For the next couple of months I should have time to pursue some intellectual projects. #1 is backward looking (extending on things that I have researched in the past) and #2 is forward looking (developing ideas and knowledge in areas to which I have not devoted as much time).
#1 Evidence-based programs (practice, management, education, etc.) as well as quality programs like six sigma miss an important point if they do not focus on measurement concerns. All these programs begin with measurement to generate data and measurement concerns should be at the center of their methodology. All of these programs start by defining a standard methodology, and that is all well and good, but in an example of quality data in / quality conclusions out, their methodologies can only be as good as the quality of their data.
The question is, how do you determine good data. A simplistic definition of good data will only obscure the issue and result in an intellectual sleight of hand. I propose validity as an idea that has measurement and data quality as its central focus and can provide a framework that can eliminate and clarify this issue. Specifically (as I mentioned before) I like Messick’s framework. It’s complex, but not unmanageable, and serves to provide a 360% view of data and measurement quality.
#2 Social media pedagogy. This is about how to use social media to teach and to further student development. To this question I will also use a Vygotskian constructionist lens by which I determine what outcomes might look like. That is, Vygotsky help me to determine what I want students to be able to do, and social media are the tools by which those outcomes can be achieved more effectively and efficiently. These ideas should occupy some of my thinking (and posting) for a while.
Note – Maybe pedagogy is not the best term given its pedantic history, but again I am following Vygotsky who seemed to have a broad and forward-looking perspective on the subject.