+ All Categories
Home > Documents > Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Date post: 05-Jan-2016
Category:
Upload: philippa-todd
View: 214 times
Download: 1 times
Share this document with a friend
Popular Tags:
20
Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden
Transcript
Page 1: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Not doing rubbish research on technology enhanced learning

Professor Maggi Savin-Baden

Page 2: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

CAVES(Colleagues against virtually

everything)

What are the issues in research technology enhanced learning?

Page 3: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

IssuesQualitative research needs to be

methodologically positioned

Not just interviews, dislocated from a

personal and methodological stance

Page 4: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Personal stanceStance Bias

A personal stance is a researcher’s position

towards an issue that is derived from that

person’s beliefs and views about the world.

Researchers’ personal stances reflect their

deeply held attitudes, opinions and concerns

about what is important, which in turn

influences their research decisions, such as what

topic they take up, who they include in their

studies and how they will collect and analyse

data.

Bias is a preconception or preference that limits

one’s ability to consider alternatives. In research,

ignoring bias could mean failing to recognise

one’s preconceptions and the influence these

have on how researchers unintentionally

influence research, such as how they frame

questions, interact with participants and view

data.

Page 5: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Issues to consider when choosing a methodology

• What is the relationship between the methodology and the context of the research?

• What type of data will you collect?

• How will you analyse and interpret data?

• What are the ethical issues and how will you tackle them?

• How will you ensure your data are plausible?

Page 6: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Research approaches• Action research • Appreciative Inquiry • Arts-based research • Auto ethnography • Case study • Collaborative inquiry • Co-operative inquiry

Deliberative inquiry • Duo ethnography

• Ethnodrama • Ethnography • Evaluative methods• Grounded theory• Life history research• Life course research• Narrative inquiry • Phenomenology• Qualitative research

synthesis

Page 7: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Positioning research

Page 8: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Options for researching TEL

Design-based research

Ethnography for the internet

Immersive ethnography

Digital arts-based research

Page 9: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Ethnography for the internet

ethnography of, in and through the virtual – we learn about the Internet by immersing ourselves in it and conducting our ethnography using it, as well as talking with people about it, watching them use it and seeing it manifest in other social settings.

(Hine, 2000)

Page 10: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Immersive ethnography

This combines ethnography with studies on immersion, suggesting that to gain in-depth understanding of virtual worlds researchers need to:

• Live and work immersively in virtual worlds for over a year• Collect data through residing in virtual worlds and

observing and participating in activities• Problematize culture norms• See everything in virtual worlds as data

This approach moves beyond just collecting interviews and watching what people do in world.

Page 11: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Digital arts-based research

• User centric story telling• Digital installation art • Vidding • Digital métissage

Page 12: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

User centric story telling • Participatory narratives involve creating, critiquing, and curating so

that everyday heroes create their own quests and journeys. For example, interactive installation, From Memory to Action, at the U.S. Holocaust Memorial Museum in Washington D.C.

• Collective narratives: where the authorial voice is formed by the contributions of many, who in turn create aggregated mega stories e.g. The Question Bridge project which defines itself as a collective trans-media project that is creating a ‘mega-logue’ among black men in the U.S.

• Mobile narratives: told through whatever sources people choose to use on the move: apps or superimposing video, poems and animation in any environment. ‘Gradually Melt the Sky,’ creates a performance event ‘at once cosmic and mundane, an action painting and a protest’ (Skwarek, & Pappenheimer, 2011).

Page 13: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Digital installation art

Activities such as projects, interactive videos, virtual worlds interactions, and installations.

For example, projection techniques are used to create immersive environments so that audiences will feel engaged and immersed.

Page 14: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Vidding

Vidding is where content is refashioned or recreated in order to present a different perspective, usually based on music videos and television programmes.

The purpose of vidding is to critique, re-present and explore an aspect of the original media.

Page 15: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Digital métissage

Digital métissage is based on the idea of literary métissage as which is the process of creating stories that are braided together and rooted in history and memory, as well as being stories of be-coming.

Digital métissage captures the idea of blurring genres, texts, histories and stories in digital formats that recognise the value and spaces between and across cultures, generations and representational forms.

The process of digital métissage requires co-production and co creation with participants in ways that braid data and stories.

Page 16: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Carl Leggo

As a poet and fiction writer, I am always seeking ways to compose stories and essays in creative performances. Digital métissage is a way of creative braiding

Page 17: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

do I need to know where I have come fromwhere I am goingthe whirling dervishof derivation & delineation perhaps I should make up stories and learn to live well in the places of métissage where stories knowwhat I can’t know: even as I braid the possibilities & the possibilitiesbraid me

Page 18: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Issues to consider• Online interviewing– What are data– Thick description versus ‘short data’

• Consent• Ethics• Representation and portrayal

Page 19: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Interesting questions• Does digital research really exist?

• Has Web 2.0 has brought new sites, new practices, new theoretical frameworks?

• Are there too many choices?

• Are we lured by the readily available?

• Will this encourage/force us to be more participatory researchers?

Page 20: Not doing rubbish research on technology enhanced learning Professor Maggi Savin-Baden.

Who has a question?


Recommended