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EDDE 805 - Assignment 1


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Assignment 1 presentation for EDDE 805 (Doctoral Seminar) - Athabasca University EdD program.

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EDDE 805 - Assignment 1

  1. 1. Apostolos Koutropoulos (“AK”) Cohort 7 EDDE 805 Assignment 1 @koutropoulos
  2. 2. Α Dissertation 1 (something imported) Greek numeral (1) Corpora and language education: exploitation potentials in teaching Greek and construction of pedagogically relevant corpora - by Giagkou, Maria (2009) Σώματα Κειμένων και Γλωσσική Εκπαίδευση: Δυνατότητες αξοιποίησης στη διδασκαλία της Ελληνικής και συγκρότηση παιδαγωγικά κατάλληλων σωμάτων κειμένων. Γιάγκου, Μαρία (2009)
  3. 3. Dissertation Layout 1. Introduction 2. Applied Linguistics and Corpus Linguistics 3.Contributions of Corpus Linguistics to language education 4. Corpus Linguistics and the teaching of Greek 5. Characteristics of appropriate learner corpora 6. Readability of texts 7. Organization of Greek texts by readability criteria 8. Summary of findings 9. Bibliography 10.Appendices
  4. 4. RGs, RQs and Methodology RG1: The derivation of pedagogically useful conclusions using (or guided by) linguistic research data. RG2: The creation (collection) of pedagogically appropriate corpora, meaning corpora that can be included in teaching practices and useful to learners Research-based position paper (chapters 2-4) RQ1: What are the measurable text characteristics that influence the reading difficulty of a text? RQ2: How can this influence be quantified so that a Greek text can be evaluated on its reading difficulty? RQ3: How can readability be used as a criterion for automatic collections of appropriate texts for specific groups of learners, and hence create a pedagogically appropriate corpus? Creation of new formula for readability based on existing formulas for English. Validate using those formulas and learners of a specific grade range (chapters 5-7)
  5. 5. Methodological Approach (for Goal 2)
  6. 6. Research Participants ✘1,970 middle school students from 20 different schools in Greece (7th, 8th, 9th grade) 60% return rate 913 of the returned tests were valid for study ✘Unnamed experts *
  7. 7. (Positives) ✘Very (very!) well researched ✘Bibliography draws from more than just Greek and English works ✘Reads well and has logical structure ✘Contributes to field by means of a new computational model
  8. 8. (Points of improvement) ✘Very long setup (lost sight of the ‘prize’?) ✘Felt like two related dissertations (not one connected whole) ✘Makes assumption that textbook texts are appropriate for learner level (replace unnamed experts with actual human participants)
  9. 9. ✘A dissertation idea: analyze language use of community participants in an online social network (Fb or Twitter) ✘Corpus Linguistics Analysis is an interesting approach to use: creation of corpora from social media communities to be used for analysis. ✘Could compare corpus-derived findings to other findings, such as SNA derived findings (compare language use of in- and out- groups) ✘Verdict: a little too math-focused for me (at this time) Connections
  10. 10. Β Dissertation 2(something domestic) Greek numeral (2) Collaboration in Online Environments: Student Perceptions of Purpose, Process, and Product. - by Rochelle, Gail (2004)
  11. 11. Dissertation Layout 1. Introduction 2. Literature Review 3.Methodology 4. Data Analysis & Findings 5. Findings, Implications, Suggestions 6. Bibliography 7. Appendices
  12. 12. RQs and Methodology RQ1: What are student perceptions of collaborative research as it occurs using a web-based electronic portfolio? RQ2: How do students view the effects of such collaboration on their learning purpose, process, and product? ✘ Case study approach ✘ Using Naturalistic Inquiry Model ✘ Emergent design ✘ Use of Content Analysis
  13. 13. Research Participants ✘Students in a uVA class (EDIS 542: Language, Literacy, and Culture) who are undertaking a collaborative project ✘18 students taking entry survey ✘2 students acting as cases ✘13 (of original 18) students taking exit survey
  14. 14. ✘Builds on work of 2 previous dissertations ✘Researcher has a emic & etic perspectives as a former student in that class ✘Not just approached from one lense Collaborative learning Computer & collaboration ePortfolios Online Learning Communities (Positives)
  15. 15. ✘Author didn’t quite understand Case Study method? ✘Entry survey more on focused on tech skills (connection to collaboration?) ✘Some sections a little short? ✘Surface-level literature review ✘Repetitive final chapter ✘Too much focus on future research (connects to lit-review) ✘Too specific in its implementation (title suggest something more abstract) ✘Missed opportunity for collaboration vs cooperation ✘Whither COP and CoI? (Points of improvement)
  16. 16. Connections ✘Provided me with some literature that might have been overlooked ✘Similar approach envisioned for my dissertation proposal ✘Case Study, emergent design, collaboration context ✘What about a research data retention policy? ✘Researcher-as-human-instrument statement
  17. 17. Γ My Proposal(hopefully a fine blend of domestic approaches and international actors) Greek numeral (3)
  18. 18. Working Title Open Course Collaboration: A case study of emergent collaboration in Rhizo14 and Rhizo15
  19. 19. Rhizo ‘14 The community that piqued (kindled?) my interest in collaborative research in online communities
  20. 20. What happened in Rhizo? ✘We learned... ✘We interacted… (student-student, and student-content) ✘We formed voluntary groups to research… (wait...what? This wasn’t in the syllabus!) Not unprecedented, something similar happened in MobiMOOC in 2011
  21. 21. The Big Q Why initiate? Why participate? Why complete? Why repeat? Why?
  22. 22. Research Questions (currently brewing) RQ1 Watch this space... RQ2 Watch this space... RQ3 Watch this space...
  23. 23. Research Participants Individuals who enrolled in Rhizo14 and/or Rhizo15 and who collaborated an extra-curricular research project that was published or presented at a conference. These individuals participated in groups of 2 or more people
  24. 24. Locations of Potential Participants
  25. 25. Challenge: multiple lenses LeadershipMotivation ANT (Actor Network Theory) PLN, COP, CoI, & Learning Org. Theory Only some of what’s coming to mind
  26. 26. “ Be ruthlessly pragmatic (paraphrased) Marguerite Koole EDDE 806 (01/2016)
  27. 27. Thank you! Any questions? You can find me at @koutropoulos