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Introducing Methods and dissemination strategies

Dr. Anne Adams. Introducing Methods and dissemination strategies. STAGES IN RESEARCH (OVER TIME). APPROACHES TO RESEARCH. POINTS TO TAKE AWAY. DISSEMINATION. SUPPORT: YOU’RE NOT ALONE. Intro to Methods. BUT. NO RIGHT OR WRONG. GOOD QUALITY RESEARCH. MOST EFFECTIVE ROUTE FOR YOU.

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Introducing Methods and dissemination strategies

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  1. Dr. Anne Adams Introducing Methods and dissemination strategies

  2. STAGES IN RESEARCH (OVER TIME) • APPROACHES TO RESEARCH POINTS TO TAKE AWAY • DISSEMINATION • SUPPORT: YOU’RE NOT ALONE

  3. Intro to Methods

  4. BUT NO RIGHT OR WRONG • GOOD QUALITY RESEARCH • MOST EFFECTIVE ROUTE FOR YOU

  5. 1st Stage in Research: RESEARCH REFLECTION

  6. What you bring to research: • Own values, experiences, interests, beliefs etc. • What others bring to research: • Their values, experiences, interests, beliefs etc. • Why are you doing this research: • change your practice, other peoples practice, organisational practice, mind-sets & beliefs. Research Reflection • How will the research impact on you • How the research changes us, as people and as researchers. • How the research will change others. • Expectations of how the research will change others.

  7. RESEARCH STAGES and APPROACHES

  8. What is my question? PLAN REFLECT ACT REFLECT OBSERVE Research Cycle (Action Research)

  9. TRADITIONAL VARIATIONS IN RESEARCH • TECHNICAL DEVELOPMENT • ETHNOGRAPHIC / EXPLORATORY

  10. Specific Issue / Problem (e.g How does tutor contact time affect TMA scores) What is my question? Specific PROBLEM with a technical solution (e.g. computer Visualisations increasing problem understanding) Action Research Broad Issue (e.g. WHY do some people benefit from learning in collaboration more than others?)

  11. Students always email / call me wanting immediate responses when its not possible (e.g Away at a conference, at a funeral, asleep). Then they are frustrated / upset by the delay in response. Initial PROBLEM / ISSUE

  12. MAYBE (hypothesis) – if they could see my diary they’d time their contacts so that I could respond right away and we’d both be happy? Traditional T&L example….

  13. Will open diary access improve interactions PLAN: Who, when, where diary access / measurement of improvement Traditional T&L example ACT: Implement diary access REFLECT: Did it make a difference OBSERVE: Collect data & analyse findings

  14. Reduce – Break-down & define variables (concepts / things) to measure e.g. What is improvement? • Measure – How to measure, When, With what tools & analysis. Reductionistic • Sampling - (e.g. types of students, times of year), Biases (e.g. tutor teaching style).

  15. Objective measures: Logs (e.g. first class logs) with critical incidents, experiments. Traditional Research Question Methods…. • Subjective measures: interviews, focus groups, Surveys.

  16. WHAT OTHER APPROACH COULD THERE BE TO THIS PROBLEM?

  17. Technical Development Developing a agent based application as a first stop for students that evaluates questions by key words as a) initial FAQ type problems gives the appropriate reply b) less urgent NON-FAQ gives student a time-frame for response c) Urgent Questions: sends these to a separate urgent email account & texts the lecturer of these emails.

  18. What is my question? Plan (sys req, dev cycle) Who Technical Development example? REFLECT Develop & evaluate Collect data / analyse

  19. Development – feed in from students & / or tutors • Objective Evaluation of system – for usability / accuracy / speed of responses and students perceptions of the system – user trials, experiments Technical Development • Subjective Evaluation of the system - post-hoc interviews, focus groups, surveys.

  20. WHAT OTHER APPROACH COULD THERE BE TO THIS PROBLEM?

  21. The big picture: Gathering all the data from OTHERS PERSPECTIVE ?

  22. What is my question? PLAN REFLECT ACT OBSERVE Action Research & Exploratory Research

  23. Initial Question Further Question Plan Plan Reflect Reflect Act Act Observe Observe Action Research (2)

  24. Face to face at residential schools Formative assessments & feedback Letters via the post FOCUS / contextual (1)? Telephone conversations Email communication between student & tutor First Class tutor moderating student & tutor communication

  25. Who (different student types) At the end of a specific course What courses FOCUS / Point of Inquiry ? When – e.g. throughout, after TMAs Type of email: first class, personal F student & tutor email communication

  26. How do communications with tutor change over time? Who contacted & Why (tutor, students, others)? Expected response times & why? FOCUS / Point of Inquiry ? What are the barriers to student / tutor communications? How do these interactions differ from other forms ? What good about student / tutor communications? student & tutor email communication

  27. Uncover very new convincing findings • Provides context of where to go forward Exploratory Research • Through sampling can highlight specific & generic issues.

  28. What is my question? PLAN REFLECT ACT OBSERVE OVERVIEW

  29. ISSUES OF BIAS • Not Divide but to compliment • Exploratory (discovery) – reductionistic (justification) Good Quality Research • Henwood / Pidgeon – good quality research • 7 golden rules of good quality research

  30. Initial QUESTION? PLAN: Background research & planning ACT and /or OBSERVE REFLECT: Implications / Discussion Levels in research

  31. Initial QUESTION? PLANNING courses, teaching activities PLAN: Background research & planning CONDUCTING EVERYDAY ACTIONS (E.G. Teaching) ACT and /or OBSERVE REFLECT on Changes to current practices REFLECT: Implications / Discussion Action Research & Levels

  32. Ethics & Research / Consent (Anne, Faculty Mentors) • Research Support • Faculty Mentors – Faculty Issues You’re NOT alone • Anne Adams – Next Generation Distance Learning & Methods • eSTEeM management: Steve, Catherine, Diane • Library, IET, User-labs

  33. CONCLUSIONS

  34. Planning and Reflection • Action Research & Level of abstraction Overview of Research Issues • Selecting a method • Research quality & Dissemination

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