Category: LRNT 522

Listening to the Copyright presentation was very informative.  I noted some key items that may be of use for future review.

• • Fair dealing something to look into deeper. RRU based on Universities Canada.  (Wrobel, 2016, 18.17). Side note: I want to make a mash-up now.
  • Ideas not protected just the unique expression of the idea. (Wrobel, 2016, 5.04)
  • Who owns the copyright (Wrobel, 2016, 8:32)
  • Her example of a basic copyright statement (Wrobel, 2016, 9.25)
  • Good to know the allowances for presentations and elearning for images (Wrobel, 2016, 38:25). Also the permissions for graphics (Wrobel, 2016, 53:03).
  • Copyright and thesis. (Wrobel, 2016, 40.00). vs Research Paper (Wrobel, 2016, 45:18).
  • Register your work with the CIPO for $65 (Wrobel, 2016, 55:53).
  • Understanding Creative Commons (Wrobel, 2016, 57:20).
  • Open Vs traditional publishing (Wrobel, 2016, 1.03:01).

 

Wrobel, M. (2016, June 13). A Guide to Copyright (video webcast). Retrieved from: https://ultra-ca-prod-sms.bbcollab.cloud/media/stream?original_media_url=sms_73e7fdd4f37d43febde43e4472315f20&media_display_name=LRNT502

Dr. Veletsianos answered student questions on research, many of his replies were very informative and I look forward to applying his insights into my future research.

My team asked a question about how research that is done today with today’s ethical standards might be seen in the future and how that is reconciled.

I found his closing statements of that ensuring “participant wellbeing is at the center of your project” and that “it should never be an afterthought” very impactful.  (Veletsianos, 2019, 2.32)

Reference:

Veletsianos, G. (2019). Questions about Research for George Veletsiano [Audio recording]. Retrieved from https://docs.google.com/document/d/1yzG3Sqo0wImXN0tUf9dcjXODISiSYt9gH8_gJnMC_hY/edit

 

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18(3), 1–14. Retrieved from https://www.researchgate.net/publicat…

Landers, R. N. (2015). Developing the theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752-768. Retrieved from https://doi-org.ezproxy.royalroads.ca…

Perryer, C., Celestine, N. A., Scott-Ladd, B., & Leighton, C. (2016). Enhancing workplace motivation through gamification: Transferable lessons from pedagogy. International Journal of Management Education, 14(3), 327–335. Retrieved from https://doi.org/10.1016/j.ijme.2016.0… (Perryer, Celestine, Scott-Ladd, & Leighton, 2016)

John Keller & Katsuaki Suzuki (2004) Learner motivation and E-learning design: A multinationally validated process, Journal of Educational Media, 29:3, 229-239, DOI: 10.1080/1358165042000283084 John M. Keller (2008) First principles of motivation to learn and e3 ‐learning, Distance Education, 29:2, 175-185, DOI: 10.1080/01587910802154970

Jeffrey R. Albrecht & Stuart A. Karabenick (2018) Relevance for Learning and Motivation in Education, The Journal of Experimental Education, 86:1, 1-10, DOI: 10.1080/00220973.2017.1380593

Ryan, R., Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. MacIntyre, P., Schnare, B., & Ross, J. (2018).

Self-determination theory and motivation for music. Psychology of Music, 46(5), 699-715. Hagger, M., & Chatzisarantis, N. (2008). Self-determination theory and the psychology of exercise. International Review of Sport and Exercise Psychology, 1(1), 79-103. Darden, D. C. (2014).

Relevance of the Knowles Theory in Distance Education. Creative Education, 2014. https://doi.org/10.4236/ce.2014.510094 Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult & Continuing Education, 1997(74), 5. https://doi.org/10.1002/ace.7401

Gravani, M. N. (2014). Adult learning in a distance education context: Theoretical and methodological challenges. International Journal of Lifelong Education. Retrieved from https://www-tandfonline-com.ezproxy.r…

A few things that make you better equipped to write a good research question.

• Get a deep understanding of your research topic. This understanding with empower you to formulate a well thought out questions.
• Look at your question from many directions. Viewpoint matters.
• Keep the question broad. You want a question that is complex to answer.

 

References

Royal Roads University (n.d.) Identifying your research question. Retrieved from https://library.royalroads.ca/infoquest-tutorials/how-start/identifying-your-research-question