Research Agenda

Dr. Doom vs. the Fantastic Four

My research agenda centers around the central focus of “design,” how we teach design, how learners learn through designing, how we design instruction for reflection, and how we give learners control to design their learning environment. As a maker educator, makerspaces provide a platform for much of my research agenda, and helps create synergy between my teaching, research, and service activities. The following questions help me design my research projects and/or accept invitations to collaborate with others:

  1. 1. What happens when learners take control of designing their own learning activities?
  2. 2. What is the influence of learner reflection on teachers, learners, and learning?
  3. 3. How can we reinforce content fluency and encourage creativity through design activities completed by learners?
  4. 4. How can we improve design of multimedia for mixed reality contexts?

Tonia Dousay's Professional FrameworkThe maker movement has brought about a renewed interest in both constructivism and constructionism, which has enabled my work establishing a makerspace for the purpose of supporting teacher education and co-designing two university-wide makerspaces. My recent publications include individual and collaborative empirical research and design cases related to design, multimedia development, and emerging technologies.  Further, many projects involve synthesizing and extending existing theories and practices. For example, one project related to the use of SecondLife as an extension of the sociological concept of third places in community building (Aldosemani, Shepherd, Gashim, & Dousay, 2015).  Educational Technology Research & Development recently published the results of a study I conducted (Dousay, 2016) wherein I used principles from the Cognitive Theory of Multimedia Development (Mayer, 2014) in conjunction with situational interest (Linnenbrink-Garcia et al., 2010) to evaluate how we design multimedia in online environments to both trigger and maintain interest.  Some of my other works focus more on teacher education with specific relationships to technology attitudes and/or use (Darrington & Dousay, 2015; Shepherd, Bolliger, Dousay, & Persichitte, 2016; Shepherd, Dousay, Kvenild, & Meredith, 2015).

References

  • Aldosemani, T. I., Shepherd, C. E., Gashim, I., & Dousay, T. A. (2015). Developing third places to foster sense of community in online instruction. British Journal of Educational Technology. http://doi.org/10.1111/bjet.12315
  • Darrington, B., & Dousay, T. A. (2015). Using multimodal writing to motivate struggling students. TechTrends, 59(6), 29–34. http://doi.org/10.1007/s11528-015-0901-7
  • Dousay, T. A. (2016). Effects of redundancy and modality on the situational interest of adult learners in multimedia learning. Educational Technology Research and Development, 1–21. article. http://doi.org/10.1007/s11423-016-9456-3
  • Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70(4), 647–671.
  • Mayer, R. E. (2014). Multimedia instruction. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 385–399). New York: Springer International Publishing.
  • Persichitte, K. A., Young, S., & Dousay, T. A. (2016). Learner assessment in blended and online settings. In M. D. Avgerinou & S. P. Gialamas (Eds.), Revolutionizing K-12 blended learning through the i2Flex classroom model (pp. 88–102). Hershey, PA: Information Science Reference.
  • Shepherd, C. E., Bolliger, D. U., Dousay, T. A., & Persichitte, K. (2016). Preparing teachers for online instruction with a graduate certificate program. TechTrends, 60(1). http://doi.org/10.1007/s11528-015-0015-2
  • Shepherd, C. E., Dousay, T. A., Kvenild, C., & Meredith, T. (2015). Fostering technology-rich service-learning experiences between school librarians and teacher education programs. Knowledge Quest, 44(2), 44–52.
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