John Y Baek | The Blogspot Portfolio

The Perception of Slope and Geological Observation Performance: Exploring the Mathematical Component of a Geoscience Domain Model This session will report results from the analysis of design data generated from a design research project conducted to support the teaching and learning of geological observation. The main research question addressed in the study is how does the perception of slope support geological observation during performance tasks? The student response data was collected during the field testing of designed performance tasks. 278 student responses from 39 fourth and fifth grade students were scored based on identification and explanation. On a self-developed scale, geological observation scores improved when students mentioned aspects of slope in their explanations. The evidence suggests that the improvement of geological observation performance tasks include designs that support the perception of a mathematical representation of slope. Conference paper ( pdf ) Pre...

Exploring the Assessment of Geological Observation with Design Research The purpose of this study was to investigate the assessment of geological observation through the development and field testing of performance tasks. The study addressed a central challenge of geoscience education: for students to observe the world around them and make real world connections. There existed no cohesive research approach for the study of observation in geoscience education. The research goal was to understand the assessment of geological observation. The design research of geological observation encounters the situation where few performance assessments exist and few domain-specific learning theories are available. Design research is suited to inquiries in which a domain of learning is unexplored and the phenomena needs to be supported in the classroom in order to study it. This dissertation addressed one general research question and four subquestions: (RQ) H ow should geological observation be...

I've always been frustrated with my attempts to maintain my Portfolio over a long period of time. The lesson I learned from my doctoral portfolio was that I spent way too much time on the layout and design, and too little time reflecting. A lesson I learned from designing courses (575, 601, 701) in WebCT, that I could focus on just the course when I was working inside the browser. Despite the limited design tools of WebCT, I spent many continuous hours working to craft the online course within a browser not an application like Dreamweaver. So far, three features have really helped me. First, using Blogger's infrastructure has let me focus on documenting my work and later reflecting on it. The latter is enabled by being able to edit posts later on. Sometimes all I can do is just make note of the work I've done, and not be in a position to sit and reflect on what I've learned or what it means. Now I can do it later, but it still looks good either way. Third, the labels, c...

If my Portfolio is a reflective blog, Mavenography is my productive blog. It serves three purposes. First, I use it to document key ideas I read about or think about as I doing my Internet reading each morning. I try to be selective about the topics that I make note of. I try to find a key theme that threads through the readings. I guess I have intentions of publicizing this blog some more, but for now it makes me somewhat more productive by writing about what I read, which I think other people might find of value. Second, I use it to write about my product evaluations. I wanted to demonstrate my strengths in identifying products and evaluating them along user-centered criteria. From time to time, I am asked what the best product is in a given category, or asked some advice on some technical process. In the past, I simply provided the information, often times never needing that information again. Lately, I decided to write this here before responding. I call this a design response, I ...

Instructional Design and Development End Program Portfolio In this 1 credit course students in the Track 1 Masters Program for Instructional Design and Development finish up the process of developing a portfolio that documents their academic growth. The teaching experiences in EDIT 601 and 575, gave me some insights of how students interact with the instructional materials in WebCT that I included in this design. For example, Module 0 is purely explanatory about all aspects of how the course is supposed to work. Also, I've come to notice that students are primarily task oriented while skim reading during down-scrolling. Therefore I've reduced the information architecture on each page so that there are only two levels. The Header is a task written as a imperative sentence. The body text provides elaboration in order to complete the task successfully. Supporting Documentation Syllabus Personas Content Inventory Visit web site (password protected)

The Handbook of Design Research Methods in Education attempts to gather the current thinking on what design research methodology is and should be. Drawing from a range of fields and perspectives, educational researchers "put their stake in the ground". Intended for early career and cross-over researchers, that want to learn more about how design research should be done. The heavy burden of putting together the work of 24 primary authors has fallen on me. Beyond the opportunity to read the current thinking and literature on the subject, I have come to have some insight about publishing design research that I think are unique as I reflect on the process. As an editor I have to mediate the conversation between the professional copyeditor and the author. Our copyeditor followed APA guidelines. However, our authors often needed to violate certain rules in order to communicate the nature of their work. First, the design research and educational research community share a few terms...

I taught 8th grade science at Booker T. Washington Magnet Middle School from 1999 to 2002. I taught the gifted track course called, Introductory Physical Science (IPS), and the mainstream track course called Comprehensive Science. I wasn't the best teacher to my students, but I always tried my hardest to provide them the best that I knew. I feel particularly bad for the students in my first year, I was really not a good teacher. However, they all managed to move on and not be too terribly scarred by me. I grew to become pretty good, maybe even really good by the end of my time. The classroom had been cursed, 4 or 5 teachers in 4 or 5 years had been cycled through this room before me. I was supposed to be another stopgap. But I lasted longer than others, but I didn't last to the end of my fourth year. Political pressure from multiple levels of administration to change my teaching practices, even when I presented them with data to support my pedagogy, forced me to retire. Though...

Immersion is a full-time, year-long, project- and team-based approach to learning instructional design. Normally taken as a Master's degree, I participated in Immersion as my core courses in Instructional Technology for my doctoral program requirements (18 credits). The Online Academy (TOA) project's client was Dr. Priscilla Norton. The TOA Immersion team comprised of Heather White, Michelle Didier, Dan Feinberg, Lisa Herbert, Danalyn Robinson, and myself. Our team worked with high school teachers to design and develop the infrastructure of online high school based on a conceptual model of online learning called Community of Practice Learning System (patent pending). While my teammates went on to graduate at the end of our intense year together, I stayed on the project another 3 years. Instead of design, I moved our full time to leading small technical teams of 2 to 3 students to build out and maintain TOA's infrastructure. Supporting Documentation Immersion project sites: ...

Online high school design and development based on a community of practice learning system In this paper we describe the design and development process used during the development of an online high school. Because of the different theoretical perspective that the COPLS model represents, this had implications for design and development. The design of the web application only represented one-third of the learning experience. The design team worked to realize a novel mentoring model of online pedagogy using the design process. Supporting Documentation Paper Baek, J. Y., Didier, M., & White H. (2004, August). Online high school design and development based on a community of practice learning system . Paper presented at the Interactive Technologies meeting of the Society for Applied Learning Technology, Arlington, VA.

National Association for Research in Science Teaching, NARST American Educational Research Association, AERA Association for Computing Machinery, ACM Computer-Human Interaction, SIGCHI Coalition for Earth Science Education, CESE

In my four years at the Graduate School of Education, I've had the pleasure of speaking with, guiding and consoling many doctoral students. Many of these mentor-mentee relationships have never been formalized, but I am the one people come to for advice on doctoral program in's and out's. Questions range from how to pick a program committee, course selection to what happens in a portfolio review or what software to use to transcribe interviews. Most importantly, I find that I am most enthusiastic when I get to brainstorm research designs. Each time I have this type of conversation with a student, I find myself understanding the role of professors in rearing the next generation of educational researchers. For example, Lynn Salveo, wanted to know about the use of video in classroom research for her dissertation. Together we determined that video clips would provide her with new insights into the students interactions with mathematics computer program, but didn't need to ...

On December 5(?), 2006, Dissertation committee members Margret Hjalmarson (chair), Brenda Bannan-Ritland, and Rick Brigham convened to review my proposal for dissertation entitled: Understanding Upper Elementary Students' Geological Observation With Design Experiments. We discussed the nature of geological observation, and it relation to explanation. In particular the committee wanted clearer articulation of the gesture-discourse framework that will be used to understand students' non-verbal explanations of geological observations. Such a framework should be more clearly represented in the analytical methods in the proposal. In addition, the use of design research needed more elaboration in articulating its role in the study. Such elaboration includes a literature review and more abstract of the design methods. My proposal was accepted with revisions (completed on January 9(?)).

Center for the Advancement of Public Health Healthy Living, Healthy Choices is a podcast series of episodes in which Dr. David Anderson interviews students on the issues of healthy living during undergraduate life. Peer pressure, morals and values, balancing a social life with academics, Targeted for an audience of first year students at orientation, interviewees reflect on what they have learned and share their successes and failures in their time in college. My role is to provide technical expertise in the both the production and design of the educational podcast series. Subscribe to the podcast in iTunes at http://edit.gmu.edu/575/caph/index.xml

The committee was convened to generate a requirements document for the open solicitation of classroom capture solutions for pilot implementation. Classroom capture is the passive recording, encoding and playback of audio, computer screen, and video channels during face-to-face classroom interactions. Student use cases include missing class for valid reason, reflective analysis of seminar discussion idea, repeat watching by foreign students, and pre-test review. Teacher use case include the broader university faculty community member who needs a simple integrated and fully supported solution, also the leading edge colleges that need to push such content as part of their distance education initiative. Members: Sharon Pitt, Kathy Gillette, Matt (CT), Shawn Miller, Darren Cambridge, (Nursing), (CS), Andy (Law), John Baek.

GO Inquire: Geomorphological Inquiry for Upper Elementary Students The GO Inquire system has three aims: 1) to strengthen student understanding of local erosional processes using observational inquiry, 2) to build textual connections to visual representations, and 3) to support upper elementary teachers in using inquiry methods. The presentation included a demonstration of the web-based tool, spotlighted by interactive flash modules and photographic evidence of local school erosion. Supporting Documentation Visit Prototype

Characterizing Inquiry Teaching Through Beliefs, Time and Interactions This poster presents two analytical diagrams for understanding the flow of in an inquiry classroom. The first flow is the teacher-student conversation in an inquiry classroom coded with the Flanders Interaction System. The teacher used classic IRE (Initiation-Response-Evaluation) cycles of conversation. This interaction pattern, displayed in a "musical composition" format, indicates the lack of student-generated questioning during whole class discussions. In a series of post class interviews the teacher stated her strong belief in "inquiry as questioning". Inquiry teaching beliefs conflict with the day-to-day need for good classroom management. Supporting Documentation Poster (@Flickr) Baek, J. Y., Bannan-Ritland, B., Peter, E. E., & Han, X. (2005, April). Characterizing inquiry teaching through beliefs, time and interactions . Poster presented at the annual meeting of the National Associatio...

EDIT 601: Instructional Design and Development Mid Program Portfolio In this 1 credit course students in the Track 1 Masters Program for Instructional Design and Development, students begin or continue the process of developing a portfolio that documents their academic growth. This course was developed in WebCT. Supporting Documentation Syllabus Personas Content Inventory Visit web site (password protected)

This portfolio was developed to meet the requirements of the George Mason University's Graduate School of Education's doctoral portfolio review process. In a series of three portfolio reviews with my program committee, I documented seven critical areas of growth and development as a scholar. 1) Goals, 2) Coursework, 3) Research, 4) Professional, 5) Analytical and Integrative Thinking, 6) Academic and Professional Growth, and 7) Dissertation. As you will notice there are three different templates used. Looking back I wasted time developing templates in order to save time in subsequent reviews. My time would have been better spent writing reflective pieces and displaying evidence for each of these topics. This Blogspot Portfolio is my attempt at a smarter redesign. Supporting Documentation some Portfolio document Personas Content Inventory Visit web site

The Online Academy is an online high school that offers 18 year or semester long courses. Each course, in the graphic, is designed based on the COPLS model, Community of Practice Learning System (Norton). Courses are offered on a one-to-one mentoring system. The Virtual High School Project (VHS) is the name for the development teams of high school teachers who create each course. Technical innovations include the implementation of ASP.NET for role-based security and templates and SQL Server 2005 for database applications. These architectural decisions allow for future scaling needs. The architecture also includes support for the novice designers working on the development level VHS site as well as delivering a production level TOA site. Supporting Documentation COPLS model (Norton, 2003) Personas Content Inventory toa.gmu.edu

The GO Inquire project site houses the archive of design documents, prototypes and formative research writing by all team members for a span of three years. The extensive list of documents generated in this project by six team members is well over XXX number of documents. This page served as the main area for sharing ideas during tele-conferences through Skype. Team members were often unable to meet, due to distance (e.g. California, Saudi Arabia, Spain) or scheduling. By reviewing this page along with others, we see the development of ideas into design into products. Other pages in this site include a Conference Presentations page, a home page and password protect Data Collection page. The GO Inquire prototype is explained in a separate Design entry. Supporting Documentation NSF CAREER Grant Proposal (.doc) (Bannan-Ritland, 2003) Personas Content Inventory goinquire.gmu.edu/design/