Students as VR Creators
2017 - 2018
Research Question
How can Virtual Reality (VR) Impact Classroom Instruction when used as an Assessment strategy for a Business Marketing course?
Description
A collaboration with Dr. Joyce Zhou, Chair of the Marketing Department at Emporia State University, to create VR assessment strategies in the classroom. Students were paired with area businesses to create VR applications. Students were introduces to Samsung 360 cameras ($150) and a software application called InstaVR (2K a year). A total of 32 VR applications were created and placed into the Google Play Store and the iTunes store. This project eventually led to other research projects (Joyce Thierer & Kansas Bureau of Investigation)
Findings
Students completed VR applications with little help and support. Students increased their VR knowledge and implemented new and emerging technologies into marketing plans. Businesses, on average, increased their web traffic by 15%.
National Spotlight & Publications
Lightboard & One Button Studio
2017 - 2018
Research Question
If we replace traditional lecture capture systems in the classroom with Lightboard studios, will it impact student satisfaction, retention and success?
Description
After learning of Northwest University's lightboard technology, I conducted a research study to determine if learning bursts could transform retention. First, I built a lightboard on a Kansas-friendly budget by engineering the frame with 3D designed and printed pieces along with 80/20 steel. After the board was completed, I introduced faculty to the studio and implemented Penn State's One Button Studio platform. Within the first semester, there were over 1,500 recordings by faculty and students. A technology survey was sent to students who implemented the board and to students who watch faculty learning bursts to determine their satisfaction, retention and success.
Findings
Overwhelmingly, students were in favor of the lightboard due to the shorter length of videos and for the quality of the content. Students reported that the shorter video sizes resulted in videos being more direct and answered specific questions they had. There was in increase in student satisfaction, retention and success in all courses where the lightboard was introduced.
National Spotlight & Publications
Learning Strategies for Accessibility
2017 - 2018
Research Question
What are Learning Strategies for Accessibility in Higher Education?
Description
After the recent update to Section 508, now coined Section 508 Refresh, a case study on the processes at Emporia State University utilizes for accommodation requests, accessibility checklists, Voluntary Product Assessment Template (VPAT) testing and the process for Instructional Design services were researched.
Findings
Several major findings including lack of clear processes in handling accessibility institution-wide. Clear gaps of knowledge in the understanding the difference between accommodation vs. accessibility. Common disability students incur falls under the spectrum of learning disabilities (31 percent). ADD or ADHD is next at 18 percent, followed by mental illness/psychological impairments at 15 percent. The most influential finding is that 64 percent of disabilities are mostly "invisible" to faculty. Meanwhile, visual disabilities (the one most commonly attributed to the disabled population and one that is normally easy to recognize, sans color blindness) is 3 percent.
Results of this study
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Digital Accessibility Task Force Committee Formed
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Timeline of Action Plan relating to Section 508 Refresh
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Mandated Accessibility Course for all ESU Faculty and Staff
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Presenter at AHEAD and Michael Tilford Conference
Microcredentialing
2017 - 2018
Research Question
Will issuing microcredentials allow students opportunities to expand in content areas that are outside of the classroom and create additional opportunities for internships and job shadowing experiences?
Description
Adoption of a microcredential system came after one year of research and a one-year pilot with Credly. The research project was originally using the Healthy Hornet initiative as the case study however, the research quickly turned to other departments on campus including the library and the school of education. The case study started with seven digital badges and then after the one-year pilot grew to 50 badges with over 75,000 impressions.
Findings
Digital badges have huge potential for career and technical education as well as partnerships with businesses to offer job internships and job shadowing experiences. The lack of small business development and large businesses in the Emporia, Kansas area led to some difficulty in issuing badges in these areas. Instead, badge development was seen across campus for workshops, curricular elements in many departments, summer camps, and participation in various events. The researcher found that to keep the credibility intact of each badge, rigor must be present in issuing badges. In addition, one project manager should be used to approve badges, and using a consistent design theme for each badge indicates a theme and that it is an official certificate given by the university. Future research opportunities include: 1) determining badges for credit 2) issuing badges and in turn, placing them on the transcript.
Results of this study
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Credly Scope of Work developed for the university
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Badge Breakthroughs, University Business Magazine
