The Learning & Experience Design (LED) research group pursues four main research goals (Reeves & Oh*, 2017). We share with the authors that the scientific community engaged in educational technology research should take time to reflect on the lack of impact of research on practice and the inability of research to transfer into contexts of practice.
Theory Development/Synthesis Goals
We focus on explaining how education works through the logical analysis and synthesis of theoretical knowledge and principles related to teaching and learning.
- A Review of Research on Machine Learning in Educational Technology. The purpose of this review is to investigate the trends in the body of research on machine learning in educational technology published between 2007 and 2017.
- A Critical Review of Research on Academic Libraries Use of Online Digital Literacy Instruction. The purpose of this research is to categorize common themes and alternative methods as to analyze how academic libraries teach digital literacy.
We focus on creating and improving effective solutions to education problems, and identifying reusable design principles related to teaching and learning.
- Neonatal Education at Nationwide Children’s Hospital. The goal of this project is to design and develop high-quality educational materials and tools that will be used by new trainees.
We focus on studying a particular program, product, or method for the purpose of describing, improving, or estimating its effectiveness and worth.
- OHI/O Program Evaluation. This evaluation study targets the 2017 and 2018 OHI/O Hackathon, an informal learning event attended by over 800 students over a 24-hour period.
We focus on portraying how education works by describing and interpreting phenomena related to teaching and learning.
- Bringing Authenticity to Online Teaching and Learning. Learner-centered design strategies and entrepreneurial thinking are analyzed as ways to elevate online learning experiences through engagement, ownership, and collaboration.
- Impact of Instructional Design Challenges on Self-efficacy. This study explores how instructional design challenges can be used as professional development by self-rating self-efficacy and motivation throughout the process using a concurrent nested mixed-methods study.
*Reeves, T. C., & Oh, E. (2017). The goals and methods of educational technology research over a quarter century (1989–2014). Educational Technology Research and Development, 65(2), 325–339.