As I write this, it’s sunny and warm out my window. I want to be out in the garden. Or in Las Vegas.  I’ve been working on my literature review. With more clearly defined search terms, I’m having an easier go of it. I think this lit review is all about progress, is it not?  I am progressing toward focus. I am now looking at social media in education–nutrition education specifically. I won’t find much of that I’m sure, but I have a bunch on social media and its use in education today.  I think back to Portia’s presentation on the use of Wikis. I will look at social media in my field of teaching nutrition.  That’s it–just an update for you.  Carrie

Utilizing technology in

Nutrition Education

Or

Information technology in

Nutrition Education

I have seen some studies in these journals:

Journal of Nutrition Education and Behavior

Journal of Nutrition Education

Journal of the American Dietetic Association

Health Science Publications

National Library of Medicine (locatorplus)

Health Education and Research Oxford Journals

Some study titles:

College students’ use of the internet and computer technology positively affected by a web-enhanced nutrition course

Comparison of traditional versus computer enhanced media for nutrition instruction

 I’ve thought about maybe doing study on voice versus written as I successfully use a voice program in my online class, but that seems like such an overworked area of study—even Andy is doing that topic this week and it was the subject of the article we read—albeit voice and learning/teaching writing not voice and learning/teaching nutrition.

 Despite my barriers and struggle here, I’ve enjoyed the book on the literary review. The examples have actually stimulated thought for me. For example, looking at several of the examples stated in chapter 2 and again in chapters 3 and 8, I see such simplicity in the research questions. Here is one quote to explain: “The basic question under examination in this study is whether students who receive instruction in specific features of pronunciation perform better than those who do not” (25).   Could this be any more straightforward? Maybe I am over-thinking my topic. Maybe I’m thinking way too broad here.

 I also appreciated the nod toward “niches” for current study—areas that have relatively little areas of study but are justified with regard to research. Chapt.  2 gave this example with employee/employer relationships (27) and Chapt. 8 with its example of “no systematic review of causal relation between motivation and behavior” (123). Chapt.3 discusses this on page 30. This gives me hope.  

 Here are some of my thoughts after reading chp.1, 2, 3, 8.

As I look to advance in my teaching at the university, my goal is to “bridge” my teaching, scholarship and service. How can I do this? How can it all fit together? What is the question I want to thread through all of this? That key research question threads it all together.

 I want to branch out and present and then publish—these are ultimate goals. I am already presenting on using emerging technologies in an online nutrition class. I’ve done this several times for my department, the university and now the MILEX convention. Is my research question based on how can I help other teachers teach better? I had never thought of this, but it is something to ponder.

 What is the access of my topic to the real world? My colleagues seem so “cut and dry.” Their topics make such sense to them: Mary in athletic training, Andrea in exercise science…what is my goal in nutrition. What do I want to study in nutrition in the world of teaching and technology? Or, do I refer back to helping others teach better.  

 In five years, where do I want to make a difference? My teaching, scholarship and service must all align under this answer. This is the heart of my research question. I must answer this. There are huge needs and challenges in the realm of health and health education—obesity comes to immediate mind. I must articulate which direction I need to gear toward. Health is my passion, teaching, and integrating technology in my teaching, is too—how do I marry these two passions?

 Lastly (for now) Are my students learning, retaining and applying in their lives and work as a result of my teaching with technology? Are they more successful with these three areas as a result? 

 One thought for study with regard to learning, retaining and applying: Do students who work and learn together as a cohort (and largely learn from each other) (say in a virtual human perforamce lab) do better in these areas than those who learn in the traditional manner of face-to-face.

 With the changing face of  higher education, this may be a real niche I spoke of earlier. Are there studies that look at students learning from and with each other? I can see an historical and contemporary context to this.

Throughout this week, I have been thinking about my own topic, naturally. As you all know, I’m struggling to find my area of focus. I teach nutrition and Women’s Health, and I plan to teach courses fully online in the future, as well as face-to-face. So for two reasons, I want to marry the two topics into my study. Maybe a “What’s the Best Way to Teach Nutrition Online?” would be a good topic idea. I know, I know, way too broad.  But I could certainly pick one area to address in teaching nutrition online.

 Second, I am passionate about the topic of nutrition, good food, cooking, shopping for food, eating healthy, writing about healthy eating, and especially having the opportunity to teach college-age students about the importance of health and nutrition.  So it makes sense that I would fashion a dissertation study about teaching nutrition online. But what to focus on? What questions should I ask? What questions will drive my research? How will what I find add to the already vast pool of knowledge in online study that exists today? How will I distinguish myself in this existing area of study of online learning?

 The 1^st and 2^nd chapters of The Literature Review have been a very solid introduction to the actual first step of the process—the lit review. For example, just in the discussion of the definition of what a lit review is shed some deeper light on what I will be doing in this part of the process. I have a stronger understanding and a deeper appreciation for what I will accomplish during this ongoing process. I know that my review will:

• Focus my research questions
• Illustrate relevant theories
• Illuminate related research

I particularly like the definition put forward in the first chapter stating the lit review is equally a driving force and a jumping off point for my own research. I also appreciate very much the examples used. I’ve always thought the lit review came first in the dissertation. I appreciate knowing it can do that, it can also be interspersed throughout.

 So far we have Differentiated Research Methodology:

Quantitative—numerical data (scores and measurements) a theory/hypothesis testing, statistical analysis and evaluation

Qualitative—verbal data (descriptions and opinions (observation, notation, recording; assertions about human beings)

Both must measure accurate validity and reliability

 When discussing quantitative data, I think of physical science—a kind of “show me the numbers” type of argument. I teach health and nutrition in higher education, and I rely on this type of “number data” to support much of what we discuss in class—obesity trends, chronic disease risk, sedentary lifestyle outcomes. Many argue that the definition of “science” is too narrow when trying to describe human behavior since many behavioral decisions don’t fit into a defined theory: i.e. why someone overeats or eats the “wrong” foods. The quantitative data collected (on obesity trends for example) may be too abstract or general and of little use to specific local situations.   

 In the social sciences (educational research) quantitative data is often criticized as objective material with a neutral rhetoric, a passive voice and technical terminology—again, a show-me-the-numbers type of data—but this time applied in a social context. The theories used with this method or model of data collection, for example, may not accurately reflect local contexts, situations or individuals—the data generated may be too general, vague or abstract.

 Qualitative research on the other hand argues its superiority in that it offers rich, detailed, thick, emphatic description where logic flows inductively from a specific case to offer a general truism. Also stated as relativism and humanism, qualitative data is sought after for constructivist learning environments.  Many argue the risk of “strong relativism” and that not all researchers have the same experience or education and ones opinion about quality data can differ significantly from one researcher to another.  The outcome cannot be from one “idiosyncratic” opinion.  How can one decide whether what is claimed is “trustworthy and dependable”?

 Both methodologies share objectives, scope and nature of inquiry: Both see theirs as the ideal way to research, record and report data. But with both offering such differing avenues to “knowing something” wouldn’t a researcher (and the larger community) benefit greatly from marrying the two research methods into their particular area of study?

 But under what circumstance of study should the research be mixed?

 In my area of study, health education, both methods apply—more quantitative in my area of health and nutrition; and, more qualitative in my role as an educator. What research outcomes actually apply in my classrooms?   To what benefit? To what weakness? What is missing?

 Taking  this to a bigger picture (as in Reeve’s discussion):  Is it enough to say that Americans are in an obesity epidemic—very easily quantified with statistical data from local, state, regional and national reporting on increasing obesity as measured by the BMI (body mass index)? (With this data, it is easy to generalize—a strength of quantitative data.) Does it confirm cause/effect?

 Or do we need Qualitative data to answer “why” this is happening? Why are Americans obese? Why are childhood obesity rates at an all-time high?  A researcher needs to get out there in the communities and observe what is going on in cities—prevalence off fast food joints and processed foods, diminished access to health care, little access to fresh foods, no school lunches or highly processed foods offered in schools. Both data are needed to find out why obesity is adversely affecting our society.  

 I think the above example illustrates nicely how a mixed methodology would work in the area of “defining obesity in America today.”

 However, nutrition is only my subject matter. My area of focus in Instructional Technology is teaching nutrition in a higher education online learning environment—and to do it successfully.  So I need to be looking at that as I read these articles. Using my focus area helped me to understand the benefit of mixed methodology, but now I need to begin to understand how to use my focus area AND online teaching. The new (okay not new, but “mainstream” new) arena of teaching online, I think, offers a very definite opening for mixed methodology of research to really get at online educational quality.

 The Johnson article is useful to me right now as I will need to take advanced qualitative or quantitative research. I took intermediate quantitative research and just figured I would take advanced too. But I am undecided, and this will help direct my initial thinking on which to take. Much depends on what I will study and to what outcome as stated above.

 Ben and Barbara, as you can see from my discussion examples, I am torn between my desire to look deeper into my field of health and nutrition and that of my immediate objective about teaching nutrition in an online format. I feel all over the place with this, but know with continued research, I will find a niche for both topics. I very much appreciate your feedback as I begin my journey of research.

 On a more personal note: any tips on how to read an article such as this? It is long, with hard-to-grasp concepts. I spend several hours on an article such as this, and feel overwhelmed with the reading, understanding and note taking. What is the best way to continue approaching these articles as I become deeper into my research? Or, do you read every word and digest all that is said? Is it commonplace to spend several hours on each journal piece? How do you too get through all this material?

 Having your comments is of great benefit to me. I feel very lucky to have this opportunity to get your advice and feedback. Thank you both.    Carrie

 I also took note of the many mentions of “knowing the research question” or desired “pedagogical outcomes” and of course I do not know these yet, but continue to seek my focus. It spoke of broad educational questions versus small changes in learning environments, so that education as a whole in the 21^st century will benefit. 

Once again, it was mentioned to emphasize content and pedagogy versus technology as we advance learning communities in online formats (online formats is my intended educational medium).  On the heels of that thinking, the authors remind us, as educators, to support human interactions in learning communities.

 That led to my reflecting on the discussion of “Inquiry-Based Learning” and its implication for taking knowledge out of a classroom context and into a real-world learning activity. This too is a real interest of mine as a health and nutrition educator.

I am now part of ”the education research community.”  And as Boote states in his article on predissertation literature review, it now becomes my job, in essence, to master the literature in my field of specialization that will then become  the foundation of my research.  I’ve printed that article out and will keep it as a guide as I move through, what seems now, a very daunting part of the dissertation.  He and Beile make some valuable points about the impodrstance of Lit review in the field of education.

It has been repeated that you must be very interested in your doctoral dissertation topic or you won’t make it through the process, and I am beginning to see where that holds true.  I want to study “teaching nutrition online” as that is my field and where I am headed as an educator. I also believe that, as Boote states, one must have a “productive” dissertation topic to move understanding forward. Maybe I will be a ”pioneer” in this field of “effective online teaching in nutrition and the health sciences.”  On an up-beat note, that literature review may be very slim! JK.     Carrie

 One of the biggest potentials I have read about touting the use of technology is that our young people will be prepared to go out into the global, ever-expanding job market and know how to communicate across the world, problem-solve,  think quick, act quick, change course on a dime if need be, etc. So I would say this is the false God I will choose to talk about.  

 It seems a tall order for technology: produce successful, scholarly, thoughtful graduates who know how to think, act, and communicate locally and globally.  As Postman remarks: “What Ravitch is talking about here is not a new technology but a new species of child, one that, in any case, hasn’t been seen very much up to now” (pg 291).  Do we as educators really think that virtual environments will open the mind like nothing in education has to this point?  How could this come to be if nothing else changes in education? Might it be easier to try to make a new species of kids than change to long-held belief of what education is and must remain?  

 Interesting to read in the additional article The Crisis of Educational Technology, and the Prospect of Reinventing Education about the lack of learning theory as it applies to what we want technology to do now in this information age. She states that constructivist versus behaviorist learning theory each have pitfalls for online learning and then goes on to say that this inadequacy further blurs the mission of electronic technology and its need to develop a learning theory of its own.  Others go on to argue that a unified learning theory for educational technology would serve as a “foundation for its use in the classroom” (6).  I agree with the author’s premise that thus far much concentration has been focused on the material end of technology versus the theoretical end of learning including a potential  new paradigm shift looking at education not as a “filter and control” setting, but rather on the “vocational and cultural patterns” of the information age, considering social institutions and structures.

Hi All,

Thank you for your depth and thoughtful consideration in your blogs and throughout your comments in our class discussion on Thursday. Dean and I believe the future is bright for online and distant learning despite the pitfalls, problems, and potholes.

A consistent thread throughout many of our discussions remains in the importance of the job of the instructor—his or her skills, attitude, training—in advancing positive, constructivist, engaging curriculum and instructional design in online learning. Amazing that we spent almost our entire discussion focused on this area. Of course the other problems we outlined exist, yet they can all be overcome much more easily than poor quality instruction—and we could argue, these problems have much less of a negative impact on learning as compared to quality of instruction.

We are linking three sites here: the one virtual learning HS that we did not view, the Chesapeake HS through Hopkins, and the NPR Market Place piece on “Slow Media.”  It is worth a listen…

Thanks again.  Carrie and Dean

http://www.edutopia.org/digital-generation-profile-justin-video

 Discussion Questions:

1. Is Justin typical of kids in your community? Why, or why not?

2. Justin had his own laptop at a young age. Is this a good idea? Why, or why not?

3. Would you want to attend or teach at a school like McKinley? Why, or why not?

4. How would you describe the attitude of Justin’s mother toward his digital lifestyle?

5. Is machinima a valid art form with learning potential? Or is it just kids goofing around?

http://www.bcps.org/news/2009/0812/ Following is a brief look at what is going on in the world of Virtual High School right here in Maryland at Chesapeake High School. 

  http://marketplace.publicradio.org/www_publicradio/tools/media_player/popup.php?name=marketplace/pm/2009/11/17/marketplace_cast1_20091117_64&starttime=00:11:15.0&endtime=00:15:16.0

I really knew, however, that is only one small crevice along the divide of disparities in the world of technology. I was struck, for example, these past two weeks when I have been working on my own project on the use of the internet in high school classrooms, at how rich and deep some school’s activities are with the internet, and how in other schools, one or two old computers are slow to act in the corner of the classroom. Unfortunately, this is mainly the case in my own daughters’ school. I feel like my own kids are getting ripped off from a whole world of learning and knowing. And this is a world I want them to be a strong and visible part of. In fact, tech ed. is only held once per week in their school.

Now they have access at home to much of the latest and greatest. But it is not integrated into their knowing and learning in terms of school. It is distinctly separate. And this has also been defined as digital divide. And I see it playing out in real time: While my kids are deeply motivated with their social networking—facebook, email, skype, and with itunes, etc. they are not researching or pulling “learning” into their time on the computer. 

Bridging this type of divide is tougher than providing access in terms of computer terminals and hoping it “all comes out in the wash” as was stated in the Tapscott piece. I certainly believe one way to turn the have nots into the haves is to continually push for more interactive and constructivist-type activities in the classrooms. Or, as in my case, I have the girls do educational activities on the computer. For example, over the summer, I had them track the weather systems for a week prior to our vacation so they could forecast our weather. One daughter was studying South America, and we did some fun things together and we both learned.

I most certainly do believe in legacy technology just as I believe in no-speed bikes, canvas tents, and Target-brand shampoo. I do not believe all the bells and whistles are necessary for learning any more than I believe they are necessary for a happy and healthy life. I know they are important for technology literacy and continued fluency, but a creative teacher or mother uses what she’s got, and makes her point. The paragraph mentioned audio books, and my family loves listening to the books on tape in the car, before bed, and with friends.

Educators cannot become complacent to the concept that a computer in the classroom—or even a computer for each student equals equity in knowledge and opportunity. Access is just one of many areas. Motivation is key to creating lasting and absorbed knowledge.  Educators must remain aware of gender motivations as well. Neither is better nor worse, right or wrong, just different, and an engaged educator takes gender equality into account as well. 

It is about having, knowing and doing.