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Task 2b

man presenting to group
As specified in Task #2b, you will synthesize research to serve your needs or the needs of an audience you define, and then you will present your synthesis to the class (worth 50 points).


Applying research is just as important as doing research. Unfortunately, there isn't much evidence that most practitioners, e.g., teachers or instructional designers, do an adequate job of applying relevant research to their work. This task is designed to improve this lack of transfer of research to practice.

This task can take different directions depending on your interests and needs.  For example, you can fulfill this task by developing a synthesis of the research literature in an area with a particular audience in mind, e.g., instructional designers or middle school teachers. Your synthesis could take the form of writing an article for publication, e.g., "The Implications of Research on Course Management Systems for University Faculty." Or it could take the form of a workshop that you might provide to practitioners to help them benefit from the findings of your literature review, e.g., "What Every Science Teacher Ought To Know about Brain Research." Or you might develop a Web resource that provides guidance for practitioners on how to apply the findings of a body of research literature, e.g., "A Guide to Using Media Education Research in Middle School." 

Whatever form this task takes, it will require you to review research literature much more extensively than was done for Task 1.  For example, Task 1 only requires you to critique 5 research papers. For this task, you should review 15 - 25 articles. (This number could include the articles reviewed for Task 1 if you are focusing on the same topic.)

The task is worth 50 points. 


There are three deliverables for this project: 1) a brief one page description of the approach you are taking to this task (due October 12), 2) your actual research synthesis in the form of a) a publishable paper, b) a workshop plan with materials, c) a Web resource, or d) any other meaningful format (40 points), and 3) a presentation to the class about your synthesis (10 points).

 Project Assessment Rubric

Rationale for the Project
Poor or confusing explanation of the rationale for the project.
Gives vague explanation of the rationale.
Gives adequate explanation of the rationale, but may be rambling, verbose, or lack some details.
Presents a clear and concise statement of the rationale for the project.

Literature Review
Project is not informed by relevant research literature.
Project is only informed by vague linkages to related research literature.
Project is informed by an adequate literature review.
Project is informed by a high quality literature review.

Project Design
Project is poorly designed
The project design is confusing and lacks detail.
The project design is understandable, but there is a lack of clarity.
The project design is excellent.

There is little evidence that sufficient effort went into the project.
The project shows some evidence of effort, but it is modest at best.
The project indicates that a sufficient effort was made to complete the project.
The project shows evidence of extraordinary effort.

There is little evidence that this project will have value for intended audience
The project shows some evidence of value for the audience, but it is modest at best.
The project shows evidence of value to the intended audience.
The project is likely to be viewed as having extraordinary value for the intended audience.

Grammar & Spelling
Very frequent grammar and/or spelling errors.
More than two errors.
Only one or two errors.
All grammar and spelling are correct.

Does not adhere to APA guidelines.
Follows APA guidelines, but there are many errors.
Follows APA guidelines, but there are a few errors.
Follows APA guidelines with no errors.

Project handed in more than one week late.
Up to one week late.
Up to two days late.
Project handed in on time.

Presentation Assessment Rubric

Organization and Presentation
Audience cannot understand presentation because there is no sequence of information.
Audience has difficulty following presentation.
Student presents information in logical sequence which audience can follow.
Student presents information in logical, interesting sequence which audience finds compelling.

Slides or Website
Poorly designed presentation. Student uses superfluous graphics or no graphics.
Student occasionally uses graphics, but they rarely support text and presentation.
Adequate presentation. Graphics relate to text and presentation in most instances.
Excellent presentation. Graphics explain and reinforce screen text and presentation.

Student's presentation has four or more spelling errors and/or grammatical errors.
Presentation has three misspellings and/or grammatical errors.
Presentation has no more than two misspellings and/or grammatical errors.
Presentation has no misspellings or grammatical errors.

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.
Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.
Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.
Strong delivery. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Eye Contact
Student reads all of report with no eye contact.
Student occasionally uses eye contact, but still reads most of report.
Student maintains eye contact most of the time but frequently returns to notes.
Student maintains eye contact with audience, seldom returning to notes.