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</o:shapelayout></xml><![endif]--></head><body lang=EN-AU link=blue vlink=purple><div class=WordSection1><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Hi Folks,<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'> Really interesting discussion. You make a great point Ziad.<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>The barometer I guess for many years has been John Hattie with his extensive work on “effect size” with 2 groups holding everything else as constant as possible except the one difference. <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Quoting : </span><span style='font-size:10.0pt;font-family:"Verdana","sans-serif";color:black'>The most prominent meta-meta-analyst in education is probably <a href="http://www.education.auckland.ac.nz/uoa/home/about/staff/j.hattie" target="_blank" title="John Hattie's home page at the University of Auckland, New Zealand."><span style='font-family:"Times New Roman","serif"'>John Hattie</span></a>, whose work draws on "a total of about 800 meta-analyses, which encompassed 52,637 studies, and provided 146,142 effect sizes [...] these studies are based on many millions of students" (Hattie, 2009; 15) - <a href="http://www.learningandteaching.info/teaching/what_works.htm">http://www.learningandteaching.info/teaching/what_works.htm</a> <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:10.0pt;font-family:"Verdana","sans-serif";color:black'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Actually I recently compiled a long list of resources trying to separate digitization from eLearning</span><span style='font-size:10.0pt;font-family:"Verdana","sans-serif";color:black'> – see <a href="http://delicious.com/kkrozian">http://delicious.com/kkrozian</a> <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:10.0pt;font-family:"Verdana","sans-serif";color:black'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>I would be interested to hear further about what learning actually takes place rather than what application is used. The paper mentioned by Trudy is really worthwhile and I recommend people have a look at it as it does try to balance all the views. <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>I would also be very interested to hear from schools who have gone iPad 7 – 12 and how they have managed delivery of those studies that require more than what iPads have delivered to date such as VCE IT, media and existing web based flash based resources such as in LOTE, Maths, that have not been upgraded to date. <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Are any schools using remote desktop from the student iPads to teach any of these classes ?<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Kind Regards<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:10.0pt;font-family:"Verdana","sans-serif";color:black'><br><br></span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Kevork Krozian<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Edulists Creator Administrator<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>www.edulists.com.au<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>tel: 0419 356 034<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span lang=EN-US style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> elearning-bounces@edulists.com.au [mailto:elearning-bounces@edulists.com.au] <b>On Behalf Of </b>Ziad Baroudi<br><b>Sent:</b> Tuesday, 4 September 2012 10:51 PM<br><b>To:</b> elearning Teachers' Mailing List<br><b>Subject:</b> Re: [elearning] Query on iPad research ....<o:p></o:p></span></p><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal>Many argue that validity in the sense used by scientists cannot exist in most areas of educational research. I once read something written by Seymour Papert in which he says that something such as "using a computer" is not a single variable we can study while keeping all else constant. The whole point of using a computer is that it changes everything. <o:p></o:p></p><div><div><p class=MsoNormal><o:p> </o:p></p></div><div><p class=MsoNormal>Even when iPads have been around for a long time and meta-research is available on their "effect", we will be looking at an average "effective size" that brings together all kinds of different uses of the device. Two studies, one hugely successful and one hugely unsuccessful, may result in an average effect size that is close to zero. It would be more useful to look into the details of the successful study to see what practices we can adopt.<o:p></o:p></p><div><p class=MsoNormal><o:p> </o:p></p></div><div><p class=MsoNormal>Sincerely,<o:p></o:p></p></div><div><p class=MsoNormal style='margin-bottom:12.0pt'>Ziad.<o:p></o:p></p><div><p class=MsoNormal>On 4 September 2012 21:33, Hutchison, Geoffrey G <<a href="mailto:hutchison.geoffrey.g@edumail.vic.gov.au" target="_blank">hutchison.geoffrey.g@edumail.vic.gov.au</a>> wrote:<o:p></o:p></p><p class=MsoNormal>Good luck Kevork on finding valid education research. Very little is valid<br>in the sense that double blind trials are almost non-existent and the use of<br>control groups rare.<br><br>Virtually all education research is anecdotal in terms of evidence, and thus<br>invalid in terms of true research.<br><br>Geoff Hutchison,<br>McGuire College<o:p></o:p></p><div><p class=MsoNormal style='margin-bottom:12.0pt'><br><br>On 4/09/12 6:24 PM, "Kevork Krozian" <<a href="mailto:kevork@edulists.com.au">kevork@edulists.com.au</a>> wrote:<o:p></o:p></p></div><div><div><p class=MsoNormal style='margin-bottom:12.0pt'>> Hi Folks,<br>><br>> If I may ask a very broad question, is anyone across recent research<br>> covering the impact of iPads and apps in learning<br>> achievement/improvement at any level ( primary, secondary, tertiary ) ?<br>><br>> Specifically, I am wondering if there is a control group of any type such<br>> as alternate tablets, mobile devices, netbooks, MacBook Air, MacBook Pro<br>> etc etc.<br>><br>> Additionally I am wondering if a baseline is used in the study such as "<br>> Both groups, control and iPad users entered the study at VELS level x. At<br>> the end of the study the control group was at y and the iPad users were at<br>> z on the VELS or any other measurement used".<br>><br>> Generalized findings such as students showed improvement in confidence<br>> with the use of technology or could read better ( than what ? not having<br>> any technology or having a laptop or working in labs ? ) will not be as<br>> useful IMHO.<br>><br>> It is a topic that has come up in discussion and I am looking for both<br>> research as well as anecdotal evidence from schools on the iPad journey if<br>> I may please.<br>><br>> Kind Regards<br>> Kevork<br>><br>> _______________________________________________<br>> <a href="http://www.edulists.com.au" target="_blank">http://www.edulists.com.au</a> - FAQ, resources, subscribe, unsubscribe<br>> eLearning Mailing List kindly supported by<br>> <a href="http://www.vcaa.vic.edu.au" target="_blank">http://www.vcaa.vic.edu.au</a> - Victorian Curriculum and Assessment Authority and<br>> <a href="http://www.vitta.org.au" target="_blank">http://www.vitta.org.au</a> - VITTA Victorian Information Technology Teachers<br>> Association Inc<br><br><o:p></o:p></p></div></div><div><p class=MsoNormal style='margin-bottom:12.0pt'>Important - This email and any attachments may be confidential. 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Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Early Childhood Development.<o:p></o:p></p></div><div><div><p class=MsoNormal>_______________________________________________<br><a href="http://www.edulists.com.au" target="_blank">http://www.edulists.com.au</a> - FAQ, resources, subscribe, unsubscribe<br>eLearning Mailing List kindly supported by<br><a href="http://www.vcaa.vic.edu.au" target="_blank">http://www.vcaa.vic.edu.au</a> - Victorian Curriculum and Assessment Authority and<br><a href="http://www.vitta.org.au" target="_blank">http://www.vitta.org.au</a> - VITTA Victorian Information Technology Teachers Association Inc<o:p></o:p></p></div></div></div><p class=MsoNormal><o:p> </o:p></p></div></div></div></div></body></html>