Salas,+Alexandra

http://e-speechcomm.wikispaces.com/
 * Sample course:**

Sample interview questions http://www.columbia.edu/cu/tat/pdfs/sample_interview_questions.pdf

Designing an interview schedule [|www.pnarchive.org/docs/doc/p20080729_Int_exercise.doc] I. who is using it? anonymous faculty survey and if they are willing to be interviewed. II. two group comparison - one who uses it and the other that or one group that uses within their lessons and one that doesn't use it all. 12 people

Contact director of technology at NCC and DC to interview faculty are they using it, if they are, then how? if they are not using it, present the training module, teach them about and interview them before hand and then after the training.- how do you think this could increase motivation.

Research Interest Theoretical Foundations Literature Review Gap in the Research Problem Statement Research Questions Theory References Related Studies
 * Alexandra Salas- dissertation wiki sections**

New Topic Research Interest: Voice Authoring Tools such as Voice Thread New - Theoretical Foundations New - Literature Review and References New- Gap in Research New - Problem Statement New - Research Questions New - Theory Methodology Significance of Study Dissemination of Research

Module 1 **Research Interest** For my dissertation, I am considering a phenomenological study to examine how (transformational) leadership can affect distance learning progress in higher education. I would examine a particular department or class.

I connected with both Drs. Brown's (2009) and Foley's (2009) comments on the video “The Purpose of the Dissertation” (Laureate, 2009). Brown (Laureate, 2009) discussed how his research has a direct, rather than abstract, connection to his work as an educator that has helped him discover and determine the utility of certain tools in the classroom.

Foley (Laureate, 2009) explained that “the dissertation is a starting point….where you distinguish yourself in your field with your expertise…It’s a springboard to future steps- identify gaps in the research, publish, develop as a scholar, etc…it isn’t the end, it’s the beginning.”

My dissertation ideas have always had a direct connection to my interests and where I’d would like to see myself involved in the future. I would like to explore how transformational leadership affects organizational changes concerning education technology use. Specifically, I would like to examine how and why the leadership style of a departmental chair/faculty affects how education technology is incorporated, integrated or used in that academic institution.


 * Theoretical Foundations**

Spector, Merrill, Merrienboer, and Driscoll (2008) note how “the basic question that research aims to answer is why things happen the way they do” (p. 22). In that vein, the two theoretical foundations that may apply to my research are the //**psychology of learning**// and //**instructional design and development.**//

With regard to the psychology of learning, Spector et al. (2008) wrote that “modes of instruction are likely to continue to evolve based on our understanding of human behavior, cognition and emotion” (p. 24). For example, Gardner’s (1993) **theory of multiple intelligences (MI)** that embraces human intelligence and potential beyond the I.Q test, and Salovey’s (1993) **emotional intelligence (EI) theory**, which focuses on an individual’s ability to evaluate and manage emotion Bass’s (2005) ) **transformational leadership theory** that focuses on how relationships can affect motivation can be considered in this discussion of human psychology and learning.

Lastly, I believe the theoretical foundation of instructional design and development align with my proposed research and my first theorectical foundation choice of human psychology and learning in that it would provide a historical and futuristic perspective about education technology application and outcomes. Spector et al. (2008) note that “instructional design and human development are human activities…To achieve desired outcomes, instruction designers have developed instruction design models and principles, based in large part on the psychology of learning, and what is known about effective communication (as cited in Gustafson and Branch, 2002)” (p. 25).

Bass, B. M. and Riggio, R. E. (2005) //Transformational Leadership//. Taylor & Francis, Inc. Gardner, H. (1993). //Multiple intelligences//. New York: Basic Books. Laureate Education, Inc. (Producer). (2009). Purpose of the Dissertation. [vodcast]. //Current research in educational technology//. Baltimore: Author. Mayer, J. D. & Salovey, P. (1993). //The intelligence of emotional intelligence. Intelligence//, //17//, 433-442. Spector, J. M., Merrill, M. D., Merrienboer, J. V., & Driscoll, M. P. (Eds.). (2008). //Handbook of research on educational communications and technology// (3rd ed.). New York: Lawrence Erlbaum Associates.
 * References**


 * Literature Review**

The five areas my literature review will cover are:

1. **transactional leadership**- Burns (1978) transactional leadership theory underscores a reward-punishment situation. This is a relevant theory to explore as studies can examine how the inclusion of incentives or disciplinary action can influence behavioral change.

2. **transformational leadership** - Bass’s (2005) transformational leadership theory that focuses on how relationships can affect motivation. Studies will explore how personal connections and interpersonal characteristics in the workplace can encourage and nurture employee-employer loyalty and affect workplace outcomes and deliverables.

3. **multiple intelligences** - Gardner’s (1993) theory of multiple intelligences (MI) that embraces human intelligence and potential beyond the I.Q test. This theory suggests how effective leaders or managers are those who employ and recognize a wide range of competencies

4. **emotional intelligence-** Salovey’s (1993) emotional intelligence (EI) theory, focuses on an individual’s ability to evaluate and manage emotion. EI engages the power and influence of pathos over logos. Studies will qualify how this characteristic can be assertive in effecting change

5. **James Kouzes and Barry Posner Leadership Practices Inventory**- lists common characteristics shared by leaders that people who are led prefer to “willingly follow” (Changing Minds.org) (http://changingminds.org/books/book_reviews/kouzes_posner.htm)

As suspected many of the studies I have been collecting are of the qualitative approach - case studies, pilots, monographs, reflections, phenomenological and action research. Here are some examples:

__**Related Studies**__

Blattner, J., & Bacigalupo, A. (2007). Using emotional intelligence to develop executive leadership and team and organizational development. //Consulting Psychology Journal: Practice and Research, 59//(3), 209-219. doi:10.1037/1065-9293.59.3.209. Boerner, S., Eisenbeiss, S., & Griesser, D. (2007). Follower behavior and organizational performance: The impact of transformational leaders. //Journal of Leadership & Organizational Studies, 13//(3), 15-26. doi:10.1177/10717919070130030201. Chung-Kai, L., & Chia-Hung, H. (2009). The influence of transformational leadership on workplace relationships and job performance. //Social Behavior & Personality: An International Journal, 37//(8), 1129-1142. Retrieved from Academic Search Complete database. Cloud, R. (2010). Epilogue: Change leadership and leadership development. //New Directions for Community Colleges//, //2010//(149), 73-79. doi:10.1002/cc.398. Kiel, L., Bezboruah, K., & Oyun, G. (2009). Developing leaders in public affairs and administration: Incorporating emotional intelligence training into the core doctoral leadership course. //Journal of Public Affairs Education, 15//(1), 87-105. Retrieved from Education Research Complete database. Lustik, Christine M. (2008). //Distance education leadership: Self-perceptions of effective leadership attributes//. Ph.D. dissertation, Capella University, United States -- Minnesota. from Dissertations & Theses: Full Text database. (Publication No. AAT 3324819) Martens, S., & Salewski, A. (2009, April). Transformational Leadership Program at the University of Minnesota. //Journal for Quality & Participation//, //32//(1), 34-38. Retrieved from Academic Search Premier database. Pounder, J. (2009, May). Transformational classroom leadership: a basis for academic staff development. //Journal of Management Development//, //28//(4), 317-325. Retrieved from Education Research Complete database. Ruggieri, S. (2009). Leadership in virtual teams: A comparison of transformational and transactional leaders. //Social Behavior & Personality: An International Journal, 37//(8), 1017-1021. Retrieved from Academic Search Complete database. Wang, Y., & Huang, T. (2009). The relationship of transformational leadership with group cohesiveness and emotional intelligence. //Social Behavior and Personality, 37//(3), 379-392. doi:10.2224/sbp.2009.37.3.379. Yoder, D. (2005). Organizational climate and emotional intelligence: An appreciative inquiry into a “leaderful” community college. //Community College Journal of Research & Practice, 29//(1), 45-62. doi:10.1080/10668920390276966. Yung-Shui, W., & Tung-Chun, H. (2009). The relationship of transformational leadership with group cohesiveness and emotional intelligence. //Social Behavior & Personality: An International Journal, 37//(3), 379-392. Retrieved from Academic Search Complete database

The five articles that I reviewed examined a variety leadership styles and qualities (EI and/or multiple intelligences) and how they affected organizations and in some cases perception toward the leader. However, these studies did not provide direct examples of how transformational leadership (explicitly combined with EI and/or MI) effected an attitudinal organizational change or function.
 * Gap in the Research**

How can transformational leadership contribute to the academic community understanding of e-learning and learning as synonymous? How can transformational leadership effect academic organizational attitudes toward educational technology use in classrooms? What aspect of emotional intelligence can enhance transformational leadership ?
 * Research Questions**

The problem statement I would like to present is the following: How effective is transformational leadership in effecting organizational attitudinal change (i.e.faculty attitude toward the use of educational technology; faculty decision to integrate ed tech tools in their classrooms (department wide decision)faculty understanding that e-learning is synonymous to learning in the 21st century)
 * Problem Statement**

Cloud (2010), for example noted that a sense of humor coupled with a handle on transformational and transactional leadership styles are key in navigating academic politics. Similarly, Dambe and Moorad (2008) added how effective leadership has transitioned from power-based to a more charismatic transformational style. Isaac (2010) noted “three chairs exhibited features of a transformational leadership style and characteristics deemed essential for effective leadership in academic medicine.” In a meta-analysis, Harms and Crede (2010) claimed there is potential to keep exploring the connection between transformational leadership and EI: “As newer EI assessment tools are developed and older tests are refined with criteria prediction in mind, it could be expected that validities will improve” (p. 12) While rank and tenure are important, Marsh (2010) believes that integration of skills is key to success and concluded that a transformational leadship style that facilitates "cooperation and collaboration are strategies that leaders will continue to use in the future in order to meet the needs of “increasingly diverse student and faculty constituencies” (p. 193).

The theories considered in the studies reviewed are leadership theories- transactional, behaviorist theories (exploitative authoritative, and benelovent authoritative), situational leadership, and empowerment-based (umbrella term that includes transformational theory).
 * Theory**

**New Topic: Voice Authoring Tools such as Voice Thread, Yodio (record via phone+ you can add pics), Slidesix (ppts +audio)** www.masher.com (Masher- to make videos) http://slidesix.com/

Image Animation and Audio: Voki, Yodio, VoiceThread, PodOmatic, Gcast, Photostory3 (Smirnova) Smirnova, L. (2009, December 11). Opening Educational and Personal Horizons with the New Emergent Technologies. Retrieved from http://www.virtuniv.cz/images/3/3c/Smirnova.pdf

The past and current research discuss the affordances (collaboration, social presence, learning engagement) and limitations of collaboration and voice authoring tools such as Voice Thread (VT). Atkinson and Burden (2008) discuss the pedagogical value of VT and how it offers diverse elements that can serve instruction. **However, a review of the literature does not directly address faculty and student perception and motivation to use VT or how voice authoring tools like VT can affect learning outcomes -- [the gap].**


 * New - Theoretical Foundations**

Spector, Merrill, Merrienboer, and Driscoll (2008) note how “the basic question that research aims to answer is why things happen the way they do” (p. 22). In that vein, the two theoretical foundations that may apply to my research are the //**psychology of learning**// and //**instructional design and development.**//

With regard to the psychology of learning, Spector et al. (2008) wrote that “modes of instruction are likely to continue to evolve based on our understanding of human behavior, cognition and emotion” (p. 24). For example, **Mayer's Cognitive theory of multimedia learning** submits that many learners are audiovisual learners and that is accomplished complemented by words and images (Cognitive Theory of Multimedia Learning, Mayer, n.d.). Then there's Seimen's concept of **connectivism** that posits how knowledge networks augment and influence learning. On a secondary level, I'm interested in Bass’s (2005) )
 * transformational leadership theory** and on what level it can affect choices made in the area of instructional design and use. Bass's (2005) theory focuses on how relationships can affect motivation can be considered in this discussion of human psychology and learning.

Lastly, I believe the theoretical foundation of instructional design and development align with my proposed research and my first theoretical foundation choice of human psychology and learning in that it would provide a historical and futuristic perspective about education technology application and outcomes. Spector et al. (2008) note that “instructional design and human development are human activities…To achieve desired outcomes, instruction designers have developed instruction design models and principles, based in large part on the psychology of learning, and what is known about effective communication (as cited in Gustafson and Branch, 2002)” (p. 25). 
 * New - Literature Review**

The areas my literature review will cover are: 1. Mayer's Cognitive theory of multimedia learning that suggest how learning can be enhanced by words and images 2. Bass’s (2005) )**transformational leadership theory** and on what level it can motivate choices made in the area of instructional design and use. 3. The impact of **Situated cognition** and how it contributes to participatory experiences that enable individuals to increase socialization and have an opportunity to practice what they are learning (Driscoll, 2005, p. 155) 4. Etienne Wenger and Jean Lave (1991, 2006) concept of **Communities of Practice** that posits how the commitment shared by a membership of interest can augment socialization, collaboration, organizational engagement and learning. http://www.ewenger.com/theory/ 5. Siemen's connectivism theory emphasizes how knowledge networks overlap and build on existing knowledge and inquiry.

**New- Gap in Research**

This dissertation proposes to **examine** **faculty and student //__perception and motivation__// toward voice authoring tools (VAT), and, lastly, how voice authoring tools like voice thread and yodio, for example, can affect //__learning outcomes__//. -- [the gaps].**


 * References**

Atkinson, Simon. Burden, Kevin. Evaluating pedagogical affordances of media sharing Web 2.0 technologies: A case study. //Published in the proceedings of Ascilite, 2008 (Melbourne, Australia)//. Retrieved 3/30/11 from: http://hull.academia.edu/KevinBurden/Papers/73672/Evaluating_pedagogical_affordances_of_media_sharing_Web_2.0_technologies_A_case_study

Augustsso, G. Web 2.0, pedagogical support for reflexive and emotional social interaction among Swedish students. //The Internet and Higher Education//. Special Issue on Web 2.0. Volume 13, Issue 4, December 2010, Pages 197-205. Retrieved 3/30/11 from: http://dx.doi.org/10.1016/j.iheduc.2010.05.005

Borup, J., Graham, C.R. Velasquez, A. The Use of Asynchronous Video Communication to Improve Instructor Immediacy and Social Presence in an Online Course. //In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010//. (pp. 337-344). Retrieved 3/30/11 from: http://www.editlib.org/p/33358

(paper) Boyle, Ian. Dyment. Janet E. O'Connell, Timothy S. The intersection of Web 2.0 technologies and reflective journals: An investigation of possibilities, potential and pitfalls. //Independent.Academia.Edu//. Retrieved 3/30/11 from: http://independent.academia.edu/IanBoyle/Papers/303036/The_intersection_of_Web_2.0_technologies_and_reflective_journals_An_investigation_of_possibilities_potential_and_pitfalls._in_press_

Brunvand, Stein and Byr, Sara. Using VoiceThread to Promote Learning Engagement and Success for All Students. //The Council for Exceptional Children (CEC): TEACHING Exceptional Children//. March/April 2011 issue. Retrieved 3/30/11 from: http://voicethread.com/media/misc/support/JTECVoiceThread.pdf

(paper) Bush, L. Viva VoiceThread: Integrating a Web 2.0 Tool in the Additional Language Classroom. In I. Gibson et al. (Eds.), //Proceedings of Society for Information Technology & Teacher Education International Conference 2009//. (pp. 3247-3250). Chesapeake, VA: AACE. Retrieved 3/30/11 from: http://www.editlib.org/p/31146

(article) Chen, J. & Yildiz, M. Preparing English Language Learners for Academic Success in the 21st Century: Teaching Multiple Literacies. //The Council for Exceptional Children (CEC): TEACHING Exceptional Children//. (pp. 3152-3155). Chesapeake, VA: AACE. Retrieved 3/30/11 from: http://www.editlib.org/p/33854

Heintz, A., Borsheim, C., Caughlan, S., Juzwik, M. M., & Sherry, M. B. Video-based response & revision: Dialogic instruction using video and web 2.0 technologies. //Contemporary Issues in Technology and Teacher Education//. 10(2), 175 - 196. Retrieved 3/30/11 from: http://www.citejournal.org/articles/v10i2languagearts2.pdf

(paper) Lopez, Dr. Omar. Lighting the Flame of Learning for English Language Learners Through the Use of Interactive Whiteboard Technology. White Paper, Su-2006-01. //The Corporation for Public School Education K16 www.cpse-k16.com//. Summer 2006. Retrieved 3/30/11 from: http://extranet.mypromethean.com/us/upload/pdf/ELL_WhitePaper.pdf

Nakagawa, Alan. Using VoiceThread for Professional Development: Probeware training for science teachers. //ETEC 690//. Spring 2010. Retrieved 3/30/11 from: http://scholarspace.manoa.hawaii.edu/handle/10125/15364

Packansky-Brock, Michelle. VoiceThread: Enhanced Community, Increased Social Presence and Improved Visual Learning. //Award winner: 2010 Sloan-C Effective Practice Award//. Retrieved 3/30/11 from: http://sloanconsortium.org/effective_practices/voicethread-enhanced-community-increased-social-presence-and-improved-visual-lea

(paper- check for follow up study) Smith, J. & Dobson, E. Beyond the Book: Using VoiceThread in Language Arts Instruction. In T. Bastiaens et al. (Eds.)//Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009//. (pp. 712-715). Chesapeake, VA: AACE. Retrieved 3/30/11 from: http://www.editlib.org/p/32538 on 1/27/11.

Wane, Ling. Integrating communities of practice in e-portfolio assessment: Effects and experiences of mutual assessment in an online course. //The Internet and Higher Education, Volume 13, Issue 4, Special Issue on Web 2.0//. December 2010, Pages 267-271, ISSN 1096-7516, DOI: 10.1016/j.iheduc.2010.07.002. Retrieved 3/30/11 from: http://www.sciencedirect.com/science/article/B6W4X-50JPNDC-1/2/3bbcd67720cc20e75e760b0eeb898ccd

Yildiz, M., McNeal, K., & Salika, L. The power of social interaction technologies in teacher education. Paper presented at //the National Educational Computing Conference, Washington, DC//. (2009, July). Retrieved 3/30/11 from: http://center.uoregon.edu/ISTE/uploads/NECC2009/KEY_43159577/Yildiz_YildizNECC2009_RP.pdf

(dissertation) Zorigian, K. A. The effects of web-based publishing on students reading motivation. //Unpublished doctoral thesis//. The University of North Carolina, Chapel Hill, NC. (2009).Retrieved 3/30/11 from: http://proquest.umi.com/pqdlink?did=1844640011&Fmt=7&clientI d=79356&RQT=309&VName=PQD

**New Research Questions**

1. How do faculty perceive Voice Thread and what aspects of their classrooms feature this tool? 2. Why are faculty motivated to use Voice Thread? 3. How can voice thread be effectively used in the classroom? 4. How can Voice Thread affect learning? (examine gradebook or assessment: as may be used in used in discussion forums, assignments, presentations)

Secondary research question: 5. How do students feel about using Voice Thread in the classroom (faculty-student communication, student assignments)?

 Current research explicates the affordances of Voice Thread such as (collaboration, social presence, learning engagement) and limitations of collaboration and voice authoring tools such as Voice Thread (VT). Atkinson and Burden (2008) discussed the pedagogical value of VT and how it offers diverse elements that can serve instruction. **However, a review of the literature does not directly address faculty and student perception and motivation to use VT or how voice authoring tools like VT can affect learning outcomes -- [the gap].**
 * New - Problem Statement**


 * New - Theory**
 * Constructivism, specfically Mayer's cog**nitive theory of multimedia learning **theory and Siemen's connectivsm will provide the theorectical framework for this study.**

**Methodology**



[]

Methodology & Research Questions




 * Significance of Study**


 * How will your study fill a gap in the current research? (You already answered this question previously in the course. If your work is still accurate, you can just copy and paste it here. You may want to modify what you wrote earlier.)

I would like my dissertation to contribute to the literature regarding how voice authoring tools can impact learning. This dissertation proposes to **examine** **faculty and student //__perception and motivation__// toward voice authoring tools (VAT), and, lastly, how voice authoring tools like voice thread and yodio, for example, can affect //__learning outcomes__//. -- [the gaps].**
 * How will your research advance the profession of educational technology?

The results of my research will contribute to advancing knowledge about the utility of voice authoring tools as a valuable learning tools and perceptions toward these options for the classroom.


 * How will your research effect positive social change through the “improvement of human or social conditions by promoting the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, or societies” (Walden Dissertation Rubric, Chapter 1, criteria 9)?

By examining faculty and possibly student perceptions my research could contribute to social change within academic organizations as leaders and faculty make choices about learning tools to integrate in their classrooms.

 Below, I have identified a list of journals, some of which I have already contacted to inquire about publishing opportunities. I would like to publish in an academic venue that is peer reviewed and another that is geared toward a broader audience in education. The publications I have selected to begin are: EDUCAUSE (peer reviewed) THEJournal -- www.thejournal.com
 * Dissemination of Research**
 * Identify and justify your selection of three journals to which you would like to submit an article on this research. In one sentence, describe why you selected these journals.
 * Campus Technology** [|www.campustechnology.com]

E-learning and education Education Next Electronic Journal for the integration of technology and education http://ejite.isu.edu EDUCAUSE Innovations in education and Teaching international International Review of research in open and distance learning www.irrodl.org Journal of Distance Education Journal of Education technology & society www.ifets.info/ Journal of Educators ONline Journal of eLiteracy Language Learning and technology http://llt.msu.edu New directions in Higher Education Quarterly Review of Distance Education
 * Peer-reviewed Journals**

International Review of Research in Open and Distance Learning, International Journal of Education Technology, Electronic Journal of e-learning, The Journal of Interactive Online Learning, The Journal of Technology, Learning and Assessment, The Technology Source, THEJournal -- www.thejournal.com (David Nagel, executive editor, web, dnagel@1105media.com)
 * Open Access Journals** I may be interested in publishing my work include:
 * Professional (Trade) Journals**:
 * Campus Technology** www.campustechnology.com
 * Tech Trends**- "a leading journal for professionals in educational communication and technology"- publication of the Association for Educational Communications & Technology(AECT) www.aect.org

Collaboration 2.0 - David Nagel (free webinars)
 * Newsletters**


 * Identify and justify your selection of **two professional conferences** where you would like to present your research. In one sentence, explain why you selected these conferences.

I would like to attend the following two conferences: AECT's Annual International Convention because it is a major organization for people interested in instructional design Campus Technology annual conferences-- showcases new technologies and guest speaker from the industry who sharing engaging insights.