Khendum Gyabak
Doctoral Dossier
Research
Perspective
My scholarship takes a value oriented approach directed towards impacting positive social change ( Carspecken, 1996; Horkheimer, 1972 ). My primary goal is to work towards reducing educational inequalities typically faced by underserved communities around the world. Epistemologically, my scholarship appeals to Kant’s criterion of categorical imperative, which is based on the idea that when working towards the greater good, one applies a principle or maxim of which one thinks is right for himself will be right for other people (Ward, 2006). Applying this principle to make a case for the importance of this topic based on notion that if technology integration is beneficial in improving lives in urban areas than that same principle can be applied to it being beneficial in bringing about development and empowering the underserved populations. Digital inclusion scholars like Sugata Mitra, Shirin Madon, Paul Kim, and Mark Warschauer apply this philosophy in their extensive research on digital inclusion and primarily focus technology integration for fostering social inclusion through digital literacy projects around the globe. (Madon, 2009; Mitra, 2010; Kim et.al., 2012; Warschauer, 2004).
In my scholarly work, instead of focusing directly on the end products used for digital inclusion learning interventions, I decided to back up to ask questions of how current interventions are designed (teaching and learning strategies, digital tools, persons involved in the inclusion process). During that process I found out that designers played an important role in the resulting outcomes of the technology use. Consequently, I am now focusing my research in understanding the role of the designer in the design process. I take on a descriptive approach in situating myself as a researcher and am specifically focused in studying teachers whose professional identity is not foregrounded as a designer but they are very much engaged in designing learning materials for underserved community schools and programs.
Research Group Activities
Since the start of my doctoral coursework, I have been actively involved in research group activities, both in the IST department, and in Non-Governmental Organizations. My involvement in these groups provided me with hands-on experience with honing on my research skills such as data collection, analysis, writing up manuscripts and presenting with my colleagues at conferences. In addition, these research groups have been of great influence in informing the methods and research questions for my independent research. I am currently associated with three research groups, although I have been involved with four research groups over the past two years. A brief overview of my participation is included below:
Design Research (September 2012 – present)
Led by Professor Elizabeth Boling, this group has informed my understanding of design theory and design research, and has strongly influenced my research agenda within the area of research on design. I have been closely involved with assisting with the group’s study on design judgment of instructional designer where my role was to assist with the write up of IRB, analysis and write up of the study manuscript, which was submitted, to Performance Quarterly. Currently, the group is embarking on a new study which takes on a deeper understanding of the core judgments that emerge from instructional designers.
Global Initiatives Research (September 2013 – present)
Led by Dr. Curtis J. Bonk, this group is an independent research group where I am collaborating with Ms. Najia Sabir and Mr. Micheal Karlin to study how teachers in international contexts utilize established or independent learning networks to design a globalized technologically integrated classroom. We are currently collecting data and preliminary analysis is ongoing.
K-12 Technology Integration Research (Spring 2013 – September 2014)
Led by Dr. Anne Leftwich, this research group is dedicated in investigating the myriad uses of technology integration in K-12 settings. This group has been crucial to in framing my research questions and theoretical framework for my independent research. Through this group I was able to assist Bryan Hoey with data collection in the Kai-Pad study.
Giving Back to Africa Foundation (Summer 2013 – Summer 2014)
This non-profit is dedicated in designing project-based curriculum for vulnerable children in the Kinchsasa province of the Democratic Republic of Congo. My role is to provide my qualitative research skills in analyzing data related to this project.
Water Hands Hope Organization (August 2014-present)
Led by Dr. James Ham and a group of medical doctors, this non-profit is dedicated in providing a sustainable, multidisciplinary approach to deliver clean water, prosthetic hands, education, and medical care to the children and people in the Western Highlands and Jiwaka Provinces of Papua New Guinea. I am currently taking the lead role in the curriculum design of these projects.
Research Competencies
1. Review and synthesize related literature and identify gaps for research
2. Utilize research methods in appropriate contexts
3. ​Approach appropriate methods of inquiry in studying design and digital inclusion
4. Write research proposals (first-authored and collaborations)
5. Develop scholarly writing, publish and present scholarly efforts to research community
Evidence for Research Competencies
1. Synthesize related literature and identify gaps for research
Literature Review: Digital Tools Utilized to Enhance Literacy Practices Among the Digitally Underserved Population
Abstract: This paper presents an overview of digital tools utilized to enhance literacy practices to bridge the digital divide among the digitally underserved communities around the world. In reviewing various empirical and recent experimental studies related to addressing digital inclusion in rural communities and the technologically underserved communities, this review seeks to understand the nature and efficacy of these digital tools for cultivating literacy development among the digitally underserved populations.
Literature Review: Deconstructing Digital Inclusion Interventions in Developing Countries
Abstract: This paper reviews and discusses the processes of the digital inclusion projects that cater towards empowering literacy practices among the digitally underserved communities in developing countries around the world. In reviewing various empirical and recent experimental studies related to addressing the digital divide in rural and underserved communities, this paper seeks to deconstruct and describe the processes like the environment, instructional approaches, digital tools and designer roles that are reported by designers when implementing digital inclusion interventions.
Literature Review: Design of Instruction in Digital Inclusion Interventions
Abstract: This review of literature thematically addresses seminal concepts and theories from the adoptions of innovations, social informatics, digital inclusion and design thinking with an aim to frame the understanding of design of instruction in digital inclusion interventions around the world.
Literature Review: The Design Process *In progress
Abstract: Scholars outside the field of instructional design have considered what is happening when designers do their work: how can this be described, how do we think about it, what is our approach? This positions what we are doing, and why we should do it, and what drives our motivation to doing design a certain way. Many of these studies have done this by using a designerly way of thinking. This review of literature seeks to examine empirical studies and philosophical work in the field of instructional design and the design field at large to gain an understanding of a grounded view of the design process of any designer.
Literature Review: Teachers as Agents in the Design Process *In progress
Abstract: When it comes to discussion on instructional design practices, oftentimes, the teachers are often left out of the conversation, indicating that the deliverer of the instruction is not as important . However, in the K-12 environment, teachers are given the additional responsibility of designing instruction and innovate their teaching methods, in order to engage the 21st century learner. This review of literature seeks to characterize the designerly roles that teachers normally assume when designing instruction.
2. Utilize research methods in appropriate contexts
Giving Back to Africa Research Study
Description: Project Based Learning, Equity & Access for Vulnerable Populations
Role: Data Analyst
Study Documents: Categorization of data, Sample Coding Structure *Due to the nature of this research which deals with vulnerable populations, I am unable to link the study documents as it identifies names and places
ELA Teachers and Technology Integration
Description: Currently assisting Dr. Leftwich, Ya-Huei in writing the manuscript for this study.
Role: Literature review, Data analysis
Study Documents: Research Manuscript
Kai-Pad Study
Abstract: When adopting a new technology initiative in a school district, there is much that goes on behind the scenes aside from presenting the students or teachers with the device. Countless hours of preparation, planning, and development occur before the technology is introduced into the school. While school districts across the country adopt iPads and tablets in 1:1 initiatives, new challenges, issues, and approaches are discovered as these initiatives are implemented. This paper explores how one school has successfully implemented such an initiative at the kindergarten level, focusing on the planning and support at the classroom, school, and district levels.
Role: Data Collection
Study Documents: Research Manuscript
3. Approach appropriate methods of inquiry in studying design and digital inclusion
I utilized a qualitative case study research design in the "Teacher as a Designer: Deconstructing the Design Process in Online Learning" study. A single case study design was used to explore a specific context of how k-12 teachers who are new to designing online course do design. This approach helped me develop a detailed contextual analysis of the design process of these k-12 teachers, and has allowed me to gain a deeper understanding of the mechanisms through which non-professional designers affect the design process and establish a causal link between the designer and the design process and its impact on the actual outcome.
I utilized a mix methods multiple site case study research design in "Technology Integration in Global Initiatives" study. The rationale in using this research design is to provide a more generalizable description of the role that non-professional designers play in the design process.
4. Write research proposals (first authored and collaborations)
Research Study: Teacher as a Designer: Deconstructing the Design Process in K-12 Online Learning * First-Authored Study
Abstract: This case study seeks to explore the design process in online course design of K-12 teachers in a Mid-western high school district in the United States. This study describes the bounded context that these designers work in the process of designing online courses. The findings from this study reveal that K-12 teachers are designers highly embedded in their design work. This study is beneficial for K-12 online learning coordinators, school administrators and for first-time online teacher/designer to understand the processes involved when designing online courses for the first time. Finally this paper attempts to address the ongoing issues with relating theory and practice in the field of instructional design and that encourages further inquiry into how designers think and do design in the field of practice.
Role: Primary Investigator
Method: Qualitative Case Study Research Design
Study Documents: JTATE Manuscript*
Research Study: Global Initiatives Research Study
Abstract : There has been an increasing interest in experiential learning among K-12 schools around the globe. From established programs like the Round Square School System, United World Colleges, to upstarting online networks like Taking it Global, there has been a movement towards transformational learning that evidently makes learning authentic and engaging. This multiple case study seeks to explore how teachers in these programs are designing their instruction and the input and resources they value during this process. Findings from this study make recommendations for k-12 teachers and administrators.
Role: Co-Primary Investigator collaborating with Ms. Najia Sabir
Method: Mixed Methods Multi Site Case Study Research Design
Study Documents: AERA Manuscript
Research Study: Instructional Design In Action: Observing the Judgments of ID Practitioners
Abstract: In this study, we address the relative lack of rigorous research on instructional design (ID) practice via an exploratory study in which eight practicing IDs in two consulting environments were observed by pairs of researchers as they went about their normal work activities. In our initial analysis, we sought to discover the kinds of judgments these designers made, characterizing practice on its own terms, rather than through superimposition of existing ID models or frameworks. The Nelson & Stolterman (2012) framework of design judgments, a non-prescriptive, philosophical framework, was used as the lens for this study.
Role: Data Analyst, Manuscript Write-up
Study Documents: AERA Manuscript, IST Conference Presentation, ETRD Manuscript, (Individual Contribution: Methods*, Analysis Section* )
Grant Proposal: Active Literacy Acquisition through Digital Storytelling
Role: Co-Primary Investigator with Dr. Curtis J. Bonk and Mika Mokko
Funding Agency: Bill & Melinda Gates Foundation
Grant Documents: Proposal, Digital Storytelling Concept Map
5. Develop scholarly writing, publish and present scholarly efforts to research community
Gyabak, K., & Leftwich, A.T. (2015). Teachers Using Designerly Experience in K-12 Online Course Design. Manuscript submitted for publication. * Journal of Online Learning Research.
Sabir, N., Gyabak, K., & Bonk, C.J. (2015). Exploring the impact of teacher experiences on technology enhanced collaborative global classrooms. Manuscript submitted at The Annual Conference of the American Educational Research Association. *Peer-reviewed
Gyabak, K., & Godina, H. (2012). New media tools for bridging the digital divide: Access and cultural change in rural Bhutan. Paper presented at the Annual Conference of the American Educational Research Association. Vancouver, Canada. *Peer-reviewed
Gyabak, K. (2012). Digital storytelling and its implications on bi-literacy development in Bhutan. Paper was accepted for presentation at the Annual Conference of the American Educational Research Association. Vancouver, Canada. * Invited Session for Bilingual Education Research Special Interest Group (SIG), peer- reviewed
Solis, G. & Gyabak, K. (2012). Using Social Networking Tools for Engaging and Measurable Learning Activities. Research Presentation at Teaching Enhancement Fridays. El Paso, Texas.
Godina, H., Zhang, M., Gyabak, K., Al-Salmi, L. (2012). Technology and bilingual education: Panel presentation on contemporary applications of digital technology in bilingual education. BEEMS 19th Annual Conference. University of Texas at El Paso, El Paso, TX. *Peer Reviewed
Godina, H., & Gyabak, K. (2011). Enhancing classroom instruction with digital storytelling. The International Sun Conference on Teaching & Learning. University of Texas at El Paso, El Paso, TX. *Peer-reviewed
Gyabak, K. & Schmoelz, A. (2010). Adventure Web 2.0: Exploring the Possibilities of New Media Tools in Creating Dynamic & Engaging Online Learning Experiences. In J. Sanchez & K. Zhang (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 1019-1023). Chesapeake, VA: AACE.Retrieved August 9, 2014 from http://www.editlib.org/p/35683. *Peer-reviewed
Godina, H., & Gyabak, K. (2009). Digital story-telling and global literacy instruction among students in Bhutan: Bridging the digital divide in a rural community. Paper presented at the annual meeting of the National Reading Conference, Albuquerque, NM. *Peer-reviewed
Godina, H., Gyabak, K, Casillas, J.J., Prieto, R., & Quiroz, T.G. (2008). Globalization, identity and language diversity: Perspectives from future educators. Panel presentation at the Texas Association of Bilingual Education. Arlington, TX. *Peer-reviewed
References
Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
Horkheimer, M. (1972). Critical Theory. New York: Seabury.
Madon, S., Reinhard, N., Roode, D., & Walsham, G. (2009). Digital inclusion
projects in developing countries: Processes of institutionalization. Information Technology for Development, 15(2), 95-107.
Mitra, S. (2010). Limits to self-organizing systems of learning – the Kalikuppam experiment. British Journal of Educational Technology, 41(5), 672-688.
Nelson, H. G., & Stolterman, E. (2012). The design way: Intentional change in an unpredictable world. (2nd Edition) MIT Press: London.
Kim, P., Buckner, E., Kim, H., Makany, T., Taleja, N., & Parikh, V. (2012). A comparative analysis of a game-based mobile learning model in low-socioeconomic communities of India. International Journal of Educational Development, 32(2), 329-340.
Selwyn, N., & Facer, K. (2007). Beyond the digital divide: Rethinking digital inclusion for the 21st century. Bristol, UK: FutureLab.
Schön, Donald A. 1983. The Reflective Practitioner. New York: Basic Books.
Ward, A. (2006). Kant. Cambridge, UK: Polity Press.
Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital
divide. MIT press.