Educational design research methodology.

As humans we're good at separating things based on categories. The Dewey Decimal System systematically separates mathematics and history into disparate locations, but your zettelkasten shouldn't force this by overthinking categories. Perhaps the overlap of math and history is exactly the interdisciplinary topic you're working toward? If this is the case, just put cards into the slip box closest to their nearest related intellectual neighbor—and by this I mean nearest related to you, not to Melvil Dewey or anyone else. Over time, through growth and branching, ideas will fill in the interstitial spaces and neighboring ideas will slowly percolate and intermix. Your interests will slowly emerge into various bunches of cards in your box. Things you may have thought were important can separate away and end up on sparse branches while other areas flourish.

If you make the (false) choice to separate math and history into different "sections" it will be much harder for them to grow and intertwine in an organic and truly disciplinary way. Universities have done this sort of separation for hundreds of years and as a result, their engineering faculty can be buildings or even entire campuses away from their medical faculty who now want to work together in new interdisciplinary ways. This creates a physical barrier to more efficient and productive innovation and creativity. It's your zettelkasten, so put those ideas right next to each other from the start so they can do the work of serendipity and surprise for you. Do not artificially separate your favorite ideas. Let them mix and mingle and see what comes out of them.

If you feel the need to categorize and separate them in such a surgical fashion, then let your index be the place where this happens. This is what indices are for! Put the locations into the index to create the semantic separation. Math related material gets indexed under "M" and history under "H". Now those ideas can be mixed up in your box, but they're still findable. DO NOT USE OR CONSIDER YOUR NUMBERS AS TOPICAL HEADINGS!!! Don't make the fatal mistake of thinking this. The numbers are just that, numbers. They are there solely for you to be able to easily find the geographic location of individual cards quickly or perhaps recreate an order if you remove and mix a bunch for fun or (heaven forfend) accidentally tip your box out onto the floor. Each part has of the system has its job: the numbers allow you to find things where you expect them to be and the index does the work of tracking and separating topics if you need that.

The broader zettelkasten, tools for thought, and creativity community does a terrible job of explaining the "why" portion of what is going on here with respect to Luhmann's set up. Your zettelkasten is a crucible of ideas placed in juxtaposition with each other. Traversing through them and allowing them to collide in interesting and random ways is part of what will create a pre-programmed serendipity, surprise, and combinatorial creativity for your ideas. They help you to become more fruitful, inventive, and creative.

Broadly the same thing is happening with respect to the structure of commonplace books. There one needs to do more work of randomly reading through and revisiting portions to cause the work or serendipity and admixture, but the end results are roughly the same. With the zettelkasten, it's a bit easier for your favorite ideas to accumulate into one place (or neighborhood) for easier growth because you can move them around and juxtapose them as you add them rather than traversing from page 57 in one notebook to page 532 in another.

If you use your numbers as topical or category headings you'll artificially create dreadful neighborhoods for your ideas to live in. You want a diversity of ideas mixing together to create new ideas. To get a sense of this visually, play the game Parable of the Polygons in which one categorizes and separates (or doesn't) triangles and squares. The game created by Vi Hart and Nicky Case based on the research of Thomas Schelling provides a solid example of the sort of statistical mechanics going on with ideas in your zettelkasten when they're categorized rigidly. If you rigidly categorize ideas and separate them, you'll drastically minimize the chance of creating the sort of useful serendipity of intermixed and innovative ideas.

It's much harder to know what happens when you mix anthropology with complexity theory if they're in separate parts of your mental library, but if those are the things that get you going, then definitely put them right next to each other in your slip box. See what happens. If they're interesting and useful, they've got explicit numerical locators and are cross referenced in your index, so they're unlikely to get lost. Be experimental occasionally. Don't put that card on Henry David Thoreau in the section on writers, nature, or Concord, Massachusetts if those aren't interesting to you. Besides everyone has already done that. Instead put him next to your work on innovation and pencils because it's much easier to become a writer, philosopher, and intellectual when your family's successful pencil manufacturing business can pay for you to attend Harvard and your house is always full of writing instruments from a young age. Now you've got something interesting and creative. (And if you must, you can always link the card numerically to the other transcendentalists across the way.)

In case they didn't hear it in the back, I'll shout it again: ACTIVELY WORK AGAINST YOUR NATURAL URGE TO USE YOUR ZETTELKASTEN NUMBERS AS TOPICAL HEADINGS!!!

Research, by design, is a bottom-up process.

Is the sample size of learning experiments really large enough to account for the differences in potential neurodiversity?

How well do these do for simple lectures which don't add mnemonic design of some sort? How to peel back the subtle differences in presentation, dynamism, design of material, in contrast to neurodiversities?

What are the list of known differences? How well have they been studied across presenters and modalities?

What about methods which require active modality shifts versus the simple watch and regurgitate model mentioned in watching videos. Do people do actively better if they're forced to take notes that cause modality shifts and sensemaking?

Discussion on

Bellinger C, Drozdyuk A, Crowley M, Tamblyn I. Balancing Information with Observation Costs in Deep Reinforcement Learning. Proceedings of the Canadian Conference on Artificial Intelligence [Internet]. 2022 May 27; Available from: https://caiac.pubpub.org/pub/0jmy7gpd

Difference between practice-based and practice-led research (Specific to design research).

Practice- based: based on practice and improving knowledge of practice Practice- Led - leads to new understandings about the practice we are engaged in

Deepti Gurdasani. (2022, January 30). Have tried to now visually illustrate an earlier thread I wrote about why prevalence estimates based on comparisons of “any symptom” between infected cases, and matched controls will yield underestimates for long COVID. I’ve done a toy example below here, to show this 🧵 [Tweet]. @dgurdasani1. https://twitter.com/dgurdasani1/status/1487578265187405828

One's lifetime of notes could be thought of as a hypertext work in progress that is designed to be open-ended.

Haber, N. A., Wieten, S. E., Rohrer, J. M., Arah, O. A., Tennant, P. W. G., Stuart, E. A., Murray, E. J., Pilleron, S., Lam, S. T., Riederer, E., Howcutt, S. J., Simmons, A. E., Leyrat, C., Schoenegger, P., Booman, A., Dufour, M.-S. K., O’Donoghue, A. L., Baglini, R., Do, S., … Fox, M. P. (2021). Causal and Associational Linking Language From Observational Research and Health Evaluation Literature in Practice: A systematic language evaluation [Preprint]. Epidemiology. https://doi.org/10.1101/2021.08.25.21262631

https://kimberlyhirsh.com/2020/08/27/semistructured-interviews-stick.html

Such a study might be more profitably done first at the undergraduate level in a pre-med course and then followed up 1-3 years later at the graduate medicine level. In particular, there are many universities that are pre-admitting undergraduates to their graduate programs where these studies, though still possibly small, could be done with reasonable controls and better retention to cover the time differential cases. This is especially the case since many of these biological processes like the TCA cycle, etc are repeated at both levels of education.

Witte, E. H., Stanciu, A., & Zenker, F. (2020, October 28). A simple measure for the empirical adequacy of a theoretical construct. https://doi.org/10.31234/osf.io/gdm

Lakens, D. (2021). Sample Size Justification. PsyArXiv. https://doi.org/10.31234/osf.io/9d3yf

Öffnet für mich nach der ersten Lektüre einen ganz neuen Zugang zur Verbindung von Theorie und Design Praxis. Man kann sich von hierher einen Rahmen für eine "Content strategy for degrowth" als eine nicht anthropozentrische Designpraxis vorstellen. Sehr viele Verweise.

Susan Athey, July 22, 2020. (2020, August 2). https://www.youtube.com/watch?v=hqTOPrUxDzM

Eisen, M. B., & Tibshirani, R. (2020, July 20). Opinion | How to Identify Flawed Research Before It Becomes Dangerous. The New York Times. https://www.nytimes.com/2020/07/20/opinion/coronavirus-preprints.html

Bristol, U. of. (n.d.). Avon Longitudinal Study of Parents and Children | Avon Longitudinal Study of Parents and Children | University of Bristol. University of Bristol. Retrieved July 18, 2020, from http://www.bristol.ac.uk/alspac/

Haven, T. L., Errington, T. M., Gleditsch, K., van Grootel, L., Jacobs, A. M., Kern, F., Piñeiro, R., Rosenblatt, F., & Mokkink, L. (2020). Preregistering Qualitative Research: A Delphi Study [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/pz9jr

Carrying out qualitative research under lockdown – Practical and ethical considerations. (2020, April 20). Impact of Social Sciences. https://blogs.lse.ac.uk/impactofsocialsciences/2020/04/20/carrying-out-qualitative-research-under-lockdown-practical-and-ethical-considerations/

Schauer, J. M., & Hedges, L. V. (2020). Assessing heterogeneity and power in replications of psychological experiments. Psychological Bulletin. Advance online publication. https://doi.org/10.1037/bul0000232

Definition of units of analysis

Definition of units of analysis

Variable

Variables

Defining concepts

Use this checklist with your theoretical framework.

It's to know exactly what we mean using a specific concept.

It's a place for definitions, right?

Sample theoretical framework

What is conceptualization? The way to give meaning to a concept for the ressearch.

Concepts represent agreements

What is a concept? Mental images.

Conceptualization, Operationalization, and Measurement: an essencial part of this process involves transforming the relatively vague terms of ordinary language into precise objects of study with wel-defined and measurable meanings

Research design

The theoetical framework

What is not accepted.

My research is postpositivist

My research is going to be descriptive.

My research is qualitative.

Maybe my research leads in this way, but I think is more the previous one.

Maybe my research goes in this way: new or improved evidence.

Four kind of contributions

The power of a good question. That's why we need to learn how and what to ask.

Open science and reproductible science is key here.

Work on the results of others.

This is like Bret Victor's Inventing on principle and the question is: what is your principle?

A database of unsuccessful cases is a good thing to have too.

I can use this to measure my time.

Theory is mandatory

Sounds like grounded theory, or at least the prediction is something very useful.

Why my research is needed and interesting?

Structure and scope.

The selection of a dissertation topic

Short and sweet.

Here is the so what? in the sentence you are building.

Back to the beginning: a question important to you.

This is the flavour: the indirect question.

Put a name to that baby.

Miles Davis was right.

Remember: the idea is to make it interesting. It can lead you where nobody else knows.

Structure and composition.

History of the topic

What is my question to find information?

The power of the questions.

Where to stop while you are narrowing.

Be careful: you need words that describes actions.

How to narrow a topic.

Lucky me! I can cite Wikipedia.

Or use DuckDuckGo if you care about your privacy.

Choose one or two topics.

Make a list

I should answer this questions.

Question and problems are not the same.

Write an interesting question is key.

The hierarchy is:

• Subject
  • Topic

There is a difference between topic and subject.

Lectura de Research Design in Social Sciences (GH)

Research design is all about telling others what the researchers actually did to answer the RQ(s) they proposed earlier.

It has to be explicit (and detailed enough), so others could replicate this research (i.e., do the same things/ follow the same procedure).

***Do you think this research design section is explicit enough? Would you be able to replicate their research if you wanted?

Please identify the control and treatment group (with the independent variable) in this research, and describe it briefly why you think so. ***

This link is for the Association of Information Science and Technology. While many of the resources are available only to those who are association members, there are a great many resources to be found via this site. Among the items available are their newsletter and their journal articles. As the title suggests, there is a technology focus, and also a focus on scientific findings that can guide instructional designers in the presentation and display of visual and textual information, often but not exclusively online. Instructional designers are specifically addressed via the content of this site. A student membership is available. Rating 5/5

This article examines various methods of delivery: multimedia integration, possibly including audio, video, slides, and animation. The recommendation is to carefully consider which online delivery mode matches with the learner, and to be cognizant that not everyone learns in the same manner. Certain topics may be best presented in live videos and not in power-point slides show as meaning may be lost or not delivered correctly. It’s important to follow-up with immediate assessment and feedback to continue to develop effective training.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Create is a non-profit organization dedicated to providing resources for the development and creation of educational technology to enhance the independence and productivity of older adult learners.

The sight includes publications, resources, research, news, social media and information all relevant to aging and technology. It is the consortium of five universities including: Weill Cornell Medicine,University of Miami, Florida State University,Georgia Institute of Technology, and University of Illinois at Urbana-Champaign.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Love this paper!!!