Educational Technology Research

Some of the research and proposals completed during my Educational Technology MA program include:

Research Pic

As with any graduate program, I have spent a lot of time spent perusing the scholarly literature.

Nicholas Favazzo SES Evaluation.

This evaluation paper is being completed as a project for EDF 6461: Introduction to Program Evaluation at Florida Gulf Coast University in response to an acknowledged need. The SES Program subsidizes supplemental education, or tutoring, services to underperforming students that possess a suboptimal socioeconomic status. While logic exists for Program continuation, provider efficacy determination via rigorous evaluation is needed to properly attribute the source of student learning. Evaluation of Supplemental Educational Services (SES) Program providers has been problematic. In 2010, the State Board of Education established Florida Administrative Code 6A-1.0391 in attempt to elucidate the evaluation process. A 500 point scale was established that uses learning gains and others factors. Despite this, numerous discrepancies continue to have effects on learning gains- which comprises the majority of the current evaluation. This thwarts accurate evaluation. Recognition of these disparities is necessary for true evaluation of SES Program providers’ performance.

This evaluation paper establishes an alternative evaluation plan that is inclusive of procedures accounting for current discrepancies. In doing so, a more objective and accurate evaluation of learning gains will better answer the question, “Did the provider increase student achievement in reading/language arts or mathematics?”

Nicholas Favazzo EMS2119 Analysis

This report provides a comprehensive analysis and recommendations for design, development, implementation, and evaluation of the current and prospective ability of Edison State College students in the Fundamentals of Emergency Medical Care laboratory course to understand and be able to perform timely and complete patient assessments, while simultaneously demonstrating proper skills and affective considerations.

Methods of analysis include an exhaustive review of current scholarly literature, combined with feedback from subject matter experts. If applicable, quantitative data references have source(s) clearly identified and are included in the appendices section.
The analysis determines that the course is currently employing a variety of practical methods to stimulate learning, and has an excellent availability of technology resources to augment learning. Unfortunately, many of the available resources are being used improperly or not at all, commonly resulting in a procedural methodology, instead of a constructivist methodology. The latter approach, a goal of higher education, is the target of the synthesis recommendation, which includes:

  • A focus on affordability and increased value.
  • Integration of a learning management system that will serve to provide digital scaffolding.
  • A purposeful shift from instructor-led learning to facilitator-monitored learning.
  • Development and delivery of instructor training to promote consistency.
  • Incorporation of high-fidelity simulation with debriefing to promote application.
Review of the Gaumard Scientific high-fidelity simulators for pediatric and neonatal care.

Review of the Gaumard Scientific high-fidelity simulators for pediatric and neonatal care.

LCEMS In-Service Evaluation Report.

Data reveals that the Program is performing well overall, but integration of educational technology specific to participant preferences can increase Program value to assuage absenteeism. The goal is augmentation of the current Program, not replacement, as all respondents indicated some degree of preference for face to face interaction during education sessions. Specifically, Program value can be increased by allowing virtual participation with didactic sessions and and utilizing realistic simulation with facilitated debriefing for psychomotor sessions. The content of both foci should be purposefully developed for the EMTs and paramedics based on identified needs within the department, instead of randomly chosen.

Despite enthusiastic willingness to improve the Program, resource acquisition and utilization is severely limited by funding. This limitation thwarts opportunities to significantly increase Program value and subsequent attendance. Data support our synthesis recommendation that is a cost-limited means to improve Program value posited to yield exponential intangible benefits.

Glasses in Classes: The Pedagogical Vision of an Educational Technologist (Fall 2014).

The purpose of this research was to determine advantages, challenges, and limitations of smart glasses as an educational technology. I synthesized the findings of an extensive scholarly literature review, observation of smart glasses use in a K-12 classroom, and discussions with educators who were both supportive and unsupportive of the technology.

Google Glass used as an educational technology in a Collier County, FL K-12 classroom.

Google Glass used as an educational technology in a Collier County, FL K-12 classroom.

Second Life Action Research (Fall 2014).

Analysis of existing literature on Second Life in education has been synthesized with the researcher’s current experiences using Second Life during a graduate course at Florida Gulf Coast University. In an eight-week period during the course, the researcher participated in two class workshops, self-exploration with a peer, and one focus group discussion. Using these methods, the researcher has determined that Second Life is well poised to be an effective educational technology tool, but instructors must provide adequate instruction and guidance before and during the use of the MUVE by maintaining a presence in and familiarity with the virtual world.

Exploring Second Life as avatar NickFavazzo to research MUVEs as an educational technology.

Exploring Second Life as avatar NickFavazzo to research MUVEs as an educational technology.

Learning Management Systems (Fall 2013).

This project allowed us, as students, to explore an educational technology that we sought to learn more about. It allowed the use of objective research and subjective commentary. I explored the ongoing development of learning management systems and pontificated on what may be LMS 2.0.

Interview with Game Designer Erica Fernandez.

This project forced me to take a more active role in both face-to-face and digital networking with other educational technology professionals. For this, I was able to collaborate with up and coming game developer Erica Fernandez regarding gamification and educational technology.

@NFavazzo and @NinjaKittyGamer after discussing gamification as ed tech.

@NFavazzo and @NinjaKittyGamer after discussing gamification as ed tech.

 

RETAIN Evaluation of America’s Army Proving Grounds.

Proving Grounds clearly is effective in motivating and promoting social interaction, but the exclusive focus of this evaluation is the value of it for instruction. There are many deficiencies related to the game when viewed as an educational adjunct.

AA Proving Grounds

America’s Army Proving Grounds was released in 2013 as a recruitment tool for the United States Army.

Group Exploration of Online Resources (Fall 2013).

This project allowed us to gain familiarity with e-collaboration tools to compile lists of online resources useful for the educational technologist or #edtech savvy professor in academia. An online list of these resources is available at my EME 5053 ePortfolio.

A Reflective Correlation of The Game Maker’s Apprentice to Effective Education (Spring 2014).

This is a reflective paper which cites some correlations between game and instructional design. With or without gamification or game-based learning, educators can reference the principles of game design to increase attention, engagement, and retention.

Game Makers Apprentice cover

Habgood, J. & Overmars, M. (). The gamemaker’s apprentice: Game development for beginners.

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