleducationpracticesastheycomeintocontactwithoneanother,exploring
whetherthenewnessattributedtothemakermovementisreallyallthatnewandreflectingonitspotential
pedagogicalimpactsonteachingandlearning.

Halverson,E.R.,&Sheridan,K.M.(2014).Themakermovementineducation.HarvardEducational
Review,84(4),495504,563,565.Retrievedfromhttp://search.proquest.com.er.lib.k
state.edu/docview/1642662200?accountid=11789

2.TheMakerMovementinEducation:Designing,Creating,andLearningAcross

Contexts

Anonymous.HarvardEducationalReview
Theprocessofmakingusefulobjectswasaneverydayactivityinbothschoolsandhomesthroughoutthe
twentiethcentury.Thelearningthatoccursthroughtheexperienceofmakingandthelearningthatoccurs

Kimberly McWilliams
Research Paper and Sources
12 April 2015
throughinstructioninnewmediashareanunexpectedpedagogicalkinship.Similarly,thephenomenonthat
somehavetermedthe"makermovement,"whichdescribesthewaveofinterestinconstructingandsharing
personalinventionsandcreativeartifacts,reconfiguresthelearnerasaproducerratherthanaconsumer.Inthis
symposium,asintheheldatlarge,thereareelementsofresearchonmakingthatfeelbotholdandnewintheir
contributionstolearningtheoriesandcontexts.Theauthorsencouragethereaderstousethissymposiumasa
springboardforunderstandingandexploringthemanyquestions,opportunities,andchallengesthatare
increasinglysalientasthemakermovementgainstractionineducationalcontexts.

Themakermovementineducation:Designing,creating,andlearningacrosscontexts.(2014).Harvard
EducationalReview,84(4),492494.Retrievedfromhttp://search.proquest.com.er.lib.k
state.edu/docview/1642662316?accountid=11789

3.TheMakerMovementandtheLouisvilleFreePublicLibrary
Dixon,Nicole

;Ward,Michael.

TheMakerMovementattheLouisvilleFreePublicLibrary(LFPL)startedsmall,verysmallinfact,witha
pagermotor,watchbattery,andheadofatoothbrush.Alargegroupofteensandthreelibrariansspentan
afternoonsolderingtogethertheseingredientsintosmall,simplerobotsthatcrawledslowlyacrossatableand
aroundincirclesorthatcollidedintoeachother.HereareafewfreeresourcestogetyoustartedMaking:1.
computerprogrammingandcoding.2.3Dmodelingandprinting,3.games,and4.generalmaking.Maker
projectscanbegroupactivities,ledbyaninstructor,orindividualactivities.AtLFPL,itsMakerprogramsarea
partofthebroadereducationalinitiativesthatsupportourmission.ItslibraryhastheJobShop,acenterthat
bringsLFPL'semploymentandcareerresourcesandtheassistanceofLFPLstaffintoasingleservice.Lastbut
notleast,itisimportanttoidentifypartnershipopportunities.

Dixon,N.,&Ward,M.(2014).Themakermovementandthelouisvillefreepubliclibrary.Reference&
UserServicesQuarterly,54(1),1719.Retrievedfromhttp://search.proquest.com.er.lib.k
state.edu/docview/1566615229?accountid=11789

ProblemBasedLearning
1.
Inquirybasedlearninginhighereducation:administrators'perspectiveson
integratinginquirypedagogyintothecurriculum
Justice,Christopher

;Rice,James;Roy,Dale;Hudspith,Bob;Jenkins,Herb

Inquirybasedlearningisoneapproachtoimprovingthequalityofundergraduateeducationbymovingtoward
morestudentdirected,interactivemethodsoflearningwhilefocusingonlearninghowtolearn.Thispaperdeals

Kimberly McWilliams
Research Paper and Sources
12 April 2015
withamissingcomponentintheinquiryrelatedliteraturetheextrapedagogicalchallengesofintroducingand
maintaininginquirybasedlearninginthecurriculum.BasedinthecollectiveexperienceofMcMaster
University,amidsizeCanadianuniversitythathasbeenapioneerininquirypedagogy,thepaperdescribesthe
challengesadministratorsfacedinsupportingtheintroductionofinquirybasedlearningascomponentsof
traditionalcourses,asinquirybasedcourses,andasinquirybaseddegreeprograms.Derivedfrominterviews,
thepaperpresentsaseriesofstrategiesandlessonsforintroducingandmaintaininginquirypedagogyinthe
curriculum.Theselessonswillbebroadlyusefultoadministrators,curriculumdesignersandfacultydevelopers
andshouldbewidelyapplicabletoinstitutesofhighereducation.[PUBLICATIONABSTRACT]

Justice,C.,Rice,J.,Roy,D.,Hudspith,B.,&Jenkins,H.(2009).Inquirybasedlearninginhigher
education:Administrators'perspectivesonintegratinginquirypedagogyintothecurriculum.Higher
Education,58(6),841855.doi:http://dx.doi.org/10.1007/s1073400992287

2. Learning"todo"andlearning"about"inquiryatthesametime:different
outcomesinvaluingtheimportanceofvariousintellectualtasksinplanning,
enacting,andevaluatinganinquirycurriculum
Syer,CassidyA;Chichekian,Tanya;Shore,BruceM

;Aulls,MarkW

Participantsincluded112Year1and54Year4undergraduatepreserviceteachers,21continuing
educationstudents,and18honorspsychologystudents.Theprogramsprovideddifferentexposureto
inquiry.Groupswerecomparedontheimportanceattributedtospecificbuildingblocks(strategic
demands)ofinquiryinstructionandlearning,andprescriptionstoenactinquirycurriculum.In
MANOVAanddiscriminantanalyses,Year4elementarypreserviceteachersandcontinuingeducation
studentsaccordedhigherimportancetoagreaternumberofinquirydemands,andbetterunderstoodhow
toimplementaninquirycurriculum,thanYear1studentteachers.Honorspsychologystudents,having
doneaninquiryproject,resembledYear4preserviceandcontinuingeducationteacherswhoalso
learnedaboutinquiry,ontheimportanceaccordedtoinquirystrategicdemands.Teachersandstudent
teachersidentifiedagreaternumberofimportantelementsofplanning,enacting,andevaluatinginquiry
curriculum.Therefore,inpreparationforteaching,bothdoingandlearningaboutinquiryareimportant.

Syer,C.A.,Chichekian,T.,Shore,B.M.,&Aulls,M.W.(2013).Learning"todo"andlearning"about"
inquiryatthesametime:Differentoutcomesinvaluingtheimportanceofvariousintellectualtasksin
planning,enacting,andevaluatinganinquirycurriculum.InstructionalScience,41(3),521537.
doi:http://dx.doi.org/10.1007/s1125101292425

3.
TheImpactofaPrinciplebasedPedagogicalDesignonInquirybasedLearningina
SeamlessLearningEnvironmentinHongKong
SiuCheungKong;Song,Yanjie.
Aninquirybasedlearningpedagogycoupledwithaseamlesslearningenvironmentisapotentialwayto
realisetheeducationalgoaloflearnercentredlearningindigitalclassroomsinthe21stcentury.An
overarchingresearchframeworkisproposedforpreparingteacherstoeffectivelydeveloppedagogical

Kimberly McWilliams
Research Paper and Sources
12 April 2015
designsthatarepremisedontheoreticalprinciplesandfacilitateinquirybasedlearninginaseamless
learningenvironment.Wecarriedoutaninitialstudyusingtheoverarchingframework.Threequestionsare
addressed:howaprinciplebasedpedagogicaldesignwasdevelopedandimplemented,theeffectthatthe
principlebasedpedagogicaldesignhadonstudents'domainknowledgegainsandinquiryskillsandhow
studentsadvancedtheirdomainknowledgeanddevelopedtheirinquiryskills.Oneteacherand27students
fromalocalprimaryschoolwereinvolvedinthestudy.Bothqualitativeandquantitativedatawere
collectedandanalysedovertwoweeks.Sixinquirybasedlearninglessonsfocusingonascientific
'rustproofing'learningunitwereconductedinaseamlesslearningenvironment,initiatedinadigital
classroomandextendedtoonlinediscussionsonasocialnetworkplatform.Theresultsrevealinnovative
waysofdevelopingandimplementingthepedagogicaldesignintherustproofinglearningunitand
demonstratethepedagogicaldesign'spositiveeffectonstudents'domainknowledgegainsandinquiryskills.
Inaddition,howthestudentsadvancedtheirdomainknowledgeandinquiryskillswerealsoexploredand
discussed.

Siu,C.K.,&Song,Y.(2014).Theimpactofaprinciplebasedpedagogicaldesignoninquirybased
learninginaseamlesslearningenvironmentinhongkong.JournalofEducationalTechnology&
Society,17(2),127141.Retrievedfromhttp://search.proquest.com.er.lib.k
state.edu/docview/1528873318?accountid=11789